Localization and Contextualization in Teaching K-12 Social Studies

One of the key features of the K-12 Social Studies (Araling Panlipunan) curriculum is the delivery of lessons through localization and contextualization. The principle of localization and contextualization is not new to DepEd teachers for it is already embedded in our mission which states “To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education…” Also, the concept of localization and contextualization is being stipulated in the provisions of our 1987 Philippine Constitution particularly on Article XIV, Section 14 of the 1987 Philippine Constitution which states that “The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression” and Article XIV, Section 5. (1), which states that “The State shall take into account regional and sectoral needs and conditions and shall encourage local planning in the development of educational policies and programs.”

Technically speaking, localization is the process of adapting and relating the content of the curriculum and the process of teaching and learning to local condition, environment, and resources. Meanwhile, contextualization is the process of presenting a lesson in meaningful and relevant context based on previous experiences and real-life situations. In commonality, both adhere to making the lesson flexible, fit, creative, relevant, meaningful, and adaptive to students’ level of understanding and instructional needs.

The concept of localization and contextualization falls on the idea that students learned best when experienced in the classroom have meanings and relevance in their lives. Things students do and associated with them are the learning that lasts forever. Applying the rule for learning by doing, applied to learn, and manipulative learning is also a must in executing localization and contextualization in teaching. If students were put in an actual learning environment letting them manipulate, relate, and adapt to various learning opportunities and resources available within the locality or community, profound learning will be assured and realized. It helps teachers and students comprehend concepts by relating and presenting a lesson in the context of the prevailing local environment, culture, and resources. Hence, lessons are becoming more real-life, customized, and appropriate.

But, we have to keep in mind that not all lessons in Araling Panlipunan (Social Studies) can be localized and contextualized. Teachers should not compromise the concept and content of the lesson just for the sake of making contextualized and localized version of it. Learning standards and competencies should always precede contextualization and localization. In some instances, localization and contextualization defeat the goals of the lessons due to concepts and contents that were overtly localized and contextualized, resulting to mislead and overdue lesson.

    Nonetheless, teachers should be adaptive and creative in using localization and contextualization in teaching. Such principles were made and adapted in the academe to make the curriculum responds, conforms, reflects, and be flexible to the needs of the learners, especially the 21st-century learners who need to be holistically and skillfully developed. Yes, it is true that sometimes we understand more the concepts by relating them to ideas that we can easily comprehend, appreciate, and relate in our lives, but the standards of quality and relevant education should always be considered all the times and should not be compromised just for the sake of the localized and contextualized lesson.