Republic of the Philippines

COURSE HOLY CROSS COLLEGE OF CARIGARA

Rebolledo St., Brgy. Ponong, Carigara, Leyte
SYLLABUS Email address: [email protected]
ESC ID: 0801246 SCHOOL ID: 404667

COLLEGE EDUCATION PROGRAM: SECOND YEAR ENGLISH

Prepared by: Reviewed and Approved by:

Janice S. Claros Sister Mary Michael G. Bactong, OSF-PhD

College Instructor College Dean

COURSE CODE: COURSE TITLE: Language Programs and Policies in Multilingual Societies
CREDIT UNIT: Three (3) LECTURE: 3hrs/wk (18 weeks, 54 hrs total)
PRE-REQUISITE: NONE NAME: Janice S. Claros
DEGREE: Bachelor of Secondary Education - English
CONTACT NUMBER: 09655572157
EMAIL: [email protected]
COURSE DESCRIPTION Language Programs and Policies in Multilingual Societies is a three-unit specialization subject for undergraduate
students of Bachelor Secondary Education major in English Language. As prescribed by the Commission on Higher
Education (CHED), the 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” (CHED
Memorandum Order No. 75, series of 2017, on the Policies, Standards and Guidelines for Bachelor of Secondary
Education, Annex B, p. 43).

HCCC VISION
HCCC envision to be eminent diocesan educational community committed to promote holistic transformation and global competence through integrated
community-based and ethical learning.

HCCC MISSION
Guided by Franciscan values, and rooted in Catholic traditions, HCCC is a learning community committed to academic and socio-cultural excellence, and
produce Christian leader, life-long learners, responsible professional creative innovators and compassionate stewards.
HCCC GOALS
HCCC aims to:
 Recruit and retain competent faculty, academic and service-oriented staff and student population.
 Provide scholarship opportunities and research and development productivity.
 Expand infrastructure and support system including technological innovation for research, teaching, service, and community partnership.
 Preserve a climate of harmony and human dignity.
 Model quality instruction and student mentoring.

CORE VALUES

Peace Loving
-Prayerfulness, obedience, truthfulness
Humility
-Simplicity, frugality, modesty, prudence
Integrity
-Honesty, moral decency, honor, excellence
God-fearing
-Commitment, responsibility, efficiency, courage, fortitude
Service
-Compassion, forgiving, communication, cooperation
Stewardship
-Care for environment, people-centered, generosity

COURSE LEARNING OUTCOMES

At the end of the course, you are expected to know and do the following:

A. Relate the concepts of multilingualism, linguistic diversity, and linguistic rights to language planning and policy;
B. Familiarize yourself with the different language-in-education policies of Southeast Asia;
C. Examine and evaluate bilingual education programs, both the weak and the strong forms;
D. Develop a critical understanding of the Mother Tongue-Based Multilingual Education (MTB-MLE); and
E. Identify issues and challenges that emerge from the various language policies and programs.
COURSE LEARNING PLAN

Time Allotment Intended Learning Outcomes Content Teaching Learning Activities ASSESSMENTS
(ILOs)
Weeks At the end of these weeks, 1. Multilingualism and Reflective Portfolio
1-5 you should be able to: Language Policy
Your final course module
1. Understanding 1. Understanding Activity 1: ACTIVATE assessment is a Reflective
Multilingualism Multilingualism Portfolio that contains the
a. Define 2. Linguistic Rights and the In this activity, you will output and/or documentation
multilingualism and Philippines Language activate your prior if the Final Performance Task
know the factors that Situation knowledge about the topic. of each lesson, specifically in
have invigorated the 3. Language Choice as the the Apply Activity. At the end
phenomenon; Core of Language Policy Activity 2: ANALYZE of each lesson, you will write
b. Understand and 4. Language Policy your “post-lesson reflection”
recognize the value In this activity, you will that will summarize your
of linguistic diversity Analyze various texts like learnings and insights from the
in a multilingual research articles and policy previously complete learning
society; and documents. activities. Here are some of
c. Write a reaction the questions that you may
essay on the issue of Activity 3: ABSTRACT use as a guide for your
a national language reflection:
vis-à-vis it’s a place in In this activity, you will 1. What new knowledge
a multilingual extrapolate essential and/or skills did you learn
environment. concepts or understanding and/or acquire in this
based on your analysis in lesson?
2. Linguistic Rights and the Activity 2. 2. Which tasks do you find
Philippines Language challenging?
a. Explain the concept Activity 4: APPLY 3. How will this lesson help
of linguistic rights you as a language
and its significance to In this activity, you will apply teacher?
society and your acquired skills and 4. Do you think you have
individuals; knowledge by completing the achieved the lesson’s
b. Familiarize yourself performance task. target objectives?
with the language 5. Are there any questions
situation in the that you feel are
Philippines; and unanswered? What are
 c. Rationalize the those?
preferred languages
in the different
domains of the
country.

3. Language Choice as the

Core of Language Policy
a. Relate language
choice with
sociolinguistic
contexts (e.g.,
location,
participants, and
topic);
b. Know the eight basic
motivations in
language planning
and how these
motivations
influence language
choice;
c. Classify countries
according to their
sociolinguistic mix;
and
d. Demonstrate
through a Language
Community Profile
that language choice
is immensely
influenced by the
beliefs and attitudes
of the people
towards the
language.
 4. Language Policy
a. Define language
policy, and
b. Understand and
apply Spolsky’s
(2004) Model of
Language policy to
real-life Language
situations.

Week 5-10 At the end of these weeks, 2. Language-in-Education Reflective Portfolio

you should be able to: Policy
Your final course module
1. Understanding Activity 1: ACTIVATE assessment is a Reflective
1. Understanding Language-in- Portfolio that contains the
Language-in-Education Education Policy In this activity, you will output and/or documentation
Policy 2. Language-in- activate your prior if the Final Performance Task
a. Identify the Education Policies in knowledge about the topic. of each lesson, specifically in
problems, that arise the Philippines the Apply Activity. At the end
from multilingualism through the Years Activity 2: ANALYZE of each lesson, you will write
and its impact to 3. Language-in- your “post-lesson reflection”
instruction; Education Policies in In this activity, you will that will summarize your
b. Define language-in- Southeast Asia Analyze various texts like learnings and insights from the
education policy; 4. Language-in- research articles and policy previously complete learning
c. Differentiate overt Education Policies: documents. activities. Here are some of
from covert language Issues and the questions that you may
policies; and Challenges Activity 3: ABSTRACT use as a guide for your
d. Reflect on the reflection:
existing local In this activity, you will 1. What new knowledge
language policies and extrapolate essential and/or skills did you learn
practices. concepts or understanding and/or acquire in this
based on your analysis in lesson?
2. Language-in-Education Activity 2. 2. Which tasks do you find
Policies in the Philippines challenging?
through the Years Activity 4: APPLY
3. How will this lesson help
a. Familiarize yourself you as a language
In this activity, you will apply
with the Philippine teacher?
your acquired skills and
language policies knowledge by completing the 4. Do you think you have
through the years; achieved the lesson’s
 and performance task. target objectives?
b. Compare and 5. Are there any questions
contrast the that you feel are
language policies of unanswered? What are
the country in terms those?
of their enactment in
schools and the
issues associated to
the policy.

3. Language-in-Education
Policies in Southeast Asia
a. Know and outline the
linguistic situations,
language policies,
and LEPs of
Southeast Asian
nations; and
b. Analyze various types
of data to better
understand the
linguistic diversity
and language choices
of these countries.

4. Language-in-Education
Policies: Issues and
Challenges
a. Analyze an actual
case of introducing
an LEP to understand
the requisite
transformation in
education and the
challenges associated
with it;
 b. Evaluate the veracity
of the reported
challenges in LEP,
language instruction,
and multilingualism;
and
c. Research and
propose viable
solutions to the
challenges
Week 11-14 At the end of these weeks, 3. Bilingual Education Reflective Portfolio
you should be able to: Programs
Your final course module
1. Bilingual Education and 4. Bilingual Education and Activity 1: ACTIVATE assessment is a Reflective
the Bilingual Education the Bilingual Education Portfolio that contains the
Policy (BEP) in the Policy (BEP) in the In this activity, you will output and/or documentation
Philippines Philippines activate your prior if the Final Performance Task
a. Understand the four 5. Typology of Bilingual knowledge about the topic. of each lesson, specifically in
language situations Education Programs the Apply Activity. At the end
that could affect a 6. Effective Programs in Activity 2: ANALYZE of each lesson, you will write
bilingual education Bilingual Education your “post-lesson reflection”
policy; In this activity, you will that will summarize your
b. Examine the Analyze various texts like learnings and insights from the
Philippine Bilingual research articles and policy previously complete learning
Education Policy documents. activities. Here are some of
document to fully the questions that you may
understand its goals, Activity 3: ABSTRACT use as a guide for your
implementing reflection:
mechanisms, and In this activity, you will 1. What new knowledge
challenges extrapolate essential and/or skills did you learn
encountered in concepts or understanding and/or acquire in this
language education; based on your analysis in lesson?
and Activity 2. 2. Which tasks do you find
c. Write a personal challenging?
account of your Activity 4: APPLY
3. How will this lesson help
language education
you as a language
experience. In this activity, you will apply
your acquired skills and teacher?
2. Typology of Bilingual knowledge by completing the 4. Do you think you have
 Education Programs performance task. achieved the lesson’s
a. Define the key terms target objectives?
related to 5. Are there any questions
bilingualism and that you feel are
bilingual education; unanswered? What are
b. Evaluate the those?
monolingual and the
weak forms of
bilingual education
programs; and
c. Create a
photographic display
of the linguistic
landscape of a school
to identify its
language aim as an
academic institution.

3. Effective Programs in
Bilingual Education
a. Know the aims of
bilingual education
and how these aims
are achieved by the
different types of
language programs;
b. Analyze and evaluate
the strong forms of
bilingual education
programs in terms of
their advantages and
disadvantages; and
c. Prepare a three-
minute public speech
to persuade an
audience to adopt
your proposed
language program
that is suitable to
your local context.
Week 15-18 At the end of these weeks, 4. Mother Tongue-Based Reflective Portfolio
you should be able to: Multilingual Education
Your final course module
1. Mother Tongue as the 1. Mother Tongue as Activity 1: ACTIVATE assessment is a Reflective
Foundation of Content the Foundation of Portfolio that contains the
and Second Language Content and Second In this activity, you will output and/or documentation
Learning Language Learning activate your prior if the Final Performance Task
a. Trace and know the 2. Mother Tongue- knowledge about the topic. of each lesson, specifically in
history of and the Based Multilingual the Apply Activity. At the end
rationale behind Education (MTB- Activity 2: ANALYZE of each lesson, you will write
MTB-MLE in the MLE) in the your “post-lesson reflection”
Philippines; Philippines In this activity, you will that will summarize your
b. Read and analyze a 3. Implementing MTB- Analyze various texts like learnings and insights from the
research article MLE: Successes, research articles and policy previously complete learning
about mother tongue Challenges, and documents. activities. Here are some of
as the foundation of Potential Solutions the questions that you may
content and second Activity 3: ABSTRACT use as a guide for your
language learning; reflection:
and In this activity, you will 1. What new knowledge
c. Explore other extrapolate essential and/or skills did you learn
research studies that concepts or understanding and/or acquire in this
would support based on your analysis in lesson?
and/or contradict Activity 2. 2. Which tasks do you find
MTB-MLE challenging?
Activity 4: APPLY
3. How will this lesson help
2. Mother Tongue-Based
you as a language
Multilingual Education In this activity, you will apply
(MTB-MLE) in the your acquired skills and teacher?
Philippines knowledge by completing the 4. Do you think you have
a. Fully understand the performance task. achieved the lesson’s
goals and the target objectives?
provisions of the 5. Are there any questions
MTB-MLE; that you feel are
b. Examine MTB-MLE’s unanswered? What are
framework vis-à-vis those?
the common
components of a
curriculum
framework; and
c. Gain an in-depth
 understanding of
MTB-MLE based on
interviews from
parents, students,
and teachers.

3. Implementing MTB-MLE:
Successes, Challenges,
and Potential Solutions
a. Identify
implementations
successes and
challenges of the
MTB-MLE program in
the country;
b. Formulate potential
solutions to the
challenges identified;
and
c. Write an official
statement, as future
language teachers, to
express your stand
on House Bill 6125,
An Act Suspending
the Use of MT in
early grade
instruction.

Suggested References
Asuncion-Lande, N. (1971). Multilingualism, politics, and “Filipinism.” Asian Survey, 11(7), 667-692.

Baker, C. (2006). Foundations of bilingual education and bilingualism. (4th ed.). Frankfurt, Lodge, UK: Multilingual Matters Ltd.
Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistic. Retrieved August 8, 2020, from
https://www.researchgate.net/publication/259438531_Defining_Multingualism. DOI10.1017/S026719051300007X
Cenoz, J., & Gorter, D. (2010).The diversity of multilingualism in education. International Journal of the Sociology of Language. DOI: 10.1515/ijsl.2010.038.
Retrieved August 15, 2020, from https://www.researchgate.net/publication/274268675_The_diversity_of_multilingualism_in_education_/link/
55426e270cf234bdb21a1398/dpwnload