The paper presents a language teaching approach that veers away from thetraditional form of teaching language which

focuses on
grammar andcommunication. The proposed approach emphasizes on the link betweenlanguage and Filipino culture. There are different
aspects in this, but language ishighlighted as an outlet and receptacle of culture. And yet, this view does notlimit itself to simply listing
down people, places, objects, events, concepts, andother forms of Filipino cultural symbols, instead, it pushes for the concept ofculture
as dynamic, collective, and within a context. A specific model is alsopresented, and its application, in analyzing cultural domains or
cultural fieldspertaining to language. The concluding part of the paper proposes on howlanguage and culture can be taught in the
context of the K-12 program, withfocus on how it is outlined according to the language of describing, language ofdefining, language of
responding, and language of participating.The paper presents a language teaching approach that veers away from thetraditional form of
teaching language which focuses on grammar andcommunication. The proposed approach emphasizes on the link betweenlanguage
and Filipino culture. There are different aspects in this, but language ishighlighted as an outlet and receptacle of culture. And yet, this
view does notlimit itself to simply listing down people, places, objects, events, concepts, andother forms of Filipino cultural symbols,
instead, it pushes for the concept ofculture as dynamic, collective, and within a context. A specific model is alsopresented, and its
application, in analyzing cultural domains or cultural fieldspertaining to language. The concluding part of the paper proposes on
howlanguage and culture can be taught in the context of the K-12 program, withfocus on how it is outlined according to the language of
describing, language ofdefining, language of responding, and language of participating.The paper presents a language teaching
approach that veers away from thetraditional form of teaching language which focuses on grammar andcommunication. The proposed
approach emphasizes on the link betweenlanguage and Filipino culture. There are different aspects in this, but language ishighlighted
as an outlet and receptacle of culture. And yet, this view does notlimit itself to simply listing down people, places, objects, events,
concepts, andother forms of Filipino cultural symbols, instead, it pushes for the concept ofculture as dynamic, collective, and within a
context. A specific model is alsopresented, and its application, in analyzing cultural domains or cultural fieldspertaining to language.
The concluding part of the paper proposes on howlanguage and culture can be taught in the context of the K-12 program, withfocus on
how it is outlined according to the language of describing, language ofdefining, language of responding, and language of
participating.The paper presents a language teaching approach that veers away from thetraditional form of teaching language which
focuses on grammar andcommunication. The proposed approach emphasizes on the link betweenlanguage and Filipino culture. There
are different aspects in this, but language ishighlighted as an outlet and receptacle of culture. And yet, this view does notlimit itself to
simply listing down people, places, objects, events, concepts, andother forms of Filipino cultural symbols, instead, it pushes for the
concept ofculture as dynamic, collective, and within a context. A specific model is alsopresented, and its application, in analyzing
cultural domains or cultural fieldspertaining to language. The concluding part of the paper proposes on howlanguage and culture can be
taught in the context of the K-12 program, withfocus on how it is outlined according to the language of describing, language ofdefining,
language of responding, and language of participating.The paper presents a language teaching approach that veers away from
thetraditional form of teaching language which focuses on grammar andcommunication. The proposed approach emphasizes on the link
betweenlanguage and Filipino culture. There are different aspects in this, but language ishighlighted as an outlet and receptacle of
culture. And yet, this view does notlimit itself to simply listing down people, places, objects, events, concepts, andother forms of
Filipino cultural symbols, instead, it pushes for the concept ofculture as dynamic, collective, and within a context. A specific model is
alsopresented, and its application, in analyzing cultural domains or cultural fieldspertaining to language. The concluding part of the
paper proposes on howlanguage and culture can be taught in the context of the K-12 program, withfocus on how it is outlined according
to the language of describing, language ofdefining, language of responding, and language of participating.