Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION CHED MEMORANDUM ORDER No. _ 23. Series of 2017 SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF ARTS IN FOREIGN LANGUAGE In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994,” in pursuance of an outcomes- based quality assurance system as advocated under CMO No. 46 series of 2012, and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE | INTRODUCTION ion 1. Rationale Based on the Guidelines for the Implementation of CMO No. 46 series of 2012, this PSG implements the “shift to learning competency-based standards/outcomes-based education.” It specifies the ‘core competencies’ expected of AB in Foreign Language graduates “regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of outcomes-based education and ... of the typology of HEls,” this PSG also provides “ample space for HEls to innovate in the curriculum in line with the assessment of how best to achieve leaming outcomes in their particular contexts and their respective missions ...” ARTICLE Il AUTHORITY TO OPERATE ._ Government Recognition All private higher education institutions (PHEIs) intending to offer AB in Foreign Language must first secure proper authority from the ‘Commission in accordance with this PSG. All PHEIs with an existing AB in Foreign Language program are required to shift to an ‘outcomes-based approach based on this PSG. State universities and colleges (SUCs), and local colleges and universities (LCUs) should likewise strictly adhere to the provisions in these policies and standards, ~ Higher Education Development Genter Building, C.P. Garcia Ave., UP Campus, Diliman, Quezon City, Philippines Web Site: www.ched gov.ph Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-1220 ‘441-1228, 988-0002, 441.0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1871ARTICLE Ill GENERAL PROVISIONS Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. Section 3. Section 4. Section 5. The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as @ sample curriculum. The number of units of this curriculum is here prescribed as the “minimum unit requirement’ under Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map Using a leamer-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article V Section 11. The sample course syllabi given in Article V Section 12 show some of these methods. Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI The HEls are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose. The HEIs can use the CHED Implementation Handbook for Qutcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) 2s a guide in making their submissions for Sections 17, 18 and 19 of Article VII. ARTICLE IV PROGRAM SPECIFICATIONS Program Description 5.1 Degree Name The degree program described herein shall be called Bachelor of Arts in Foreign Language Page 2 of 285.2 Nature of the Field of Study The AB in Foreign Language program is geared towards a specific purpose (teaching, translation or business communication) and seeks to create pools of professionals competent and well-versed in the foreign language and culture of their choice. Designed to prepare the students for the real-world application of the foreign language in various settings, this program is a response to the felt need in the academe to develop experts in foreign languages who can bridge cultural boundaries and help the country gain global competitiveness in the region. 5.3 Program Goals a) To enable students to acquire a functional grasp of grammar for communicative purposes. b) To expose students with the history, literature and culture of the foreign language. ¢) To equip the students with the different language skills and vocabulary needed to carry out business negotiations, translate and interpret various types of communications, and conduct research and other academic activities using the foreign language. 5.4 Specific Professions/Careers/Occupations for Graduates Graduates of AB in Foreign Language may go into: a) Education - teachers and researchers b) Translation — translators and consecutive interpreters c) Business, industrial and international institutions - administration work in international institutions and multinational companies such as business process ‘outsourcing industry (as bilingual secretaries, liaison officers, marketing officers, researchers) 5.5 “Allied Fields AB Asian Studies AB European Studies “May also refer to disciplines/programs with faculty members who are qualified to teach foreign language, culture, civilization, literature, language education and translation. Section 6. Program Outcomes The minimum standards for the AB in Foreign Language program are expressed in the following minimum set of learning outcomes: Page 3 of 28,6.1 Common to all programs in all types of schools a) The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field of practice. (POF level 6 descriptor) b) the abilty to effectively communicate orally and in writing using both English and Filipino ©) The ability to work effectively and independently in multi- disciplinary and multi-cultural teams. (POF level 6 descriptor) 4) A recognition of professional, social, and ethical responsibilty ©) An appreciation of “Filipino historical and cultural heritage” (based on RA 7722) 6.2 Common to the discipline The graduates have the ability to: + Recognize the need for and demonstrate the ability for lifelong learning ‘+ Identify multi-perspectives and interrelations among texts and contexts Apply analytical and interpretive skills in the study of texts Discuss and/or create artistic forms Demonstrate research skills specific to the sub-disciplines in the humanities ‘+ Use appropriate theories and methodologies critically and creatively ‘+ Appraise the role of humanistic education in the formation of the human being and society 6.3 Specific to a sub-discipline and a major Graduates of this program should be able to: a) Demonstrate functional proficiency in the Foreign Language in social, professional, academic and cultural contexts. b) Apply different strategies of communication in the Foreign Language in various communicative contexts. ©) Demonstrate awareness and appreciation of the Foreign Language culture. 6.4 Common to a horizontal type as defined in CMO No. 46 series of 2012 + For professional institutions: @ service orientation in one’s. profession + For colleges: an ability to participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves * For universities: an abilty to participate in the generation of new knowledge or in research and development projects Graduates of State Universities and Colleges must, in addition, have the competencies to support ‘national, regional and local development plans.” (RA 7722) Page 4 of 28‘A PHEl, at its option, may adopt mission-related program outcomes that are not included in the minimum set. Section 7. Sample Performance Indicators Program Outcomes Sample Performance Indicators ‘@) Demonstrate functional | + Pass a standard language proficiency proficiency in the Foreign | examination or its equivalent given by Language in social,| _related foreign language institutions. professional, academic| « Effectively use the Foreign language and cultural contexts. in formal and informal communicative situations. * Accurately interpret information conveyed in oral and written communicative contexts. * Apply foreign language skills and proficiency in the field of transtation, academe, business, marketing and technical support. ') Apply different strategies | + Effectively use the foreign language in of communication in the | formal (scholarly debates, academic Foreign Language in| discussions, etc) and _ informal various communicative | (familiar conversations, travel, etc.) contexts oral communicative situations, + Effectively use the foreign language in formal and informal written communicative situations. + Accurately interpret information conveyed in oral and written communicative contexts. ‘+ Identify and apply communicative strategies appropriate in formal and non-formal communicative contexts. + Apply foreign language skills and | proficiency in the field of translation, academe, business, marketing and technical support. ©) Demonstrate awareness | + Assess language use in specific and appreciation of the | cultural contexts. foreign language culture | * Apply foreign language skills in various socio-cultural settings. Page 5 of 28,ARTICLE V CURRICULUM Section 8. Curriculum Deseri ‘The AB in Foreign Language program shall have a minimum of 134 units including PE and NSTP. The program offers a flexible combination of Foreign Languages and an additional specialization at the students’ choice which can be taken as the students’ cognate. The curriculum consists of five parts: (a) General Education Courses, (b) Foundation Courses, (c) Major Courses, (d) Specialized Courses (Cognates), and (e) Electives. Outline and total units of General Education (GE) courses: Follows the recommended GE curriculum under CHED Memorandum Order No. 20, series of 2013, with a total number of 36 units Section 9. Sample Curriculum 9.1. Components: General Education, Foundation Courses, Major Courses, Specialized Courses (Cognates), Electives, etc. Equivatent | Total Courses ete Units pera Novot ee course__| Units General Education I 7 3 36 Understanding the SelfPag-unawa sa Sarii (GET i 3 3 Readings in Philippine History/Mga Babasahin hinggil | ; ; sa Kasaysayan ng Pilpinas (GE2) The Contemporary World/ng Kasaukwyang Dalia 7 5 a (GE3) Mathematics in the Modem WorldiMatematika sa Fi 5 a Makabagong Daigaig (GE4) Purposive Communication/Malayuning Komunikasyon |, i z (GES) Art Agpreciation/Pagpapahalaga sa Sining (GE6) 7 z z Science, Technology and Society/Agham, Teknolohiva |, 3 3 at Lipunan (GE7) Ethics/Etika (GE8) i 3 3 Mandated Subject (Life and Works of Rizal) (GES) 1 3 3 GE. Electives: 3 3 2 Foundation Courses 2 3 6 Introduction fo Language Studies 4 3 3 Cross Cultural Communication 1 3 3 Page 6 of 28Major Courses a FL 1 Introduction to Foreign Language FL2 Communicative Skills in Foreign Language 1 FL3 Communicative skills in Foreign Language 2 FL4 Intermediate Course in Foreign Language 1 FLS Intermediate Course in Foreign Language 2 FL 6 Advanced Course in Foreign Language 1 FL7 Advanced Course in Foreign Language 2 FLB Conversational Foreign Language 1 FL Conversational Foreign Language 2 FL10 Composition in Foreign Language 1 FL11 Composition in Foreign Language 2 FL12 Reading in Foreign Language FL13 Foreign Language Phonetics and Phonology FL14 Foreign Language Culture and Civilization FL15 Introduction to Foreign Language Literature FL16 Special Topics in Foreign Language FL17 Methods of Research in Foreign Language FL18 Applied Research in Foreign Language (Thesis/ Practicum) © |0s/c2]eo}e|c>]c0] 0] {es| co] es] 0] 9/e0]c0]e|c>] © |e c2|c0| 00] eo) co| ea] e0|¢0{¢0|0|c0| es] eo) co}eo|eo| gt ‘Specialized Courses (Cognates) a) Translation Theories and Practice, b) Foreign language Teaching/ Education, c) Foreign Language and International Business Choices should be related to the chosen area of study: 12 a) Translation Theories and Practice ‘Theories of Translation Literary Translation Non-Literary Translation Language and Text Analysis olololo) b) Foreign Language Teaching’ Education ‘Approaches and Methods in Foreign Language ‘Teaching Theories of Language Learning and Acquisition Special Topics in Foreign Language Education Language, Culture and Society eofa| o ‘c) Foreign language and International Business Business Communication in Foreign Language 1 Business Communication in Foreign Language 2 Non-literary Translation Business Culture \o|cs]es}co| Electives. 8 Physical Education (PE) National Service Training Program (NSTP) | a] a||afalo| Bole TOTAL NO. OF UNITS = “Qualified electives depending on the cognate of choice Page 7 of 289.2. Program of Study FIRST YEAR 4 Semester No. of Hours Courses ‘a week Units Prerequisites Tec._| Lab. GET 3 0 3 GE2 3 0 3 GES 3 ° 3 Introduation to Language Studies 7 2 2 FL t: Inroducton to Foreign |, : a Language PEt 2 NSTPA 3 TOTAL 450 20 a 2° Semester a No. of Hours Courses ‘aweek Units | Prerequisites Lee._| Lab. Ea 3 0 3 GES 3 0 3 GEG 3 0 3 FL 2. Communicative Skilsin | 7 3 | FLT Introduction to Foreign Language 1 Foreign Language FL 5. Communicative Skils in FL 2: Communicative Foreign Language 2 3 ° 3 | Skills in Foreign Language 1 PED 2 NSTP2 3 TOTAL! 15 20 SECOND YEAR 4 Semester No, of Hours Courses aweek Units | Prerequisites Lec. | Lab. GET 30 3 ‘GE Elecive 1 3 [0 a ‘Cross Cultural Communication| 3 | 0 3 FL 4: Intermediate Course in FL: Communicative Foreign Language 1 3 | 0 3 | skilsin Foreign Language 2 FLE: Intermediate Course FL 4: Intermediate Foreign Language 2 3 | o 3 | Course in Foreign Language 1 PES z TOTAL 16 | 0 17 Page 8 of 28 ee2" Semester No. of Hours Courses a week Units | Prerequisites Lec. | Lab. GES 3 0 3 —! GE Elective 2 3 0 3 GE Elective 3 3 0 3 FL 6: Advanced Course in FL 5: Intermediate Foreign Language 1 3 0 3 | Course in Foreign Language 2 FLT: Advanced Course in FL6: Advanced Foreign Language 2 3 o 3 | Course in Foreign Language 1 PE z TOTAL 15 0 17 THIRD YEAR 1" Semester No. of Hours Courses a week Units Prerequisites Lec. | Lab. Mandated Course 3 0 3 FL 8: Conversational For FLT: Advanced Language 1 3 0 3 | Course in Foreign Language 2 FL: Conversational Foreign| 5 0 3 | FL8: Conversational Language 2 Foreign Language 1 FL 13: Foreign Language 7 7 Bi Phonetics and Phonology Specialized Course 1 7 7 7 (Cognate) TOTAL] 15 5 2"! Semester No. of Hours Courses aweek Units Prerequisites Lec. | Lab. FL 10: Composition in 3 a 3 | FL9: Conversational Foreign Language 1 Foreign Language 2 FL11: Composition in a a 3 | FL 10: Composition i Foreign Language 2 Foreign Language 1 FL 14: Foreign Language a 7 z Culture and Civilization Specialized Course 2 7 7 |(Cognate) Elective 1 37 3 TOTAL 15 0 5 Page 9 of 28FOURTH YEAR ist Semester No. of Hours: Courses a week Units Prerequisites Lec. Lab. FL 12: Reading in Foreign 2 a FL 11: Composition in [Language | Foreign Language 2 FL 15: Introduction to 3 7 0 Foreign Language Literature FL 17: Methods of Research 3 0 3 ‘Should be 4th year | in Foreign Language | a standing ‘Specialized Course 3 3 0 3 (Cognate 3) | Elective 2 3 o 3 Tora) 15 | 0 15 2nd Semester No. of Hours: Courses aweek Units Prerequisites Lec. Lab. Elective 3 3 0 3 Elective 4 3 oO 3 FL 16: Special Topics in 3 0 3 Foreign Language x Specialized Course 4 3 oO 3 (Cognate) FL 18: Applied Research in FL 14: Methods of Foreign Language (Thesis/ 3 0 3 Research in Foreign Practicum) Language TOTAL! 15 0 15, ‘Summary First Year First Semester 20 units Second Semester 20 units Second Year First Semester 17 units Second Semester 17 units 7 Year First Semester 15 units Second Semester 15 units Fourth Year First Semester 15 units Second Semester 15 units Total 134 units Page 10 of 28 nat,Section 10. Section 11. Sample Curriculum Map (Please see Annex A) Curriculum map is “a matrix relating all the courses listed in the program curriculum with one or more of the declared program outcomes.” ‘The HEIs/LUCs/SUCs shall create a complete curriculum map of their current existing AB in Foreign Language Curriculum. Refer to Annex A for a sample curriculum map that relates all the courses in the sample curriculum with the minimum set of program outcomes. Recommended Means of Curriculum Delivery Linguistic means of curriculum delivery (sample means of delivery with emphasis on one or any combination of the four skills to be learned by the foreign language student): Lecture. Lectures are given to explain communicative functions, grammatical concepts and structures, meaning and usage of words and expressions necessary to perform a particular task. Pattern drills. Structural pattern drills provide models to practice correct pronunciation, intonation and sentence formation to facilitate language structure acquisition Flashcards. Flashcards are memory-aids and are used to facilitate acquisition of structural and lexical skills through association of images (words or drawings) and meaning. Games. Games are fun and encourage the use of spontaneous language in meaningful contexts while at the same time fostering camaraderie among the students. Recordings of simulated or reablife conversations or monologs help develop and practice leamers' listening skils. Authentic printed materials. Printed materials provide exposure of students to culture and language in various real-life contexts. Texts and images in magazines, comics and newspapers are used as either the starting point or models/examples for a lesson. Functional sample means of curriculum delivery (application of the linguistic skills to performlaccomplish a particular communicative task): Role play. Role playing activities are used to apply communicative functions learned in the classroom as well as develop and diagnose students’ interactive skils. Reports. Reports enable students to learn various aspects of foreign language culture and develop especially learners’ oral presentation and informative skils in the foreign language at the same time. Film showing. Film showing is a technique used to enable students to appreciate cultural and social norms and “virtually” experience the foreign language in various reablife contexts. The images help them better understand the natural language, the characters serve as speech models and the sound boosts their listening skills. Page 11 of 28Internet and social media. The internet and social media are very useful tools for foreign language learning and may be used in various ways such as gathering information on a particular topic, expressing written opinion as in blogs, interacting with native speakers on Facebook or twitter, ete. ‘Sample Courses Recommended Tools of Curriculum Delivery FL1- Introduction to Foreign Lecture Language Pattern drills Role play Flashcards Recordings of simulated conversations Internet and social media Games FL2- Communicative Skils in Lecture Foreign Language 1 Patter drills Role play Flashcards Recordings of simulated conversations Internet and social media Reports Games FL6- Advanced Course in Foreign | Lecture Language 1 Pattern drills Role play Recordings of simulated conversations Internet and social media Reports Film showing ‘Authentic printed materials Games Course Specifications Course name and description Foundation Courses: Introduction to Language Studies This course introduces the students to the understanding of the general nature of language, its structure and use. Cross Cultural Communication An introduction to understanding cultural differences and simitarities, and the role of language in intercultural interaction. Topics may include the relationship between language and culture; cultural differences and similarities; acculturation and culture shock; communication norms, rituals and taboos; and cultural interaction in professional settings. Page 12 of 28Major courses: FL1 - Introduction to Foreign Language (3 units) This introductory course familiarizes the students with the basic grammatical stricture and sound of the FL and develops their basic listening, speaking, reading and writing skills (basic characters for languages not using the Roman alphabet) in the Foreign Language using familiar expressions and simple phrases in basic everyday acts of ‘communication. FL2- Communicative Skills in Foreign Language 4 (3 units) This subject focuses on the development of the students’ basic ‘communicative competence by using the Foreign Language in practical situations for use in schools, shops, parties/ informal social gatherings, etc, and in situations such as introducing one's family FL3 - Communicative Skills in Foreign Language 2 (3 units) FL3 stresses the development of the students’ basic communicative competence by using the FL in more specific contexts for use in traveling and in situations such as talking about one’s plans, introducing one’s communityineighborhood/ country and describing location. FL4 - Intermediate Course in Foreign Language 1 (3 units) This course continues to develop the students’ communicative skills through comprehension and production of simple written and oral texts, and engaging the students in short socio-cultural exchanges FLS - Intermediate Course in Foreign Language 2 (3 units) This course further enhances the students’ communicative skills by engaging them in conversations on familiar topics related to school, work, travel and current events. FL6 - Advanced Course in Foreign Language 4 (3 units) This course focuses on expressing and justifying one's personal goals and describing experiences using the foreign language FL7 - Advanced Course in Foreign Language 2 (3 units) This course focuses on the development of the students’ foreign language skills through understanding and expressing views and opinions on a wide range of topics, with a certain degree of fluency. FL8 - Conversational Foreign Language 1 (3 units) This conversational course is designed to improve students’ fluency in expressing one’s opinion and or views about familiar topics in the foreign language. It focuses on expanding foreign language vocabulary and accuracy of expression by engaging students to participate in activities such as debates, presentations, etc., using the foreign language. FL9 - Conversational Foreign Language 2 (3 units) A continuation of FL 8, this course is designed to improve the students’ Proficiency in expressing opinion or views in various topics by encouraging them to discuss issues regarding politics, culture, business and or society using the foreign language. Page 13 of 28FL10 - Composition in Foreign Language 1 (3 units) An intensive writing course designed to develop the students’ critical thinking, reading and writing skills in the foreign language. It focuses on writing observations, experiences and opinions about a particular information or topic in various forms, such as essays, reports, and letters. FL114 - Composition in Foreign Language 2 (3 units) This course continues to develop the students’ writing skills through knowledge and application of the structures of a summary, argumentative and narrative texts, and formal letters related to complex topics/subjects. FL12 - Reading in Foreign Language (3 units) This course covers selected readings on foreign culture and society and is designed to broaden the cultural, socio-political and/or technical vocabulary and knowledge in the foreign language. FL 13 - Foreign Language Phonetics and Phonology (3 units) This course introduces students to the systems of speech sounds of the foreign language and the application of such sounds in language use. FL 14- Foreign Language Culture and Civilization (3 units) This introductory course provides students with an overview of the historical, sociological, philosophical and cultural developments of the country concerned FL15 - Introduction to Foreign Language Literature (3 units) This literary survey course is designed to introduce the students to the elements of literature in the foreign language through a study of its various forms FL 16 - Special Topics in Foreign Language (3 units) Topics on language, culture, literature, specific to the language of choice and not covered by the other major subjects. FL17 - Methods of Research in Foreign Language (3 units) This course stresses the development of the students’ critical thinking in the foreign language by evaluating and documenting research sources and analyzing them for possible research work FL18 - Applied Research in Foreign Language (Thesis/Practicum) In this course, students will conduct a research or project exploring social, cultural, linguistic or literary issues with emphasis on scholarly works on translation, teaching and education, second-language acquisition and/or conducting business in the foreign language. Specialized Courses/Cognates: TRANSLATION Theories of Translation (3 units) This course introduces the students to the major concepts and principal theories of transiation and provides sample application in their target language using various types of texts. Page 14 of 28Literary Translation (3 units) This course provides core training in translation of literary texts from the students’ target language to their mother tongue end vice versa. Non-Literary Translation (3 units) This course provides translation practice of nonsiterary texts from the students’ mother tongue to their target language and vice-versa Language and Text Analysis (3 units) A structural approach to language, this course stresses the development of the skills that the students may apply to analyze and accurately interpret various types of texis in the foreign language. FOREIGN LANGUAGE EDUCATIONITEACHING Approaches and Methods in FL Teaching (3 units) ‘An introduction to the different approaches and methods in the teaching of foreign languages, preparation of lessons, use of instructional materials, testing, classroom management, including use of new technology. Theories of Language Learning and Acquisition (3 units) An introductory course to the different theories and issues in second language learning and teaching, Language, Culture and Society (3 units) This course focuses on understanding the nature, function, and importance of language in cultural, professional and social interactions in a particular community, Topics may include language and social identity: idiolects, dialects and registers; written and spoken language; multilingualism; equality of languages; language planning and policy. Special Topics in Foreign Language Education/Teaching This course covers current issues or topics in foreign language education/teaching which are not part of the main curriculum. Course description may vary every semester as needed Business Communication in Foreign Language 4 (3 units) In this course, students are introduced to different business terminologies and its application in various business-related situations such as business negotiations, presentations, advertising, marketing, etc. Business Communication in Foreign Language 2 (3 units) ‘A continuation of Business Foreign Language 1 with emphasis on written business skills as applied in situations like writing formal business letters, writing minutes, reports and/or summary of business meetings in the foreign language. Non-Literary Translation (3 units) This course provides translation practice of nondiiterary texts from the students’ mother tongue to their target language and vice-versa. Business Culture (3 units) This course emphasizes understanding cultural and professionel boundaries of the country where the foreign language of study is spoken. Section 12. Sample Syllabi for Selected Core Courses (Please see Annex B) Page 15 of 28ARTICLE VI REQUIRED RESOURCES The Dean and Department Chair must be a full-time administrator, 13.1 Qualifications of a Dean ‘a) must be a holder of a doctoral degree in the field of the humanities/social sciences and b) must have had a satisfactory record of administr teaching for at least three (3) years. mand 13.2 Qualifications of a department chair 1a) must be a holder of at least a master’s degree in a Foreign Language or the allied fields b) must have had a satisfactory record of administration and teaching for at least three (3) years 13.3 Responsibilities of a dean and department chair. a) Supervise the smooth implementation of the program b) Ensure that facilities, materials, and faculty requirements are in place ©) Institute a periodic review of the program vis-a-vis emergent matters in the implementation process Section 14. Faculty* 14.1 The faculty members should possess the educational qualifications, professional experience, and teaching ability for the successful conduct of a school's program(s) a) At least fifty percent (50%) of general education courses should be taught by faculty members with appropriate master’s degrees, b) At least 60 percent (60%) of professional courses in the program should be taught by facully members with appropriate master’s degrees or its equivalent. * To address the issue on the lack of faculty, the HEIs may opt for a faculty consortium with other HEIs through a Memorandum of Agreement (MOA). During the first three (3) years of implementation, the HEIs may hire faculty from the ‘allied fields and those with professional experience in teaching any of the subjects in the curriculum, 14.2 At least seventy percent (70%) of the general education and professional courses in the program should be handled by full- time/full-load facutty members Page 16 of 2814.3 The school should have a system of recruiting and selecting qualified faculty members. ‘Schools are encouraged to invite qualified practitioners to teach in the program. 14.4 A system of ranking and evaluating faculty members should be instituted and implemented. The publication of a faculty manual for the purpose of formalizing faculty policies and standards is required. 14.5 There should be opportunities for faculty development to enable faculty members to keep up with the developments in their field, improve their teaching skills and course materials, continue their professional growth, and contribute to research and other scholarly pursuits. 14.6 The teaching load of faculty members should be as follows: a) Faculty members should be assigned to teach courses only in their field of specialization b) The regular teaching load of full-time academic teaching personne! shall be determined by the institution but in no case shall exceed 24 units per semester or term. ©) Faculty members teaching in more than one school must give formal notice of their teaching assignment in all schools concerned. d) Practitioners who are working as full-time employees are encouraged to share their knowledge and expertise as part- time instructors, subject to approval in their workplace. 147 Faculty members should not be assigned to teach more than four (4) different preparations in any one term/semester Section 15. Library Section 16. Library personnel, facilities and holdings should conforff to existing CHED requirements for libraries which are embodied in, separate CHED issuances. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the AB in Foreign Language program Laboratory and Physical Facilities 16.1 Classroom requirements Ordinary classrooms with chalk and board andlor white board 16.2 Laboratory/Audio-visual Requirements ‘Multimedia Laboratory, Overhead projectors and screens; CD players, video players; LCDs and laptops, ete. Page 17 of 28 2ARTICLE Vil COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HE! shall develop the following items which will be submitted to CHED when they apply for a permit for a new program: Section 17. The complete set of program outcomes, including its proposed additional program outcomes. Section 18. Its proposed curriculum, and its justification including @ curriculum map. Section 18. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator. Section 20. Proposed outcomes-based syllabus for each course. Section 21. Proposed system of program assessment and evaluation Section 22. Proposed system of program Continuous Quality Improvement (CQ) For existing programs, the CHED shall conduct regular monitoring and evaluation on. the compliance of HEIs to this Policies, Standards and Guidelines using an outcomes: -based assessment instrument. ARTICLE Vill TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS Section 23. Transitory Provision All private HEIs, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate the Bachelor of Arts in Foreign Language program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall’ be implemented starting Academic year 2018-2019. Section 24. Repealing Clause Any provision of this Order, which may thereafter be held invalid, shall not affect the remaining provisions. All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed. Page 18 of 28Section 25. Effectivity Clause This CMO shall take effect fifteen (15) days after its publication in the Official Gazette or in a newspaper of general circulation. This CMO shall be implemented beginning Academic Year 2018-2019, Quezon City, Philippines May 9 » 2017, PATRICIA B. LICUANAN, Ph.D. Chairperson Attachments: ‘Annex A Sample Curriculum Map Annex B - Sample Course Syllabi Page 19 of 28ANNEX A ‘Sample Curriculum Map Program Outcomes 01 Proficiency: Demonstrate functional proficiency in the Foreign Language in social, professional, academic and cultural contexts, 02 Strategy: Apply different strategies of communication in the Foreign Language in various communicative contexts. 03 Culture: Demonstrate awareness and appreciation of the Foreign Language culture [04- Proficiency] 02- Strategy | 03- Culture FLT Introduction to Foreign UP UP. LP Language [FL 2 Communicative Skills in iP iP iP [Foreign Language 1 IFL 3 Communicative Skills in P iP iP IForeign Language 2 IFL4 Intermediate Course in i iP iP [Foreign Language 1 IFL § Intermediate Course in iP iP P [Foreign Language 2 FFL 6 Advanced Course in Foreign| P F iP Language 1 [FL 7 Advanced Course in Foreign| P iP iP lLanguage 2. IFL 8 Conversational Foreign iF P P lLanguage 1 FFL 9 Conversational Foreign oP P P Language 2 FFL 10 Composition in Foreign iP P P Language 1 IFL 11 Composition in Foreign TP P P Language 2 IFL 12 Reading in Foreign iP P P Language IFL 15 Introduction to Foreign v E E Language Literature FL 17 Methods of Research in c v o [Foreign Language IFL 18 Applied Research in P P o [Foreign Language Page 20 of 28 xLearning Outcomes for Specialized (Cognate) Courses ‘01-Proficiency| 02- Strategy | _03- Culture ranslation heories of Translation Pp iP o jon-Literary Translation LP LP LP [Literary Transiation uP LP uP [language and Text Analysis E L oO Foreign Language Education/ Teaching ipproaches and Methods in U v = L Teaching [Theories of Language T E T Learning and Acquisition lLanguage, Culture and v v v ciety |Foreign Language and International Business [Business Communication in P. iP TP Foreign Language + [Business Communication in iP i iP Foreign Language 2 [Business Culture TPO P LPO INon-Literary Translation wp. wP. LP Page 24 of 28Major Courses ANNEX B Sample Syllabi for Selected Core Courses Foreign Language 4 (French) Sample Course Syllabus for FL (French) Course Name FLA (French). Introduction to French Language Course Description Designed for students with little or no knowledge of French, this introductory course familiarizes them with the basic grammatical structure and sound of the French language and develops their fundamental listening, speaking, reading and writing skills in the language using familiar expressions and simple phrases in basic everyday acts of communication. Leaming Outcomes | ‘A.General By the end of this course, the students should be able to: 41. Cite advantages of learning French; 2. Demonstrate understanding of basic French culture and geography; 3. Demonstrate understanding of and use familiar everyday expressions and simple phrases to meet needs of a concrete type; and 4. Interact in a simple way provided the other person talk slowly and clearly and is prepared to help. B. Specific 1, Demonstrate understanding of FL spelling, pronunciation and basic FL grammar; 2. Demonstrate understanding of basic classroom expressions; 3. Say appropriate greetings and common expressions, depending on occasion; 4, Greet and say good-bye to people at various periods of the day, formally or informally; 5. Name or identify familiar objects; 6. Communicate in French orally and in writing by asking or answering questions on basic familiar information about self, family and friends (i.e. name, address, nationality, profession or studies, age, simple personal and physical traits); 7. Count orally and in writing; 8. Fill out simple forms 9. Ask or tell time; and 10. Express ownership, likes and dislikes. INo. of units 3 No. of contact 3 hhrsiwk Prerequisites None Page 22 of 28(Course Outline introduction to Basic French culture and geography; French sounds, alphabet, spelling Common expressions, greetings (formal and informal) Introducing self (name, address, nationality, course/profession); the verbs s'appeler, étre Asking personal information (Name, address, nationality, course/profession); the use of “tu"and “vous” Nationalities (masculine/feminine) Identifying objects, people; the notion of gender and the articles Numbers (0 to 69), saying/asking age, telling time, the verb “avoir’ The -ER verbs (i.e. habiter, étudier, travailler, aimer); expressing likes and dislikes; expressing negative affirmations (ne...pas) Possessive adjectives; introducing someone, saying personal information about someone (name, age, nationality, course/profession, address); numbers from 70 to 100; Prepositions before geographical places (i.e. aParis, en France, au Canada, aux Philippines Laboratory ed, ed player, computers, audiovisual equipment Equipment ‘Suggested Textbook Readings Berthet, Annie. Alter Ego: Méthode de Frangais 1. Paris: Hachette, 2006. On-line Resources: “French Dictionary.” Collins. 2 Dec. 2013 - Lawless, Laura K. "French Language.” About.com. 2 Dec. 2013 . Page 23 of 28,Foreign Language 2 (French) Sample Course Syllabus for FL2 (French) (Course Name FL2 (French)Commur ‘Skills in Foreign Language 4 (Course Description Designed for students with basic knowledge of French, this course further develops their basic communicative competence by using French in practical situations for use in school, shops, parties! informal social gatherings, etc. and in situations such as introducing one's family. [Learning Outcomes | ‘A.General By the end of this course, the students should be able to: 1, Demonstrate understanding of and use simple phrases and frequently used expressions related to areas of most immediatel relevance; 2. Communicate simple routines and tasks requiring a simple and direct exchange of information on familiar and routine! matters, 3. Ask for and give simple explanations about fami and: 4. Read and write simple paragraphs about familiar topics. topics| B. Specific 1. Interact using simple phrases, expressions and words of familiar topics (e.g. very basic personal and family information| shopping, local area, school); 2. Identify various places in the neighborhood and describe thei location; 3. Formulate simple wh- questions; 4, Give simple explanations using familiar words and phrases; 5. Demonstrate understanding of short, clear, simple message ‘and written texts (i.e. on-line announcements, post cards, e-mail} and 6. Write short messages related to matters in areas of immediate, needs like a very simple personal letter thanking someone for something. No. of units INo. of contact wrs/wk Prerequisites FLi (French) Page 24 of 28(Course Outline Talking about local geography (one’s neighborhood); identifying and situating places in one’s neighborhood; names of familia places (i.e. restaurant, hotel, bank, supermarket, school, etc.); the, articles and prepositions of place (i.e. acdté, adroite, agauche| devant, derriére, etc.) . Asking for and giving explanation (pourquoi / parce que) about one’s likes and dislikes, . Lodging: asking information about lodging (ie. hotel rates, ‘amenities, duration of stay, etc); formulating questions (intonation, “est-ce que’, inversion of subject and verb) Understanding and giving simple directions; thanking and responding; the verbs ‘aller’and accompanying prepositions] prendre, descendre and other verbs used in giving directions; ‘Writing simple messages (post cards, e-mail); describing places| people and weather; descriptive adjectives; simple weather vocabulary; the verb “faire”, the demonstrative adjectives (ce, cette| cet, ces) oratory od, od player, computers, audiovisual equipment quipment uggested Berthet, Annie. Alter Ego: Méthode de Francais 1. Paris Readings Hachette, 2006, On-line Resources’ “French Dictionary.” Collins, 2 Dec. 2013 Lawless, Laura K. “French Language.” About.com. 2 Dec. 2013 . (Course Name FL 3: Communicative Skills in Foreign Language 2 ‘Course Description FL3 stresses the development of the students’ basic ‘communicative competence by using the FL in more specific contexts for use in traveling and in situations such as talking about ‘one’s plans, introducing one’s community/neighborhood/ country and describing location. Leaming Outcomes ‘Students should be able to: ‘understand and use familiar everyday expressions and very basic phrases 2.understand sentences and frequently used expressions related to areas of most immediate relevance (very basic personal information, shopping, informal social gatherings, etc) ‘3.communicate in simple and routine tasks requiring simple and direct exchange of information on familiar and routine matters, 4.describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need, 5.describe people, places, things using the foreign language. 6.can write and talk about one’s communityineighborhood/country and activities Page 25 of 28INo. of units f contact brenmases FL 2: Communicative Skills in Foreign Language 1 (Course Outline ‘Speaking and Listening -Introducing one’s. community, neighborhood! country -Asking/giving information (e.g. directions) -Describing one's activities 2: (Talking about one’s past activities (affirmative and negative)) -Explaining one’s preference -Describing people, places and things (affirmative and negative) Asking permission’ request, stating prohibition and situating objects and places. Reading -Reading simple journal entries! blogs Reading basic characters for asian languages (locations, Klirections) Writing -Writing simple journal entries/ blogs -Writing basic characters for asian languages (locations, rections) -Writing about one’s plans Filling out simple forms for languages using the Roman alphabet -Writing simple informal letters to friends or family (post cards, e- mail) Socio-Cultural -The Community! neighborhood/country -Social networking: 4. simple texting, 2. e-mail; 3.simple Letter writing (informal), 4. simple journal entries and blogs Laboratory ed, cd player, computers, audiovisual equipment Equipment ‘Suggested Textbook, dictionaries Readings Page 26 of 28[Course Name k FL 4(French): Intermediate Course in Foreign Language 1 {Course Description This course continues to develop the students’ communicative skills through comprehension and production of simple written and oral texts, and engaging the students in short socio-cultural exchanges. earning Outcomes | By the end of the course, the student should be able to: a. understand simple written and oral texts; . engage in sociocultural exchanges; . write simple letters; 4d. know some aspects of the foreign country's practices and sites. jo. of units 3 jo. of contact 3 sik Prerequisites FL 3(French): Communicative Skills in Foreign Language 2 (Course Outline The course outlines will be according to the book they will be using They might be having 3 long exams at least and some quizzes plus| a written and oral exam at the end of the semester. Talking about friendly relations -Describing character/personaiity traits -Use of relative pronouns -The indirect discourse -Narrating a romantic meeting -Talking about past events Applying for a job / Job interview -Relating professional experience -Writing formal letters: cv, job application Tourism in France, hotels, tourist places -People in France Laboratory cd, ed player, computers, audiovisual equipment Equipment juggested \Berthet, Annie. Alter Ego: Méthode de Frangais 2. Paris: Hachette, jeadings 006. French dictionary, easy to read books on French Culture Page 27 of 28 &[Course Name FL 6 (French) \dvanced Course in Foreign Language 1 Course Description LLeaming Outcomes| This course focuses on expressing and justifying one’s personal goals and describing experiences using the foreign language. By the end of the course the student should be able to: a. express their personal opinions; b. talk about their dreams and ambitions; ©. write personal letters describing their hopes, experiences and impressions; d. talk about certain aspects of the foreign culture like eating habits, feasts, etc. INo. of units 3 INo. of contact hhrswk 3 Prerequisites FL 5 (French): Intermediate Course in Foreign Language 2 (Course Outline The course outlines will be according to the book they will be using.They might be having 3 long exams at least and soma quizzes plus a written and oral exam at the end of the semester. -Expressing opinon or a point of view -Urging people to act for a cause -Narrating an event -Expressing feelings “Arguing, complaining, protesting -Writing a petition -Reprimanding -Expressing judgment, recommendation, warning -Internet and technologival innovations -Different genres of writing Laboratory cd, cd player, computers, audiovisual equipment Equipment ‘Suggested Berthet, Annie. Alter Ego: Méthode de Frangais 2. Paris: Hachette, Readings 2006. | French dictionary, French magazines, newspaper Page 28 of 28