Assessing Contextualization in the Grade 10 MATATAG English Curriculum: A Document Analysis
Keywords:
aspirational-operational gap; curriculum contextualization; Curriculum Contextualization Assessment Framework (CCAF); English language curriculum; MATATAG English curriculumAbstract
This study conducted a document analysis of the Grade 10 MATATAG English Curriculum to assess the degree of contextualization across four school-year quarters using the Curriculum Contextualization Assessment Framework (CCAF), a literature-derived analytical framework synthesized from scholarship on curriculum contextualization, culturally responsive pedagogy, multilingual education, and authentic assessment. The analysis focused on Grade Standards (GS), Content Standards (CS), Performance Standards (PS), and Learning Competencies (LCs) through six interrelated dimensions of contextualization: content localization, cultural representation, linguistic contextualization, pedagogical contextualization, authenticity, and resource alignment. Data were drawn from the official curriculum documents released by the Department of Education (DepEd, 2023) and examined through qualitative document analysis supplemented by descriptive quantification to summarize patterns observed across curriculum components. Findings indicate moderate levels of pedagogical contextualization (M = 3.0), assessment authenticity (M = 3.0), and content localization (M = 2.75), alongside opportunities to further strengthen cultural representation (M = 2.19), linguistic contextualization (M = 2.0), and resource alignment (M = 2.0). The overall mean of 2.49 suggests an uneven profile of contextualization across dimensions. The analysis also identified an aspirational-operational gap, referring to the discrepancy between contextualization commitments articulated in broader curriculum standards and the degree to which these commitments are reflected in the learning competencies that guide classroom practice. The findings offer insights into curriculum enhancement, teacher development, and future research in multilingual educational contexts.
https://doi.org/10.26803/ijlter.25.7.44
References
Adlit, M. F. (2022). Harmonizing materials and practices of senior high school teachers: A conceptual paradigm for contextualization across K-12 curriculum. Puissant, 3, 553–567. https://www.ssoar.info/ssoar/handle/document/80888
Atondo, H. B. (2022). Contextualized instructional materials in teaching reading and writing skills. International Journal of Research Studies in Education, 11(6), 123–134. https://doi.org/10.5861/ijrse.2022.906
Badajos, M., Fulgencio, M. D., & Plando, D. (2025). The impact of ‘Matatag’ curriculum implementation in the foundation stage of education. Journal of Learning and Development Studies, 5(1), 1–12. https://doi.org/10.32996/jlds.2025.5.1.1
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Cabaya, J. D., Gerios, C. Q., & Lano, J. B. (2025). From K-12 to MATATAG: A systematic review of the factors driving curriculum transition. Indonesian Journal of Educational Research, 6(2), 112–128. https://doi.org/10.30598/ijer.v6i2.1234
Chen, Q., & Wright, C. (2017). Contextualization and authenticity in TBLT: Voices from Chinese classrooms. Language Teaching Research, 21(4), 517–536. https://doi.org/10.1177/1362168816639985
Dayson, C. J. P., Ayo, J. P. D., & Equipado, B. D. (2024). A systematic review and meta-synthesis of indigenous Filipino values in educational leadership. Journal of Community Positive Practices, 24(2), 1–18. https://doi.org/10.35782/JCPP.2024.2.01
Department of Education. (2023). MATATAG K to 10 curriculums: English (Grades 2–10). Republic of the Philippines. https://www.deped.gov.ph/matatagcurriculumk147/
Fernandes, P., Leite, C., Mouraz, A., & Figueiredo, C. (2013). Curricular contextualization: Tracking the meanings of a concept. The Asia-Pacific Education Researcher, 22(4), 417–425. https://doi.org/10.1007/s40299-012-0033-3
Fuentes, M. (2025). Teacher experiences, challenges, and support needs in the implementation of the Philippine MATATAG Curriculum: An integrative literature review. Journal of Interdisciplinary Perspectives, 3(1), 1–14. https://doi.org/10.69569/jip.2025.716
Gallagher, M. A., Beck, J. S., Ramirez, E. M., Taboada Barber, A., & Buehl, M. M. (2023). Supporting multilingual learners’ reading competence: A multiple case study of teachers’ instruction and student learning and motivation. Frontiers in Education, 8, Article 1085909. https://doi.org/10.3389/feduc.2023.1085909
Garrido, R. R., & Niez, R. A. (2025). Contextualizing mother tongue-based multilingual education: Pedagogical strategies in kindergarten to Grade 3 classrooms in the Philippines. Forum for Linguistic Studies, 7(10), 959–974. https://doi.org/10.30564/fls.v7i10.11139
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Hamman-Ortiz, L., Dougherty, C., Tian, Z., Palmer, D., & Poza, L. (2025). Translanguaging at school: A systematic review of U.S. PK–12 translanguaging research. System, 129, Article 103594. https://doi.org/10.1016/j.system.2025.103594
Huijgen, T., Van de Grift, W., Van Boxtel, C., & Holthuis, P. (2018). Promoting historical contextualization: The development and testing of a pedagogy. Journal of Curriculum Studies, 50(3), 410–434. https://doi.org/10.1080/00220272.2017.1313459
Inocian, R. B., Dapat, L. C., Pacaña, G. B., & Lasala, G. M. (2019). Indigenizing and contextualizing the use of cooperative learning strategies. Journal of Research, Policy & Practice of Teachers and Teacher Education, 9(2), 1–18. https://doi.org/10.37134/jrpptte.vol9.no2.1.2019
Koo, T. K., & Mae, M. Y. (2016). A guideline for selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012
Labiste, J. L. (2019). Contextualization in English language education: Navigating the place of maritime culture in Philippine English language teaching. Asian EFL Journal, 21(4), 112–130. https://www.asian-efl-journal.com/main-editions-new/contextualization-in-English-language-education
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Leite, C., Fernandes, P., & Figueiredo, C. (2018). Challenges of curricular contextualization: Teachers’ perspectives. The Australian Educational Researcher, 45(4), 435–453. https://doi.org/10.1007/s13384-018-0271-1
Mansibang, M. K. (2025). Implementation of values education in the MATATAG curriculum and its perceived effects on character formation. University of San Jose–Recoletos Research Publication, 1(1), 1–15. https://urdc.usl.edu.ph/wp-content/uploads/2025/mansibang2025.pdf
Matiso, H. (2024). Optimising culturally responsive pedagogies in multicultural English second-language classrooms. International Journal of Learning, Teaching and Educational Research, 23(11), 1–20. https://doi.org/10.26803/ijlter.23.11.20
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). SAGE.
Palsa, L., & Mertala, P. (2019). Multiliteracies in local curricula: Conceptual contextualizations of transversal competence in the Finnish curricular framework. Nordic Journal of Studies in Educational Policy, 5(3), 162–173. https://doi.org/10.1080/20020317.2019.1635845
Pariscal, D. R. P., & Gonzales-Aboy, I. (2022). Practices in the contextualization of the English curriculum in the public secondary schools. Technium Social Sciences Journal, 32, 77–93. https://doi.org/10.47577/tssj.v32i1.6518
Perfecto, M. R. G. (2025). Contextualizing in English language education: Insights from teaching in a time of crisis. In M. R. G. Perfecto & A. E. Arcinas (Eds.), The Routledge handbook of English language education in the Philippines (pp. 412–425). Routledge. https://doi.org/10.4324/9781032621395-34
Picardal, J. (2023). Effectiveness of contextualization in science instruction to enhance science literacy in the Philippines: A meta-analysis. International Journal of Learning, Teaching and Educational Research, 21(1), 1–25. https://doi.org/10.26803/ijlter.21.1
Pishghadam, R., Shayesteh, S., & Rahmani, S. (2016). Contextualization-emotionalization interface: A case of teacher effectiveness. International Journal of Society, Culture and Language, 4(2), 1–12. https://mail.hipatiapress.com/hpjournals/index.php/ijscl/article/view/1823
Posso-Pacheco, R. J., Cóndor-Chicaiza, M. G., & Escobar-Terrones, C. F. (2024). Analysis of discursive patterns for curricular contextualization. Revista de Investigación en Educación, 22(1), 1–18. https://doi.org/10.35869/reined.v22i1.5012
Remillard, J. T., & Heck, D. J. (2014). Conceptualizing the curriculum enactment process in mathematics education. ZDM Mathematics Education, 46(5), 705–718. https://doi.org/10.1007/s11858-014-0600-4
Salgado, R. M., Koike, P. S., Maglasang, R., & Minoza, J. (2024). Overcoming linguistic and cultural barriers in English language learning: An exploration of culturally responsive pedagogy. The English Teacher, 53(2), 91–108. https://doi.org/10.52696/UIFX1995
Soriano, B. M. (2025). Teachers’ perspectives on the implementation of instruction under the Matatag curriculum. Cognizance Journal of Multidisciplinary Studies, 5(1), 1–15. https://doi.org/10.47760/cognizance. 2025.v05i06.001https
Widodo, H. P., Wood, A., & Gupta, D. (2017). Introduction: Re-contextualizing English language teaching in Asia today. In H. P. Widodo, A. Wood, & D. Gupta (Eds.), Asian English language classrooms: Where theory and practice meet (pp. 1–16). Routledge. https://doi.org/10.4324/9781315649948
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass.
Yoon, B. (2023). Research synthesis on culturally and linguistically responsive teaching for multilingual learners. Education Sciences, 13(6), Article 557. https://doi.org/10.3390/educsci13060557
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Pauline Joy Gelacio Tardaguila
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
