Syllabus Lang. Progs. and Policies

FM-AA-CIA-13 Rev.
0 10-July-2020
PANGASINAN STATE UNIVERSITY

Lingayen, Pangasinan
BSE ENGLISH
___J _______________________
2nd Semester, S.Y. 2023 – 2024
COURSE SYLLABUS
COURSE INFORMATION
COURSE CODE EL 104
COURSE TITLE Language Programs and Policies in Multilingual Societies
COURSE CREDIT 3 units
CLASS HOURS 3 hours
COURSE PREREQUISITE/
EL 103
CO-REQUISITE
COURSE SCHEDULE
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES
UNIVERSITY VISION To become an ASEAN Premier State University by 2020.

The Pangasinan State University, through instruction, research, extension and production, commits to develop highly
UNIVERSITY MISSION principled, morally upright, innovative and globally competent individuals capable of meeting the needs of industry,
public service and civil society.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality
education and satisfactory service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other
interested parties in the national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s
strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUniansmust possess. These
OUTCOMES outcomes are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence
and Commitment to Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality –
(ACCESS).
COURSE SYLLABUS IN _________________________ 1

FM-AA-CIA-13 Rev. 0 10-July-2020
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency,
equity, participatory decision making, and accountability;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions
and actions that build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and
producing quality outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills,
entrepreneurial skills, innovative mindset, research and production initiatives and capability in meeting the industry
requirements of local, ASEAN and international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the
university constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible
public image.
PROGRAM OUTCOMES GRADUATE
PROGRAM OUTCOMES PERFORMANCE INDICATORS
ATTRIBUTES
Role Model 1. Apply and live up to § Act as a role model and advocate for upholding the dignity of
the expectations of a teaching as a profession to build a positive teaching and learning
competent and culture within and beyond the school.
innovative teacher.
Communicativel 2. Express § Display proficiency in Mother Tongue, Filipino and English to

y Competent eloquently/confidently facilitate the teaching and learning process, as well as exhibit the
both in spoken and in needed skills in the use of communication strategies, teaching
written the latest trends strategies and technologies to promote high-quality learning
in the field of education outcomes.
by employing effective
strategies in teaching.
Glocal 3. Address the § Interact with the national and local curriculum requirements
challenges and felt § Encourage the celebration of diversity in the classroom and the
needs in the local and need for teaching practices that are differentiated to encourage all
global society. learners to be successful citizens in a changing local and global
environment.

Goal Oriented 4. Set priority and work § Apply their professional knowledge to plan and design,
with strong individually or in collaboration with colleagues, well-structured and
determination to sequenced lessons that are contextually relevant, responsive to
accomplish quality learners’ needs and incorporate a range of teaching and learning
outputs. resources.
§ Communicate learning goals to support learner participation,
understanding and achievement.
Introspective 5. Manifest § Value personal and professional reflection and learning to

innovativeness, improve their practice.
competitiveness and § Assume responsibility for personal growth and professional
competencies to grow development for lifelong learning.
personally and
professionally
Masterly 6. Demonstrate in-depth § Recognize the importance of mastery of content knowledge
knowledge and and its interconnectedness within and across curriculum areas,
understanding in coupled with a sound and critical understanding of the application of
education: Teaching theories and principles of teaching and learning.
Learning Cycle, The
Teacher
Lifelong 7. Pursue life-long § Value personal growth and professional development and
Learner learning for personal exhibit high personal regard for the profession by maintaining
and professional growth. qualities that uphold the dignity of teaching such as caring attitude,
respect and integrity.
8. Demonstrate 21st § Facilitate and inspire student learning and creativity so that all
Century skills students achieve in the global society
Versatile (Communication, § Facilitate learning in multiple modalities.
Creativity, Critical
Thinking, and § Use the full range of digital-age tools to improve student
Collaboration) required engagement and achievement.
in the national and
international market.

9. Practice socio-civic § Establish school-community partnerships aimed at enriching

Socially responsibilities and the learning environment, as well as the community’s engagement
Responsive environmental in the educative process.
awareness to promote
the welfare of various
sectors of the
Ethically and 10. Demonstrate a § Demonstrate awareness of existing laws and regulations that
Morally Upright strong sense of apply to the teaching profession, and become familiar with the
spirituality and morality responsibilities specified in the Code of Ethics for Professional
to preserve a dignified Teachers.
public image.
Well- informed 11. Possess broad Critique literary pieces using appropriate literary theories
knowledge of language Integrate the relationship of language, literature, culture, and
and literature for society in the teaching-learning process
effective learning
Strong 12. Use English as a Incorporate features of English as a glocal language in the design
Communicator glocal language in a of the curriculum, learning activities, and materials
multilingual context as it Draft a proposal for and implements a community-based English
applies to the teaching language – or literature- based learning program
of language and
literature
Knowledge - 13. Acquire extensive Prepare an annotated reading list appropriate for a particular
driven reading background in grade level to enhance students’ reading skills
language, literature, and Show the ability to enrich the curriculum to include an extensive
allied fields reading list for learning language, literature, and allied fields
Proficient 14. Demonstrate Utilize a variety of oral communication forms in order to
Communicator proficiency in oral and become an effective model to learners
written communication Prepare original compositions in expository and creative writing
15. Show competence Employ a variety of innovative teaching approaches,
in employing innovative methodologies, and strategies
language and literature Design learning plans following expectations of the curricula for
Flexible
teaching approaches, Grades 7-10
methodologies, and Perform one independent and one-supervised teaching
strategies demonstration

Construct appropriate assessment tools for the language and

literature classroom
Technologically 16. Use technology in Design computer-assisted language and literature learning tasks
Adept & Skilled facilitating language Prepare one independent and one supervised technology-based
Facilitator learning and teaching lesson
Inspiring and 17. Inspire students and Conduct a community language profiling survey to make lessons
Transformative colleagues to lead more localized
relevant and Draft a proposal for and implements a community-based English
transformative changes language- or literature-based learning program
and improve learning
and teaching language
and literature
Reflective and 18.Display skills and
Research- abilities to be a
oriented reflective and research-
oriented language and
literature teacher
COURSE DESCRIPTION
This course introduces pre-service teachers of English to local and international basic education language programs and policies that account for issues and
considerations relevant to the engagement of teachers in school settings. Moreover, it presents research-based content knowledge of language policies and
programs across countries in order for pre-service teachers of English to exhibit clear understanding of the design, development, and dissemination of a
language curriculum and to discuss how school/language policies have shaped and influenced English language teaching in multicultural setting. Lastly, this
course allows students majoring in English to explore the social and political consequences of institutional attempts to manage language.
COURSE OUTCOMES
COURSE OUTCOMES (CO) PROGRAM OUTCOMES CODE (PO)

1. CO 1 Demonstrate a research-based content knowledge and working awareness
PO 6. PO13, PO18
of the local and international language program and policies;

2. CO 2 Demonstrate knowledge in understanding of language policies and PO 6, PO 8, PO11, PO13

programs and their relevance to the engagement of teachers in school settings;
and
3. CO 3 Demonstrate knowledge and understanding of school policies and PO 1, PO 3, PO6, PO11, PO15
procedures that shape and influence language teaching in multicultural setting.
COURSE LEARNING PLAN
Learning Activities
Course Learning Materials and
Learning Outcomes Topics Hours (Face-to-Face and Assessment
Outcome/s Platform
Remote Teaching)
CO 1 Week 1- Orientation to the course 1 hour Scanned copies of Reflection

Demonstr At the end of the week, the course syllabus
ate a pre-service teacher (PST) Downloaded online
research- should be able to: readings
based Scanned copies of Write a
content 1. differentiate dialect and Lesson 1. Languages in the 3 hrs. Assign students some essays research-
knowledge language Philippines: readings on based
and An Overview the languages of the Learning Platform: opinion
working 2.talk about the languages Philippines. Microsoft Teams regarding
awarenes in the Philippines by giving A Indigenous languages in the current
s of the a general linguistic Philippines Essential Questions: issues
local and description of a particular - Differentiate the terms Essay 1: Fixing plaguing
internation Philippine language. • Cebuano dialect and language Education Through languages in
al • Tagalog Language by Ricardo Ma. the
language • Ilokano Why is the Philippines Duran Nolasco from the Philippines.
program • Hiligaynon considered a multilingual book Starting Where The
and • Waray-Waray nation? Children Are: A Collection Note: An
policies • Kapampangan of Essays on Mother- Analytic

• Bikol - What are the major Tongue-Based Rubric may

• Albay bikol languages in the Multilingual Education be
CO 2 • Pangasinan Philippines? and Language Issues in used to
Demonstr • Maranao the Philippines, evaluate
ate • Maguindanao - What are the current pp. 85-87. students’
knowledge • Kinaray-a linguistic situations of output.
in • Tausug the Philippines? Essay 2: Silencing
understan Indigenous Languages
ding of Using the questions as by Gloria D. Baguingan
language guide, discuss with from the book Starting
policies 3.react on issues B. Terms related to languages students the challenges Where The Children Are.
and regarding and opportunities of A Collection of Essays on
programs current linguistic situations • International language having multilanguages Mother-Tongue-Based
and their in the Philippines and multidialects in the Multilingual Education
relevance • Local language Philippines. and Language Issues in
to the the Philippines, pp. 137—
engageme 139.
• Mother tongue or home
nt of
language.
teachers in Essay 3: Reviving ‘Dying”
school Languages by Florangel
settings • National language Rosario Braid from the
book Starting Where The
• Official language Children Are. A Collection
of Essays on Mother-
• Orthography Tongue-Based
Multilingual Education
• Bilingualism and Language Issues in
the Philippines,
• Biliteracy pp. 140—141.
• Code-switching
UNICEF Report:
C. Terms related to the education The impact of language
context policy and practice on
children’s learning:
• Language of instruction Evidence from Eastern
and Southern Africa

• Language as subject https://www.unicef.org/es

a/reports/language-and-
• Pedagogy childrens-learning.
• Multilingual Education
•Mother tongue-based
multilingual education
• Additive multilingualism /
additive bilingual education
• Transitional bilingual or
multilingual education
• Subtractive bilingual education
• Language immersion education

Weeks 2-4 Lesson 2: Language – in – 8 hrs. Assign Readings on Journal Article: Make
At the end of these weeks, Education Policy Evolution Language Programs and English in ASEAN: students critic
the pre-service teacher A. Legal Basis Policies in the implications for regional on national
(PST) should be able to: • Dept. Order No. 25, s. Philippines multilingualism language
1974 Brainstorming/Collabora Author: Kirkpatrick, Andy policies in the
a. discuss significant • 1987 Constitution of the tive Learning: https://www.researchgate Philippines
changes in Philippine Philippines .net/publication/2543332
language programs and • Department Order No.53, Using the Guide 04_English_in_ASEAN_I Note: An
policies s.1987 Constitution- The 1987 Questions below, mplications_for_regional Analytic
b. identify relevant issues in Policy of Bilingual Education students work on the _multilingualism. Rubric may
place that help government • DECS Order No.11, s.1987- answers with their be used to
institutions in upholding and An Act Granting Priority to assigned group: Research-Mother evaluate
propagating the national Residents of the Barangay, a. What are the policies Tongue-Based students’
language Municipality or City where the governing language use Multilingual Education in output
c.describe the stages of School is Located, in the in the Philippines? the Philippines: Studying
crafting language programs. Appointment or Assignment of b. What are challenges Top-Down Policy
d.explain relevant issues Classroom Public School in the implementation of Implementation from the
and challenges related to Teachers. these policies? Bottom Up.

the propagation of the • Executive Order No. 335 c. What are current https://conservancy.umn.
national language and the s.1988 issues governing the use edu/bitstream/handle/112
implementation of language • The Language Policy of the of language in public 99/152603/Burton_umn_
policies Commission on Higher Education schools? 0130E_13632.pdf.
e.identify the political, (Higher Education Act of 1994) d. Over the years, how
social, and cultural issues • Executive Order No.210 (May have these policies aid Research Article
related to crafting of 17, 2003)- “Establishing the government institutions ASEAN Countries’
language policy Policy to Strengthen the Use of in upholding and Policies on Language
the English Language as Medium propagating the national Instruction by
of Instruction in the Educational language? Eunice Jane H.
System” Resurreccion (2015) De
• DepEd Memorandum No.81,s. La Salle University-
2003-English language be used Dasmariñas
as medium of instruction https://www.researchgate
•DepEd Memorandum No. 74, .net/publication/3171631
s.2009 62_ASEAN_Countries_L
anguage_of_Instruction_
B. History of Philippines’ Policies
Language Policy Language Policies in the
C. Language Policy of the Philippines by Clemencia
Philippines in the 21st century Espiritu
DThe Place of Method in https://aboutphilippines.o
Language - in - Education Policy rg/files/Language-
Policies-in-the-
Philippines.pdf.
Essay 2: Iluko as an
Invention Language from
the book Starting Where
The Children Are: A
Collection of Essays on
Mother-Tongue-Based
and Language Issues in
the Philippines pp. 41-47.

Language Policy and

Methodology
Antony J. Liddicoat
pp. 156-159.
Week 5 Lesson 3: Implementation of 3 hrs. Assessment:
At the end of the week, the the Bilingual Education Policy Make students answer Essay 1: The Right to Have
pre-service teacher (PST) (BEP) the activity individually Learn in One’s Own students
should be able to: • Early Childhood regarding their Language by Magtanggol gather some
a. describe how the • Primary Grades knowledge on the T. Gunigundo I from the studies
Bilingual Policy have been • Lingua Franca Project (1999- implementation of book Starting Where The related to the
implemented in all 2003) Philippine Bilingual Children Are. A Collection implementati
government and non- Policy. of Essays on Mother- on of PBEP
government institutions • Allow students to form Tongue-Based and ask them
b. critic on its groups to discuss their Multilingual Education to critic on the
implementation process answers and then come and Language Issues in implementati
and practices up with collective the Philippines pp. 78— on process
description of their 80. and practice
knowledge on the as a reaction
implementation of Essay 2: ‘English First’ to the studies
Philippine Bilingual Policy will Hurt Learning read.
Education Policy. by Juan Miguel Luz from Note: A
• Discuss the the book Starting Where Critical
implementation of the The Children Are. A Thinking
PBEP considering the Collection of Essays on Rubric will be
gaps, issues, Mother-Tongue-Based used to
challenges, and Multilingual Education evaluate
development and Language Issues in students’
the Philippines pp. 81-84. output.
Research:
Dual Language Program
Models
in Philippine Progressive
Schools
J. Aleta R. Villanueva and
Ani Rosa S. Almario

https://www.seameo.org/
_ld2008/doucments/Pres
entation_document/Alma
rio_Villenueva_DualLang
uage.pdf.
Week 6 Topic 4. Multilingualism in the 3 Online Research Article Give students
At the end of the week, the Classroom hours 1.Research: these
pre-service teacher (PST) Enablers and Constrain reflection
should be able to: 1. Local languages used in 1.Do a class language ts of an questions:
Mother Tongue-Based survey. Students may Effective and 1. How was
a. identify the languages Multilingual Education have more languages to Sustainable your
they understand, speak, name. Mother Tongue--‐Based experience in
read and write What/which language do Multilingual Education translanguagi
- Ybanag
b. discuss how knowing they Policy in the Philippines ng?
different languages benefit - Ivatan U-understand? by Catherine M.B. Young 2. How was it
them, particularly as future S-Speak? (2011) different for
- Sambal
teachers R-Read? , and https://www.academia.ed you?
c.develop and participate in - Kinaray-a W-Write? u/3266325/Enablers_and
activities to learn about - Yakan _Constraints_of_an_Effe
one’s own language, culture 2.Stiudents discuss the ctive_and_Sustainable_
and values. - Surigaonon. result emphasizing how Mother_Tongue_based_
4. identify various theories - Aklanon their knowledge of Multilingual_Education_P
surrounding multilingualism different languages and olicy_in_the_Philippines.
in the classroom. - Tagalog culture influence their
- Kapampangan lives particularly in the Essay: Good Practices in
classroom. Mother Tongue-First
- Pangasinense Multilingual Education by
- Iloko Catherine Young from the
book Starting Where The
- Bikol Children Are. A Collection
- Cebuano of Essays on Mother-
Tongue-Based
- Hiligaynon Multilingual Education
- Waray and Language Issues in
the Philippines
- Tausug
pp. 93-95.
- Maguindanaoan

2. UNESCO Principles on
- Maranao
Language and Education
- Chabacano. pp. 93-95 from the book
Starting Where The
Children Are. A Collection
3. Good Practices in Mother
of Essays on Mother-
Tongue-First Multilingual
Tongue-Based
Education
and Language Issues in
the Philippines
Journal Article:
Affordances theory in
multilingualism studies
October 2012. Studies in
Second Language
Learning and
Teaching 2(3):311-331
4. Theories of Multilingualism
DOI: 10.14746/ssllt.2012
a. Linguistic Theory
.2.3.3.
b. Affordances Theory
Aronin, Larissa (2019).
What is Multilingualism?
In David Singleton and
Larissa Aronin (eds.),
Twelve Lectures in
Multilingualism. (pp. 3-
34). Bristol: Multilingual
Matters.
http://www.multilingual-
matters.com/display.asp
?isb=9781788922050.
From theory to practice in

multilingualism: What
theoretical research
implies for third language

learning Jorge González

Alonso UiT The Arctic
University of Norway
Jason Rothman
University of Reading, UK
UiT The Arctic University
of Norway.
Weeks 7-8 Topic 5. Multilingual 6 hrs. Think-Pair-Share Mother Tongue-Based Essay. Make
At the end of the week, the Philippines 1.What do you think will Multilingual Education in students
pre-service teacher (PST) a. Mother Tongue-Based- happen when students the Philippines: Studying answer the ff.
should be able to: Multilingual Education learn in Pangasinan or Top-Down Policy questions:
a. share their ideas on the Iloko during the early Implementation from the How must
Mother Tongue-based grades? In English? Bottom Up MTB-MLE be
Multilingual Education; 2.What do you think of https://conservancy.umn. implemented
b. demonstrate their MLE? Why do you think edu/bitstream/handle/11 in the
understanding of how MTB- it should be used in the 299/152603/Burton_umn classroom?
MLE is implemented in the classroom or not used in _0130E_13632.pdf. What is
classroom the classroom? How required of a
c. convey their important is this issue to teacher in a
understanding of the MTB- you as a future language multilingual
MLE by describing a teacher? classroom?
teacher in a multilingual 3.If a teacher supports Note: An
classroom. MLE, what might he or Analytic
she do? If a teacher does Rubric may
not support MLE, what be used to
might he or she do? evaluate
4.What do you think are students’
the three biggest issues output.
related to Mother
Tongue- Based
Multilingual Education?
b. Underlying Theories and

Assumptions

c. RA 10533-An Act Enhancing

the Philippine Basic Education
System By Strengthening Its
Curriculum and Increasing the
Number of Years for Basic
Education, Appropriating Funds
Therefore and For Other
Purposes
d. DepEd Order 31 s.2012
e. DepEd Order 31 s.2013
f. Gaps, Issues, and Challenges
in the implementation of Mother
Tongue Based –Multilingual
Education
https://onlinelibrary.wiley.com/doi
/abs/10.1002/9781405198431.w
beal0347.
Week 9 Topic 6. Language and 3 hrs. • Essential Question: https://www.sightsavers. 1.Make
At the end of the week, the Sustainable Development Goals Why is language org/policy-and- students
pre-service teacher (PST) important in the advocacy/global- gather
should be able to: A. United Nations Sustainable Sustainable goals/?gad=1&gclid=Cj0 research
a. explore the importance of Development Goals Development Goals? KCQjw1rqkBhCTARIsAA studies on
languages in relation to the B. Ambisyon 2040 1. Do a schema Hz7K0TUPFNFJonURdn issues and
Sustainaable Development C. Why is language important checking on students’ eSfzVpYA02yH_ZJS2O0 challenges in
Goals in the Sustainable awareness and e90KTrO_jkWCFhG8erM the SDG
b. reflect on practices, Development Goals? knowledge of the QaAjNJEALw_wcB. implementati
issues and challenges of Sustainable on and how
language in the SDGs. Development Goals. https://core.ac.uk/downlo language is
2. Ask what role does ad/pdf/143904391.pdf important in
language play in SDGs Language education SDG.
3. Discuss the SDG and policy among the 2. Let them
why language is an Association of Southeast synthesize
essential factor in the Asian Nations (ASEAN) these studies
realization of the SDGs Andy Kirkpatrick Griffith by writing a
University, Brisbane, reflection
Australia. paper.

http://www.terpconnect.u Note: A
md.edu/~macswan/macs Reflection
wanetal2017.pdf. Annual Writing
Review of Applied Rubric may
Linguistics, 37 (2017), pp. be used to
218–240. © Cambridge evaluate
University Press, 2017 students’
doi: output.
10.1017/S026719051700
0137 Three Theories of
the Effects of Language
Education Programs: An
Empirical Evaluation of
Bilingual and English-
Only Policies Jeff
MacSwan University of
Maryland
Marilyn S. Thompson.
Executive Order 05-

Approving and Adopting
the 25-year Long Term
Vision Entitled Ambisyon
Natin 2040 As Guide For
Development Planning.
Weeks 10-12 Topic: 7. Language and Inclusive 12 hrs. • Organize a debate on Essay: Assessment:
At the end of the week, the Basic Education Issues and some issues and Discovering the Deaf by Make
pre-service teacher (PST) Challenges challenges on the role of Anna Kristina Arce students
should be able to: language and inclusive from the book Starting conduct a
a. conduct a research on A. The Concept of Inclusive education. Where The Children Are. survey on
language in the context of Education • Wrap up by giving A Collection of Essays on students’ and
Inclusive Basic Education B. Forms of Inclusion insights on Language Mother-Tongue-Based teachers’
b. demonstrate deeper and 1. Physical and Inclusive Basic Multilingual Education extent of
wider understanding of 2. Social Education. and Language Issues in knowledge
3. Cognitive the Philippines, and

language by relating it to its C. Role of Teachers in pp. 159-163. awareness

role in inclusive education Inclusive Education on Language
D. International principles of and its role in
inclusive education Inclusive
E. Benefits of Inclusion Conference Paper Basic
F. Challenges in Inclusive https://www.researchgat Education.
Education e.net/publication/308208 • Content of
418_ISSUES_CHALLEN the survey
GES_OF_INCLUSIVE_E questionnaire
DUCATION_AND_STRA must be
TEGIES_THROUGH_O checked by
DL_MODE. the professor.
• Require
Journal Article students to
Suleymanov, F. (2015). write a one –
Issues of Inclusive page blog
Education: Some about the
Aspects to be survey
Considered, Electronic results.
Journal for Inclusive
Education, 3 (4)
https://corescholar.librari
es.wright.edu/cgi/viewco
ntent.cgi?article=1175&c
ontext=ejie.
UN (2006) Convention on
the Rights of Persons
with Disabilities - Article
2. New York: United
Nations.
The United Nations

Universal Declaration on
Human Rights (1948)

McMillan, Nicole M.,

"Inclusive Education: The
Benefits and the
Obstacles" (2008).
Education and Human
Development Master's
Theses. 445.
http://digitalcommons.bro
ckport.edu/ehd_theses/4
45.
Weeks 13-18 Topic: 8. From Monolingual to 12 hrs Activities: Form students Journal Article: Have
At the end of the week, the Multilingual: Language Programs into groups made up of English in ASEAN: students as a
pre-service teacher (PST) and Policies Across ASEAN five members. Each implications for regional group
should be able to: Countries group shall be assigned multilingualism conduct a
a. explore and share their A. Concepts of language policy: a country to report about Author: Kirkpatrick, Andy comparative
understanding of language corpus planning (Kloss, 1969), its language programs https://www.researchgat analysis of
programs across ASEAN status planning (Kloss, 1969), and policies e.net/publication/254333 the language
countries acquisition planning (Cooper, 204_English_in_ASEAN programs and
b. demonstrate deeper and 1989) _Implications_for_region policies of
wider understanding of B. Spolsky‘s (2004, 2011) theory al_multilingualism. these
language programs. of language policy and policy countries
components Research-Mother including the
C. Ricento and Hornberger‘s Tongue-Based Philippines
(1996) language policy and Multilingual Education in
planning model the Philippines: Studying
D.ASEAN Countries’ Policies on Top-Down Policy
Language Instruction Implementation from the
1, Brunei Bottom Up
2.Cambodia https://conservancy.umn.
3.Indonesia edu/bitstream/handle/11
4.Laos 299/152603/Burton_umn
5.Malaysia _0130E_13632.pdf.
6.Myanmar
7. Singapore Research Article
8 Thailand ASEAN Countries’
9.Vietnam Policies on Language
Instruction by

Eunice Jane H.
Resurreccion (2015) De
La Salle University-
Dasmariñas
https://www.researchgat
e.net/publication/317163
162_ASEAN_Countries_
Language_of_Instruction
_Policies
Language Policies in the
Philippines by Clemencia
Espiritu
https://aboutphilippines.o
rg/files/Language-
Policies-in-the-
Philippines.pdf.
ELT
intricacie
s within
the
Indonesia
n
language
policy
FA Hamied -
… Integration: Policies
and practices in the …,
2013 - Bandar Seri
Begawan IELTS.
Stroupe, R.,
& Kimura, K. (Eds.).
(2015). ASEAN
integration and the role of
English Language

Teaching. Phnom
Penh: IELTS. [Crossref],
[Google Scholar].
COURSE REFERENCES AND SUPPLEMENTAL READINGS
A. Books and E-books C. Electronic Sources

Batnag, A. E.(2015). Issues in language. Consultations,ncca.gov.ph.
https://aboutphilippines.org/files/Language-Policies-in-the-
Igcalinus, T. (2016). Policies, Practices, and Prospects in Mother Tongue-Based Multilingual Philippines.pdf Language Policies in the Philippines by
Education: Synergies for Sustainable and Inclusive Basic Education in the Philippines. Clemencia Espiritu.
Luistro, Armin. DepEd Order 31 s. 2013 & DepEd Order 31 s. 2012 Contravene MTB-MLE https://core.ac.uk/download/pdf/143904391.pdf
Provisions of RA 10533. Language education policy among the Association of
Southeast Asian Nations (ASEAN) Andy Kirkpatrick Griffith
Nolasco, Ricardo Ma. Duran, et.al. (Eds.). (2010). Starting Where The Children Are. A University, Brisbane, Australia.
Collection of Essays on Mother-Tongue-Based Multilingual Education and Language Issues in
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Why Languages matter for the Millenium development goals https://www.rutufoundation.org/languages-matter-millennium-development-goals/.
Why Languages Matter. Language and Millennium Development Goals, SIL International Organization, 2015.
https://www.sil.org/sites/default/files/mdg_brochure_2015_english_letter_print_0.pdf.
Williams (2022). The Difference Between Language and Dialect: Who decides and why does it matter?, https://beelinguapp.com/blog/the-difference-
between-language-and-dialect#:~:text=Based%20on%20these%20definitions%2C%20the,and%20more%20fluid%20in%20use.
Wise, J. & Sevcik, R. (2017). Linguistic Theory. Science Direct. https://www.sciencedirect.com/topics/psychology/linguistic-

theory#:~:text=Linguistic%20Theory%20was%20formed%20by,to%20all%20typically%20developing%20humans.
World Health Organization. (19 February 2018). Millennium Development Goals. https://www.who.int/news-room/fact-sheets/detail/millennium-
development-goals-(mdgs)#:~:text=The%20United%20Nations%20Millennium%20Declaration,are%20derived%20from%20this%20Declaration.
WSG Article: Bridging the Gap: Enhanced Basic Education through K-12 - SyCip Salazar Hernandez & Gatmaitan. (n.d.). World Services Group.
https://www.worldservicesgroup.com/publications.asp?action=article&artid=5735.
Xuan Nhat Chi Mai Nguyen, Van Huy Nguyen (2019). https://www.taylorfrancis.com/chapters/edit/10.4324/9781315666235-13/language-education-
policy-vietnam-xuan-nhat-chi-mai-nguyen-van-huy-nguyen?context=ubx.

Yacan By Virginia Gorlinski, Alesa Krista K. Valensoy https://www.britannica.com/topic/Yakan/https://bch.bangsamoro.gov.ph/bangsamoro-cultural-

heritage/bangsamoro-tribes-muslim/yakan/.
YANAGIHARA. (2007). A Study of Bilingual Education in the Philippines. https://www.u-keiai.ac.jp/issn/menu/ronbun/no19/19-175_yanagi.pdf.
Young, C. (2018, July) Good Practices in Mother-Tongue First Multilingual Education. Slideplayer. https://slideplayer.com/slide/16291438/.
Young, C., Rosero, M. W. I., McEachern, F., Skoropinski, X. R., Dekker, D., Giron, P. R., Flojo, O. O., Japson, M. R., Bañez, R. C. G., & Corpuz, B. B.
(2016). Mother Tongue-Based Multilingual Education: Guide for Teacher Educators and Students. Lorimar Publishing Inc.
Young,E.(2012).MLE in the Philippines: History and Possibilities

https://slideplayer.com/slide/223662/?fbclid=IwAR33su0KLMHqEKoqdit7MDNVD18aMOqAJwKnzq52HFJm1I4vmvmHWPhSe2c .
COURSE REQUIREMENTS
1. Midterm and final examination
2. Discussion paper and online/offline discussion
3. Reflective essays
4. Attendance
ASSESSMENT AND GRADING

Midterm Grade
Midterm Examination- 30%
Online and Written Discussion- 30%
Written Outputs- 30%
Attendance-10%
Final Term Grade

Final Examination- 30%
Online and Written Discussion- 30%
Written Outputs- 30%
Attendance-10%

COURSE POLICIES AND EXPECTATIONS

Class Policies (Residential Class)
1. Face mask must be worn properly. Disinfectant, alcohol, hand sanitizer, tissue, soap, ballpen, sign pen, and paper plus other school
materials must be brought to the class for personal use only. Borrowing of such items is strictly prohibited.
2. Students who don’t feel well should stay at home and should inform the instructor of their absence through phone call, text message or
excuse letters.
3. Students shall be held responsible to cope with missed lessons, homework, and activities.
4. .A student who incurs eight (8) consecutive absences will be dropped automatically from the class list.
5. Course requirements must be submitted within the designated date of submission.
6. Students must inform the instructor immediately of their absence prior to the conduct of major examinations for unavoidable reasons like
hospitalization, death of a family member, etc.
7. Students must be respectful in communications and interactions with their instructor and classmates.
8. Requirements which are not submitted on the deadline set by the instructor would mean deduction of points.
9. No cell phones or electronic devices may be used during midterm and final examinations.
Class Policies ( Online Class)

1. Students must observe ethical behavior and must maintain confidentiality regarding student information and communication.
2. Decent casual clothing must be worn during web conferences/lectures.
3. Cheating and plagiarism will be accorded a failing score in a particular activity.
4. Punctuality in the submission of requirements shall be observed.
Additional information:
1. A messenger group chat (GC ) will be created for the subject. Such GC will only be used to immediately address queries about the subject.
2. Google Classroom will be created for posting instructions, syllabus, rubrics, videos and links to online materials.
3. All assignments and course requirements shall be submitted to the instructor’s email address presley_devera@yahoo.com unless otherwise
indicated by the instructor. Identify yourself as member of the class (mention the subject) and use your real name. Please indicate your
name and the activity (e.g. Maxine Prieto, BSE (Language Policies and Programs) - Reaction Paper # 1) in the subject of the email for
purposes of monitoring of submission and on-time passing of requirements
FACULTY CONTACT INFORMATION

NAME Presley V. de Vera
DESIGNATION Faculty, College of Education

MOBILE PHONE NUMBER

E-MAIL ADDRESS presley_devera@yahoo.com
CONSULTATION SCHEDULE Tth 3PM-4PM
OFFICE LOCATION
Prepared by: Checked by: Recommended by: Approved:
PRESLEY V. DE VERA, DCOMM CARMELA S. ESTIMADA GRACE G. DE VERA, Ed.D. RENATO E. SALCEDO, Ph.D.
Faculty Department Chairperson College Dean Campus Executive Director

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FM-AA-CIA-13 Rev.

PANGASINAN STATE UNIVERSITY

UNIVERSITY VISION To become an ASEAN Premier State University by 2020.

COURSE SYLLABUS IN _________________________ 1

Communicativel 2. Express § Display proficiency in Mother Tongue, Filipino and English to

COURSE SYLLABUS IN _________________________ 2

Introspective 5. Manifest § Value personal and professional reflection and learning to

COURSE SYLLABUS IN _________________________ 3

9. Practice socio-civic § Establish school-community partnerships aimed at enriching

COURSE SYLLABUS IN _________________________ 4

Construct appropriate assessment tools for the language and

COURSE OUTCOMES (CO) PROGRAM OUTCOMES CODE (PO)

COURSE SYLLABUS IN _________________________ 5

2. CO 2 Demonstrate knowledge in understanding of language policies and PO 6, PO 8, PO11, PO13

COURSE LEARNING PLAN

CO 1 Week 1- Orientation to the course 1 hour Scanned copies of Reflection

COURSE SYLLABUS IN _________________________ 6

• Bikol - What are the major Tongue-Based Rubric may

COURSE SYLLABUS IN _________________________ 7

• Language as subject https://www.unicef.org/es

• Subtractive bilingual education

• Language immersion education

COURSE SYLLABUS IN _________________________ 8

COURSE SYLLABUS IN _________________________ 9

Language Policy and

COURSE SYLLABUS IN _________________________ 10

COURSE SYLLABUS IN _________________________ 11

From theory to practice in

COURSE SYLLABUS IN _________________________ 12

learning Jorge González

b. Underlying Theories and

COURSE SYLLABUS IN _________________________ 13

c. RA 10533-An Act Enhancing

COURSE SYLLABUS IN _________________________ 14

Executive Order 05-

COURSE SYLLABUS IN _________________________ 15

language by relating it to its C. Role of Teachers in pp. 159-163. awareness

The United Nations

COURSE SYLLABUS IN _________________________ 16

McMillan, Nicole M.,

COURSE SYLLABUS IN _________________________ 17

COURSE SYLLABUS IN _________________________ 18

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books and E-books C. Electronic Sources

B. Journals/Magazines Journal Article:

COURSE SYLLABUS IN _________________________ 19

McMillan, Nicole M., "Inclusive Education: The Benefits and

Haug, P., 2017. Understanding inclusive education: ideals

COURSE SYLLABUS IN _________________________ 20

First Published January 26,

OTHER COURSE REFERENCES AND SUPPLEMENTAL READINGS

"Exec. Order No. 210 (2003) | ILOCANO ONLINE”.https://ilocanoonline.wordpress.com/tag/exec-order-no-210-2003/.

"Legislators push English as medium of instruction | ABS-CBN News". https://news.abs-cbn.com/special-report/06/09/08/legislators-push-english-

(19 February 2018) Millennium Development Goals (MDGs). https://www.who.int/news-room/fact-sheets/detail/millennium-development-goals-(mdgs).

(1985). What National Languages Are Good for, https://eric.ed.gov/?id=ED276273.

(2014). 4 Benefits of Inclusion Classrooms. Understood. https://www.understood.org/en/articles/4-benefits-of-inclusive-classrooms.

(2016). Ambisyon Natin 2040: An analysis. https://youtu.be/ql54QzuljgU.

(2016). Ambisyon Natin 2040: Realizing the Vision. https://youtu.be/OOkcp1JcESY.

(2016). Category: Millennium Development Goals. https://www.mdgmonitor.org/millennium-development-goals/.