COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

Republic of the Philippines

TARLAC STATE UNIVERSITY

VISION Tarlac State University is envisioned to be a premier university in Asia and the Pacific.

Tarlac State University commits to promote and sustain the offering of quality and programs in higher and advanced education ensuring equitable
access to education for people empowerment, professional development, and global competitiveness.

Towards this end, TSU shall:

MISSION 1. Provide high quality instruction trough qualified, competent and adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research undertakings in the fields of technology and sciences and strengthening
collaboration with local and international institutions.
3. Be a champion in community development by strengthening partnership with public and private organizations and individuals.

E - xcellence
Q - uality
U - nity
CORE VALUES I - ntegrity
T - rust in God, Transparency & True Commitment
Y - earning for Global Competitiveness

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

Course Name (EL 108) Language Programs and Policies in Multi Lingual Societies
Course Credits 3 units
Course Description
This course provides a survey of local and international basic education language programs and policies that account for issues and considerations relevant to the
engagement of teachers in school settings.

This course focuses on research done on the nature and processes involved in English language teaching in multilingual environment and in drawing up policies for
the implementation of plans. It approaches these issues through the dual lenses of educational linguistics (especially psycholinguistics, sociolinguistics, and the
discipline of anthropology) and language policy (especially the sociology of language and the general field of educational policy).

Contact Hours/Week 3 hours/week

Prerequisite (EL 103) Principles and Theories of Language Acquisition and Learning
Course Outcomes Upon completion of this course, the students as future teachers are able to:
1. Appreciate how language planning and policy practices are ideologically and socio-politically informed;
2. Critically engage with the range of issues and perspectives involved in the study of language planning and policy;
3. Articulate and justify – orally and in writing – an informed position on language planning and policy issues based on readings and drawing from their own
knowledge and experience.
4. Uncover the origins of Language Planning Policy
5. Examine properties of Language Planning Policy
6. Familiarize oneself to Current Language Planning and Policy Issues

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter

Week 1 A. Vision, Mission, Goal, and objectives (VMGO) of TSU
B. Introduction to the Course
Week 2 C. Language Planning and Policy
Week 3 D. Language Planning and Policy Theories and Perspectives
Week 4 E. Language Planning and Policy Theories and Perspectives
Week 5 F. Language Planning and Policy Theories and Perspectives
Week 6 G. Current Language Planning and Policy Issues
Week 7 H. Current Language Planning and Policy Issues
Week 8 I. Language Planning and Policy in the Philippines and other postcolonial/ multilingual contexts
Week 9 J. Language Planning and Policy in the Philippines and other postcolonial/ multilingual contexts
Week 10 K. Research Focus
ELT/ English in postcolonial multilingual settings
Language Planning, Policy, and Practice in Various Domains
Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices
Week 11 L. Research Focus
ELT/ English in postcolonial multilingual settings
Language Planning, Policy, and Practice in Various Domains
M. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices
Week 12 N. Research Focus
ELT/ English in postcolonial multilingual settings
Language Planning, Policy, and Practice in Various Domains
O. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices
Week 13 P. Research Focus
ELT/ English in postcolonial multilingual settings
Language Planning, Policy, and Practice in Various Domains
Q. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices

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 COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

Week 14 R. Research Focus

ELT/ English in postcolonial multilingual settings
Language Planning, Policy, and Practice in Various Domains
S. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices
Week 15 T. Research Focus
ELT/ English in postcolonial multilingual settings
Language Planning, Policy, and Practice in Various Domains
U. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices
Week 16 V. Research Focus
ELT/ English in postcolonial multilingual settings
Language Planning, Policy, and Practice in Various Domains
W. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices
Week 17 X. Research Focus
ELT/ English in postcolonial multilingual settings
Language Planning, Policy, and Practice in Various Domains
Y. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices
One week ( or an equivalent of three Z. Allotted for the Midterm and Final Exams
hours)

Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details

Appreciate how language planning and policy practices are Analysis and evaluation of theories and perspectives Students work on assigned topics and conduct an oral
ideologically and socio-politically informed; CRITERIA: presentation that focus on the following:
Manner (delivery) 10 points 1. Summary of the assigned text/s
Matter/ Method (analysis and evaluation) 20 points 2. Critical analysis and evaluation of the assigned texts
TOTAL 30 points (e.g. discussion of the main arguments presented in the
text/s; strong and weak points in the arguments, the
text/s relevance to the language planning policy field,

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

possible counterarguments/ extension of arguments;

applications to your own context)

Critically engage with the range of issues and perspectives Panel discussion and open forum Students tackle assigned language planning policy issues in a
involved in the study of language planning and policy; CRITERIA: panel discussion. Assigned student panellists discuss the issues
Manner (delivery) 10 points based on the required readings and share their views. In the open
Matter/ Method (analysis and evaluation) 20 points forum, the other student participants respond to the points raised
TOTAL 30 points by the panellists. Students take turns as panellists and open
forum speakers.
Articulate and justify – orally and in writing – an informed position Presentation of position papers Students select topics on language planning policy in the
on language planning and policy issues based on readings and CRITERIA: Philippines and/ or other postcolonial/ multilingual contexts in
drawing from their own knowledge and experience. Manner (delivery) 10 points small groups. Each group composes a position paper that clearly
Matter/ Method (analysis and evaluation) 20 points presents their advocacy on a particular language planning policy
TOTAL 30 points issue. The position papers are presented in the class.

Final Paper Students work on a language planning policy topic they are
CRITERIA: interested in.
Substantiation 20 points
Organization 5 points
Unity 5 points
Level of insight 20 points
TOTAL 50 points

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

LEARNING PLAN

Desired Learning Course References Teaching and Assessment Tasks Resource Time
Outcomes (DLOs) Content/Subj Learning Materials Table
ect Matter Activities
Demonstrate Vision, TSU Charter Brainstorming Enumerate Course 1.5 hrs.
awareness , Mission, TSU Code Discussion Web school/classroom Syllabus
acceptance, and Goal, and TSU Graduate Journal activities that help in the Journal
appreciation of the Objectives fulfillment or attainment University
Vision, Mission, (VMGO) of of the university’s Charter
Goal and TSU VMGO Copy of the
objectives of the VMGO
University/College
Uncover the Introduction Bright, W. (1992). Language Policy. International Encyclopedia of Linguistics Vol. Identify goals and Reflection Paper Book, 1.5 hrs.
origins of to the Course IV:310-311. expectations handouts,
Language Planning Cooper, R. L. (1989). Language planning and social change. Cambridge, England: research
Policy Cambridge University Press. outputs
Examine properties Language Goundar , Prashneel Ravisan Team Planning Analysis and Evaluation Books laptop, 3 hrs.
of Language Planning and The Characteristics of Language Policy and Planning Research: An Overview of Theories and LCD
Planning Policy Policy Submitted: September 8th 2016 Reviewed: February 27th 2017 Published: July 5th Presentations Perspectives projector, or
2017 DOI: 10.5772/intechopen.68152 LED TV,
Individual and team handouts
assignments for
panel discussion
Open Forum
Analyze and Language Hornberger, N. (2006). Frameworks and models in language policy and panning. In T. Team Book, laptop, 9 hrs.
evaluate Language Planning and Ricento (Ed.) An Introduction to Language Policy: Theory and Method (pp. 24-41). Preparations: Analysis and Evaluation LCD projector
Planning and Policy New York: Blackwell Publishing. Analysis and of Theories and or LED TV,
Policy Theories Theories and Evaluation of Perspectives PPT
and Perspectives Perspectives Ricento, T. (2010). Globalization and language policy. In N. Coupland (Ed.), The Theories and presenter,
Handbook of Language and Globalization (pp. 123-141). London: Wiley-Blackwell. Perspectives handouts

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

Spolsky, B. (2005). Language policy. In Cohen, J., McAlister, K.T., Rolstad, K, &
MacSwan, J. (Eds) Proceedings of the $th International Symposium on Bilingualism
(pp. 2152-2164). Somervile, MA: Cascadilla Press.

Spolsky, B. (2007) Towards a theory of language policy. Working pPapers in

Educational Linguistics (22)1: 1-14

Tollefson, J.W. (2007). Schlarships and activism on language. Language Research

Bulletin (22). Retrieved from
http://web.icu.ac.jp/lrb/vol_22/Tollefson%20LRB%20V22.pdf.

United Nations Educational, Scientific, and Cultural Organization (UNESCO). (1953).

The Use of Vernacular Language in Education. .Paris: UNESCO

United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2003).

Education in a multilingual world. .Paris: UNESCO

Wiertlewska, J. (2012). Language planning and language policy in ecological

perspective. Glottodidacctica. XXXIX(1):117-126.
Familiarize oneself Current Canagarajah, A.S. (2005). Dilemmas in planning English/ vernacular relations in Individual and Panel Discussion Book, 6 hrs.
to Current Language postcolonial communities. Journal of Sociolinguistics, 9(3): 418-447. Team Planning research
Language Planning Planning and outputs,
and Policy Issues Policy Issues Canagarajah, A.S. (2013). Introduction. Translingual practice: Global Englishes and Open Forum handouts
cosmopolitan relations (pp. (1-18). New York: Routledge.

Garcia, O. (2009a). Education, multilingualism and translanguaging in the 21st

century. In. A.K. Mohanty, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds.),
Multilingual education for social justice: Globalising the local (pp. 140-158). New
Delhi: Orient Blackswan

Shelton, L., (2007). Importing Canagarajah’s global English theories. English

Teaching: Practice and Critique 6(2):58-71.

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

Shohamy, E. (2009). Language teachers as partners in crafting educational language

policies. Ikala 14 (22): 45-67.

Vorster, H. (2008). Investigating a scaffold to code-switching as strategy in multilingual

classrooms. Pythagoras, 67, 33-41.

Webb, L. (2012). Conflicting perspectives of power, identity, access and language

choice in multilingual teachers’ voices. 12th International Congress on Mathematical
Education Program, COEX, Seoul, Korea.
Critically engage Language Bernardo, A.B. I. (2004). McKinley’s questionable bequest: Over 100 years of English Planning of position Presentation of position Book, laptop, 6 hrs.
with the range of Planning and in Philippine Education. World Englishes, 23, 17-31. papers papers LCD projector
issues and Policy in the or LED TV,
perspectives Philippines Burton, L.A. (2013). Mother Tongue-Based Multilingual Education in the Philippines: Individual PPT
involved in the and other Studying Top-Down Policy Implementation from the Bottom-Up (Doctoral Dissertation). presentations presenter,
study of language postcolonial/ University of Minnesota, Minneapolis, MN. Retrieved from handouts,
planning and policy multilingual https://conservancy.umn.edu/bitstream/handle/11299/152603/Burton_umn_0130E_13 Brainstorming for worksheets,
contexts 632.pdf?sequence=1 the final paper speaker ,
teacher-made
Cena, D. (1958). The local dialects as the medium of instruction in the primary grades. tests
Philippine Studies 6(1), 115-120. Ateneo de Manila University.

Department of Education. (2009). Institutionalizing Mother Tongue-Based Multilingual

Education (MLE). Enclosure No. 1 to DepEd Order No. 74, s. 2009. Retrieved from
http://www.deped.gov.ph/sites/default/files/order/2009/DO_s2009_74.pdf

Department of Education. (2012). Department of Education Order No. 16, s. 2012.

Guidelines on the implementation of the Mother-Tongue Based Multilingual Education
(MTBMLE). Retrieved from http://multilingualphilippines.com/wp-
content/uploads/2012/03/DO-No.-16-s.-2012.pdf

Department of Education. (2012). Department of Education Order No.31. Policy

guidelines on the implementation of Grades 1-10 of the K to 12 Basic Education

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

Curriculum (BEC) effective School Year 2012-2013. Retrieved from

http://ceap.org.ph/upload/download/201210/1714521500_1.pdf

Gonzales, A. (2003). Language planning in multilingual countries: The case of the

Philippines. Retrieved from http://www-
01.sil.org/asia/ldc/plenary_paers/andrew_gonzales.pdf

Kosonen, K. (2009). Language in education policies in Southeast Asia: an overview, In

Kesonen, K. & Young, C. (Eds.), Mother tongue as a bridge of language instruction:
policies and experiences in Southeast Asia (pp. 8-14). Bangkok: The Southeast Asian
Ministers of Education Organization Secretariat. Retrieved from
http://siteresources.worldbank.org/EDUCATION/Resources/278200-
1099079877269/547664-1099079993288/Language_of_Instruction_SAR1.pdf

Kosonen, K. & Young, C. (2009). Introduction. In Kosonen, K. & Young, C. (Eds.),

Mother tongue as a bridge of language instruction: policies and experiences in
Southeast Asia (pp. 8-14). Bangkok: The Southeast Asian Ministers of Education
Organization Secretariat. Retrieved from
http://siteresources.worldbank.or/EDUCATION/Resources/278200-
1099079877269/547664-1099079993288/Language_of_Instruction_SAR1.pdf

Lee, E. & Norton, B. (2009) The English language, multilingualism, and the politics of
location. International Journal of Bilingual Education and Bilingualism 12(3): 277-290

Malone, S. (2007). Mother tongue-based multilingual education: Implications for

education policy. Seminar on Education Policy and the Right to Education: Towards
More Equitable Outcomes for South Asia’s Children. Kathmandu

Makoe, P. & McKinney, C. (2009). Hybrid discursive practices in a South African

multilingual primary classroom: A case study. English Teaching Practice and
Critique*(2): 80-95.

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

Nolasco, R.M. (2008). The prospects of multilingual education and literacy in the
Philippines. Retrieved from
http://www.seameo.org/_ld2008/documents/Presentation_document/NolascoTHE_PR
OSPECTS_OF_MULTILINGUAL_EDUCATION.pdf

Nolasco, R.M. (2012, July &). Starting from where the teachers are. Philippine Daily
Inquirer. Retrieved from http://opinion.inquirer.net/32547/starting-from-where-the-
teachers-are
Paulson Stone, R. (2012). A Professional Development Program for the Mother
Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards
MTBMLE, (Doctoral Dissertation). University of Massachusetts Amherst. Open Access
Dissertations. Retrieved from
http://scholarworks.umass.edu/open_access_dissertations/592. Paper 592.

SEAMEO INNOTECH [Southeast Asian Ministers of Education Organization Regional

Center for Educational Innovation and Technology], (2012), K to 12 toolkit: Resource
guide for teacher educators, school administrators and teachers. Retrieved from
http://www.gov.ph/downloads/2012/201209-K-to-12-Toolkit.pdf

Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal

for Research in Mathematics Education, 36(5), 447-466.

Setati, M. (2006). Access to mathematics versus access to the language of power: In

Novotna, J., Moraova, H., Kratka, M. & Stehlikova, N. (Eds.). Proceedings 30th
Conference of the International Group for the Psychology of Mathematics Education.
(pp. 97-104). Prague: PME.

Tupas, T.R. (2011). The new challenge of the mother tongues: the future of the
Philippine postcolonial language politics. Kritika Kultura 16, 108-121. Retrieved from
http://journals. Ateneo.edu/ojs/index.php/kk/article/view/1437/1463
Articulate and Research Individual Mini-Conference laptop, LCD 24 hrs.
justify – orally and Focus preparation of the projector/LED
in writing – an TV, speaker,

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

informed position ELT/ English Mini-Conference Submission of Final PPT

on language in and Final Paper Paper presenters,
planning and policy postcolonial handouts,
issues based on multilingual Consultations worksheets,
readings and settings newspapers,
drawing from their Language teacher-made
own knowledge Planning, tests
and experience Policy, and
Practice in
Various
Domains
Mini-
Conference
Theme:
“Language
Planning
Policy:
Changes,
Challenges,
and Choices

Readings and References Required Readings for Language Planning and Policy: Theories and Perspectives

Hornberger, N. (2006). Frameworks and models in language policy and panning. In T. Ricento (Ed.) An Introduction to Language Policy: Theory and Method (pp.
24-41). New York: Blackwell Publishing.

Ricento, T. (2010). Globalization and language policy. In N. Coupland (Ed.), The Handbook of Language and Globalization (pp. 123-141). London: Wiley-Blackwell.

Spolsky, B. (2005). Language policy. In Cohen, J., McAlister, K.T., Rolstad, K, & MacSwan, J. (Eds) Proceedings of the $th International Symposium on Bilingualism
(pp. 2152-2164). Somervile, MA: Cascadilla Press.

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

Spolsky, B. (2007) Towards a theory of language policy. Working pPapers in Educational Linguistics (22)1: 1-14

Tollefson, J.W. (2007). Schlarships and activism on language. Language Research Bulletin (22). Retrieved from
http://web.icu.ac.jp/lrb/vol_22/Tollefson%20LRB%20V22.pdf.

United Nations Educational, Scientific, and Cultural Organization (UNESCO). (1953). The Use of Vernacular Language in Education. .Paris: UNESCO

United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2003). Education in a multilingual world. .Paris: UNESCO

Wiertlewska, J. (2012). Language planning and language policy in ecological perspective. Glottodidacctica. XXXIX(1):117-126.

Required Readings for Current Language Planning and Policy Issues

Canagarajah, A.S. (2005). Dilemmas in planning English/ vernacular relations in postcolonial communities. Journal of Sociolinguistics, 9(3): 418-447.

Canagarajah, A.S. (2013). Introduction. Translingual practice: Global Englishes and cosmopolitan relations (pp. (1-18). New York: Routledge.

Garcia, O. (2009a). Education, multilingualism and translanguaging in the 21st century. In. A.K. Mohanty, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds.),
Multilingual education for social justice: Globalising the local (pp. 140-158). New Delhi: Orient Blackswan

Shelton, L., (2007). Importing Canagarajah’s global English theories. English Teaching: Practice and Critique 6(2):58-71.

Shohamy, E. (2009). Language teachers as partners in crafting educational language policies. Ikala 14 (22): 45-67.

Vorster, H. (2008). Investigating a scaffold to code-switching as strategy in multilingual classrooms. Pythagoras, 67, 33-41.

Webb, L. (2012). Conflicting perspectives of power, identity, access and language choice in multilingual teachers’ voices. 12th International Congress on Mathematical
Education Program, COEX, Seoul, Korea.

Required Readings for Langauage Planning and Policy in the Philippines and Other Postcolonial/ Multilingual Contexts

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

Bernardo, A.B. I. (2004). McKinley’s questionable bequest: Over 100 years of English in Philippine Education. World Englishes, 23, 17-31.

Burton, L.A. (2013). Mother Tongue-Based Multilingual Education in the Philippines: Studying Top-Down Policy Implementation from the Bottom-Up (Doctoral
Dissertation). University of Minnesota, Minneapolis, MN. Retrieved from
https://conservancy.umn.edu/bitstream/handle/11299/152603/Burton_umn_0130E_13632.pdf?sequence=1

Cena, D. (1958). The local dialects as the medium of instruction in the primary grades. Philippine Studies 6(1), 115-120. Ateneo de Manila University.

Department of Education. (2009). Institutionalizing Mother Tongue-Based Multilingual Education (MLE). Enclosure No. 1 to DepEd Order No. 74, s. 2009. Retrieved
from http://www.deped.gov.ph/sites/default/files/order/2009/DO_s2009_74.pdf

Department of Education. (2012). Department of Education Order No. 16, s. 2012. Guidelines on the implementation of the Mother-Tongue Based Multilingual
Education (MTBMLE). Retrieved from http://multilingualphilippines.com/wp-content/uploads/2012/03/DO-No.-16-s.-2012.pdf

Department of Education. (2012). Department of Education Order No.31. Policy guidelines on the implementation of Grades 1-10 of the K to 12 Basic Education
Curriculum (BEC) effective School Year 2012-2013. Retrieved from http://ceap.org.ph/upload/download/201210/1714521500_1.pdf

Gonzales, A. (2003). Language planning in multilingual countries: The case of the Philippines. Retrieved from http://www-
01.sil.org/asia/ldc/plenary_paers/andrew_gonzales.pdf

Kosonen, K. (2009). Language in education policies in Southeast Asia: an overview, In Kesonen, K. & Young, C. (Eds.), Mother tongue as a bridge of language
instruction: policies and experiences in Southeast Asia (pp. 8-14). Bangkok: The Southeast Asian Ministers of Education Organization Secretariat. Retrieved
from http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-1099079993288/Language_of_Instruction_SAR1.pdf

Kosonen, K. & Young, C. (2009). Introduction. In Kosonen, K. & Young, C. (Eds.), Mother tongue as a bridge of language instruction: policies and experiences in
Southeast Asia (pp. 8-14). Bangkok: The Southeast Asian Ministers of Education Organization Secretariat. Retrieved from
http://siteresources.worldbank.or/EDUCATION/Resources/278200-1099079877269/547664-1099079993288/Language_of_Instruction_SAR1.pdf

Lee, E. & Norton, B. (2009) The English language, multilingualism, and the politics of location. International Journal of Bilingual Education and Bilingualism 12(3):
277-290

Malone, S. (2007). Mother tongue-based multilingual education: Implications for education policy. Seminar on Education Policy and the Right to Education: Towards
More Equitable Outcomes for South Asia’s Children. Kathmandu

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

Makoe, P. & McKinney, C. (2009). Hybrid discursive practices in a South African multilingual primary classroom: A case study. English Teaching Practice and
Critique*(2): 80-95.

Nolasco, R.M. (2008). The prospects of multilingual education and literacy in the Philippines. Retrieved from
http://www.seameo.org/_ld2008/documents/Presentation_document/NolascoTHE_PROSPECTS_OF_MULTILINGUAL_EDUCATION.pdf

Nolasco, R.M. (2012, July &). Starting from where the teachers are. Philippine Daily Inquirer. Retrieved from http://opinion.inquirer.net/32547/starting-from-where-
the-teachers-are

Paulson Stone, R. (2012). A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards
MTBMLE, (Doctoral Dissertation). University of Massachusetts Amherst. Open Access Dissertations. Retrieved from
http://scholarworks.umass.edu/open_access_dissertations/592. Paper 592.

SEAMEO INNOTECH [Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology], (2012), K to 12 toolkit:
Resource guide for teacher educators, school administrators and teachers. Retrieved from http://www.gov.ph/downloads/2012/201209-K-to-12-Toolkit.pdf

Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36(5), 447-466.

Setati, M. (2006). Access to mathematics versus access to the language of power: In Novotna, J., Moraova, H., Kratka, M. & Stehlikova, N. (Eds.). Proceedings 30th
Conference of the International Group for the Psychology of Mathematics Education. (pp. 97-104). Prague: PME.

Tupas, T.R. (2011). The new challenge of the mother tongues: the future of the Philippine postcolonial language politics. Kritika Kultura 16, 108-121. Retrieved from
http://journals. Ateneo.edu/ojs/index.php/kk/article/view/1437/1463

• Regular class attendance

Course Requirements • Active participation in class recitation/discussion
• Completion of formative and summative tests (quizzes/midterm/final exams).
• Submission of homework and other assignments (e.g. reflections, portfolio of essays/poems/business letters, research paper)

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

The students will be graded for two quarters ( midterm and final rating periods) according to the following:
Grading System • Class Attendance 10%
• Participation in Class Recitation/Discussion 25%
• Individual Formative Tests, Homework, Reflections, Portfolio, Research Paper 25%
• Summative Examination (Midterm/Final Exams) 40%
TOTAL 100%

The students will be given a final grade based on their average grade (AG) in the mid grading period (1st quarter of the term) and in the final grading grade (2nd
quarter). Midterm average grade has a weight of 50% and the final grading period has also a weight of 50%.

University Equivalent Rating

97 – 100 1.00 91 – 93 1.50 82 - 84 2.25 75 3.00

94 – 96 1.25 88 – 90 1.75 79 – 81 2.50 74 below 5.00
91 – 93 1.50 85 – 87 2.00 76 – 78 2.75 Inc. Incomplete

Classroom Policies Students who are enrolled in this course should conform to the following class policies:

A. Attendance
1. Regardless of a disability, all students are responsible for fulfilling the essential requirements of courses/programs/degrees, including attendance
expectations.
2. No one is allowed to attend a class unless officially enrolled on a credit or non-credit basis with the appropriate fees paid. Students, who attend, participate
and strive to complete course requirements without formal enrolment will not receive credit for their work.
3. In compliance with the University regulations governing class attendance, students who stop attending the class for five (5) or six (6) times without justifiable
reasons or who have never attended class will be dropped from the class. (Attendance is defined as physical attendance, participation or presence in an
academically related activity such as submission of an assignment
(e.g., homework, research paper), quiz/ examination, or participation in group activities).
4. Severe consequences on students who miss term exams without a "satisfactory explanation" shall be imposed, namely, a failing grade in the course. To
avoid such dire action, the policy instructs students "unable to take a midterm/final examination because of illness or other reasons over which they have
no control" to notify the instructor/professor immediately. Students should be prepared to document their illness or the extenuating circumstances that
caused them to miss the exam.

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

5. Students are excused from classes to participate in university-approved events or competitions. Before missing classes, the participants must present their
instructors with a letter signed by both the director of the Student Affairs and the faculty adviser/coach of the student. These letters confirm the dates and
locations of the events. An excused absence does not excuse students from completing course work missed during their absences.
6. The University physician will provide students with a medical excuse only if the student's illness warrants such action. If a student is examined by a physician
during the time he/she is ill, the physician will decide at that time if the student is too ill to attend classes. If an excuse is warranted, the physician will specify
this on a medical certificate, which the student will receive and shown to the instructor upon their entrance to the class.
7. Students who face emergencies, such as a death in the family, serious illness of a family member, court appearances, hazardous weather that makes
attendance impossible or other situations beyond their control that preclude class attendance should notify their instructors immediately to be excused from
their class.
8. Students without notifications of absence or excuse letters will not be allowed to have make-up course work such as quiz, but will be allowed to take midterm
and/or final examinations.

B. Use of Electronic Devices in the Classroom

Electronic devices such as cell phones may be used in the class under the direction of the instructor for instructional purposes or otherwise directed at the
discretion of the instructor. Students who use their devices for non-instructional purposes will be directed to put the device away; failure to do so will be
considered insubordination and referred to school administration.

C. Class Participation and Behavior

1. Class participation is a very important part of the learning process in this course. Students will be evaluated on the quality of their contributions and
insights
2. Any form of cheating will immediately earn you a failing grade.
3. Students are required to adhere to the behavior standards and to refrain from disrupting classes
4. If a student is disruptive, the faculty member may ask the student to stop the disruptive behavior and warn the student that such disruptive behavior can
result in academic or disciplinary action.
5. A faculty member is authorized to ask a student to leave the classroom or other academic site if the faculty member deems it necessary.
6. Students must come to class on time, be attentive and engaged in class.
7. No students are allowed to eat in the classroom.
8. Passes to leave the room will be limited to emergency situations only.

D. Plagiarism
No students shall claim or submit the academic work of another as their own. Students are expected to do their own, original work on each assignment in the
class. If found to have submitted a written assignment copied from their classmates’ works or just photocopied their papers may face an allegation of dishonesty
and penalized with a failing grade.

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COEd OBTL Plan EL 108 – Language Programs and Policies in Multilingual Societies

E. Dress and Grooming Code

Students should dress appropriate to their age and sex. They should wear the prescribed school uniform on regular school days.

Course Title: AY/Term of Effectivity: Prepared by: Reviewed by:

(EL 108) Language Programs and Policies in AY: 2019-2020

Multilingual Societies DR. NINEZ B. TULO PROF. ELIZABETH P. BALANQUIT
FIRST SEMESTER Chairperson, BSEd Program
DR. MARIA AGNES P. LADIA

DR. CRISELDA MADRIAGA Recommending Approval:

Professors

DR. ERWIN P. LACANLALE

Dean

Approved:

DR. MICHAELA P. SAGUN

Vice President, Academic Affairs

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