Module # Lesson Titles
1 Introduction Flexible
Learning
2 Orientation: Why learn
languages?
3 Understanding Language
4 Defining Language Policy
5 Understanding Language
Policy as Choice and the
factor which affect it
6 Understanding UNESCO's
Principles on Language and
Education
7 Introducing the Basic
Concepts of Multilingualism
8 Multilingual Education
10 Language in Education Policy
and Practice in some
Important Takeaways
Flexible Learning Setup is a combination
of face-to-face classes and home-based
learning
proficiency in other languages is a vital
skill that gives you the opportunity to
engage with the world in a more
immediate and meaningful way—
whether in your neighborhood or
thousands of miles away—while better
preparing you to compete and succeed in
the global economy
language is considered as a very complex
human phenomenon which people use to
communicate with others. As a medium,
it also gives you an opportunity to
express yourself and represent your
identity since all your activities are
regulated by language
language policy is a body of ideas, laws,
regulations, rules and practices intended
to achieve the planned language change
enacted by an authoritative body (like
the government) in the societies
As a choice- Understanding Language
Policy as Choice and the factor which
affect it.
Factors- Sociolinguistic situation 2.
National ideology 3. Existence of English
as a world language 4. Notions of
language rights.
As stated by Brun (2013), UNESCO
defines its role in part as a clearinghouse
and a laboratory of ideas, and it is from
these perspectives that the organization
addresses questions of language.
Multilingualism refers to the ability of
societies, institutions, groups and
individuals to engage, on a regular basis,
with more than one language in their
day-to-day lives.
Multilingual education refers to the use
of two or more languages in education
provided that schools aim at
multilingualism and multiliteracy.
The policies are ideologically influenced,
reflecting varying hierarchies and the
 countries in Asia
11 Bilingual Education and its
Types
12 The Bilingual Deaf
Education, American Sign
Language and Filipino Sign
Language
13 The Development of the
National Language and
Bilingual education policy in
the Philippines
14 Language Policies in the
Philippines during the
Spanish Colonization
15 Language Policies in the
Philippines
16 Language Policies and
Programs of CHED and
TESDA
18 Language Policies and
Programs of the Department
of Education
perceived value of different languages.
1) SUBMERSION (Structured immersion)
2) SUBMERSION (with withdrawal
classes/ sheltered English) 3)
SEGREGATIONIST 4) TRANSITIONAL 5)
MAINSTREAM (with Foreign Language
Teaching) 6) SEPARATIST 7) IMMERSION
8) MAINTENANCE/ HERITAGE LANGUAGE
9) TWO-WAY / DUAL LANGUAGE 10)
MAINSTREAM BILINGUAL
(1) recognizing the signed and spoken
languages as different and distinct and
valuing both equally, (2) developing pride
and identity in being Deaf, (3) exposing
students to Deaf role models and peers,
and (4) addressing issues and conflicts
with cultural sensitivity and awareness.
bilingual education would constitute part
of what may be called ‘a pedagogy of
liberation’
All the major languages in the Philippines
have been greatly influenced by the
Spanish language in terms of vocabulary,
pronunciation and a writing system.
The policy is as follows: o The policy on
Bilingual Education aims at the
achievement of competence in both
Filipino and English at the national level,
through the teaching of both languages
and their use as media of instruction at
all levels.
The CHED believes in the fundamental
role played by language in education. To
be properly cultivated, Filipino cannot
merely be taught as a subject, but must
be used in oral and written forms, across
academic domains. The TESDA is set to
boost its language and culture training
program among overseas Filipino
workers (OFWs) to ease language barriers
between the Filipinos and their foreign
employers.
Mother Tongue is taught as a separate
Learning Area in Grades 1 and 2; Filipino,
as a Learning Area, is first introduced in
Grade 1 during the second quarter (2nd
 Q)/grading period; and English, as a
Learning Area, is first introduced in Grade
1 during the third quarter (3rd Q)/
grading period.
19 Mother Tongue- Based a solid foundation in their mother tongue
Multilingual Education develop stronger literacy abilities in the
school language. Their knowledge and
skills transfer across languages. This
bridge enables the learners to use both
or all their languages for success in school
and for lifelong learning.
20 Bridging Between Languages build small childrens fluency and
in MTB-MLE confidence in oral L1 Continue oral L1 as
a subject Continue oral and written L1 as
a subject Continue orala nd written L1
and oral L2 as subjects
21 Challenges in MTB-MLE Materials Inefficient and costly
development and production of materials
22 Best Practices in Mother This MTBMLE program teaches the
Tongue Based Multilingual country’s national languages, Filipino and
Education English, through the use of mother
tongue, in order to ensure
comprehension of the curriculum
content. The overall goal of the program
is to result in greater educational
outcomes.
23 Planning and Executing MTB- The program is started because people in
MLE Program the community want it. They believe that
the program will help them achieve
specific goals or meet specific
needs.“flexible”. A good program plan
should tell you where you have been and
where you are going.
25 Effective Community Effective teacher training develops
Teachers for Multilingual leadership for the language development
Education Programmes programmes. Well trained, confident
teachers from the community encourage
greater community ownership of the
programmes, which contributes to
sustainability.