Final Exam Study Guide for • Governments have become involved in the

language planning business, either because

ELT221: Language programs and Policies
Multilingual Societies
LANGUAGE PLANNING
• Language planning is a body of ideas, laws,
and regulations (language policy), change
rules, beliefs, and practices intended to
achieve a planned change (or to stop change
from happening) in the language used in one
or more communities.
• Language planning involves deliberate,
although a not always overt, future-oriented
change in systems of language code and/or
speaking in a societal context (Rubin &
Jernudd, 1971b).
• In the simplest sense, language planning is an
attempt by someone to modify the linguistic
behavior of some community for some
reason.
• Macrolevel Planning- Government
Policies
• Microlevel Planning- Organization-
Specific Policies
CONTEXTS OF LANGUAGE PLANNING
• Those involved in language planning (the who
or the actors) can be seen as working within
four basic areas:
• Government agencies involved at the
highest level.
in
they wanted to or because they have
stumbled into it.
• Governmental planning may be presumed to
have the broadest scope since government
generally has the power to legislate and the
ability to foster incentive structures (and
disincentive structures) to enforce planning
decisions.
EDUCATION AGENCIES
• In every case in which any sort of official
language policy activity has been undertaken,
the education sector has been involved to
some degree, often extensively.
• The extent of the reach of the education
sector to implement language policies is
within the education sector alone.
LANGUAGE POLICY AND PLANNING DECISIONS OF
THE EDUCATION AGENCIES
1. The Education sector has to determine which
language(s) will be taught within the
curriculum.
2. it must define the teacher supply, taking into
consideration who will teach the language
(s) included in the curriculum….
3. It will need to determine what segment of
the student population will be exposed to
language(s) education and how that
segment will be identified.

• education agencies, sometimes acting LANGUAGE POLICY AND PLANNING DECISIONS OF

under the impetus of higher-level THE EDUCATION AGENCIES
structure or acting in lieu of higher-
4. it will need to determine what
level structure;
methodology(ies) will be employed in the
• other quasi-governmental or non- system.
governmental organizations acting
5. it will need to define assessment processes.
according to their own beliefs, and
6. it will need to determine how to support all
• other groups or in some cases
this activity fiscally and physically.
influential individuals creating
language policy as an accidental (or QUASI / NON-GOVERNMENTAL AGENCIES
sometimes purposeful) part of their
• One quasi-governmental sector is represented
normal activity. Each of these
by national language academies and
planning areas is now briefly
language planning boards (dictionaries,
described in turn.
grammar, lexical standardization)
GOVERNMENTAL AGENCIES
 • The religious sector is also involved in such
implementation.
• Multinational corporations and their policies.
OTHER ORGANIZATIONS AND INDIVIDUALS
• These organizations and individuals are those
in which language planning is an accidental
outcome of the primary function of the body.
• Mailing systems, International Olympic
Commission, etc.
GOALS OF LANGUAGE PLANNING
LANGUAGE PURIFICATION
• Language purification has as its focus
maintaining the linguistic consistency and
standards of a language and can be thought
of in two senses.
• External purification where attempts
are made to remove and protect the
language from foreign influences.
• Internal purification is related to the
enforcement of standards of correct
usage within the language.
LANGUAGE REVIVAL
• Language revival occurs, as the name
suggests, in a situation where a language has
either entirely died off or is on the verge of
dying off.
• One such process is language
restoration, the bringing back to a life
of a dead language.
• Language revitalization refers to the
new-found vigor of an endangered
language still in use.
• Language reversal implies the turning
around of the existing trends in
language usage, with a focus on the
circumstances in which one language
in a state begins to be used more
prominently.
LANGUAGE REFORM
• Language reform occurs in situations where a
language has sufficient vitality but is not
able to deal adequately with domains and
registers that are new to the culture.
• Generally, this occurs over a brief period and
involves changes in or simplification of
orthography, spelling, lexicon, or grammar
with the aim of facilitating language use.
LANGUAGE STANDARDIZATION
• The perceived need for a single language runs
parallel to the development of the nation-
state. As such, standardization has been a
major goal of language planning and policy.
In some respects, languages are constantly
undergoing standardization.
• Although standardization is a continuing
process, it occurs in its most dramatic form
when a nation is trying to identify a national
language.
• The major linguistic tools of
standardization are pedagogical
grammar and dictionaries.
• National language academies also
serve to assure certain kinds of
standardization.
LANGUAGE MAINTENANCE
• Language maintenance (LM) is a
superordinate category that subsumes within
itself such previously discussed areas as
language revival, language reform, language
shift, language standardization, and
terminological modernization.
LANGUAGE PLANNING PROCESS
• Researchers in language planning has
attempted to differentiate two distinct kinds
of activities.
• those that are concerned specifically
with attempts to modify language
itself, which we have come to know
as corpus planning.
• those that are concerned with
attempts to modify the environment
in which a language is used, which
we have come to know as status
planning.
NOTE:
 • Such a separation constitutes something of an
oversimplification; it is, in fact, virtually
impossible, in practice, to separate the two
activities.
• The fact is that any change in the character of
a language is likely to result in a change in the
use environment, and any change in the use
environment is likely to induce a change in the
character of the language.
Haugen’s Language Planning Model
STATUS PLANNING
LANGUAGE SELECTION
• Selection involves the choice of a language(s)
by/for a society through its political leaders.
• The language or language items selected
establish the particular linguistic form which is
to be the norm, and which is to have status
within society.
LANGUAGE SELECTION
• Identification of problem- The choice of a
national language(s) is not as simple as it
seems on the surface since such.
• selection normally implies a choice among
competing languages.
• Vernacular languages provide the
opportunity to establish a common
heritage, and a common history, and
to facilitate unity.
• Exogenous languages often provide
access to the external world.
LANGUAGE SELECTION
• Kale (1990) proposed criteria for selecting a
language:
• political neutrality
• dominance
• prestige
• a great tradition
• a real affinity
LANGUAGE SELECTION
• If the choice falls on a foreign language, that
language is likely already to have a standard
form, and a set of dictionaries, grammar, etc.,
are likely to exist.
• If the choice falls on a variety of the colonial
language, considerations of which is most
widely spoken in the new policy is not the
same variety that is spoken in the former
colonial power.
• The choice of a local language also raises the
question of variety.
LANGUAGE IMPLEMENTATION
• The implementation of a language plan
focuses on the adoption and spread of the
language form that has been selected and
codified.
• This is often done through the educational
system and through other laws or regulations
which encourage and/or require the use of
the standard and perhaps discourage the use
of other languages or dialects.
• Very few nation-states are linguistically
homogeneous, and the choice of any standard
will certainly disadvantage some members of
that heterogeneous community.
• LANGUAGE CORRECTION- specific measures
taken to implement the social aspects of a
language plan. Although the main arm is the
education sector, it alone is not capable of
providing language correction.
CORPUS PLANNING
CODIFICATION (standardization)
• Codification of a language focuses on the
standardization procedures needed to
develop and formalize a linguistic and usually
literate set of language norms. Such a process
is performed by experts in linguistics.
• Codification mainly covers three areas:
 • Graphization
• Grammatication
• Lexication
• Codification consists of three areas:
• Graphization- has been considered
the first step in the standardization of
a language. It is the process of
developing, selecting, or modifying
the scripts or orthographic
conventions of a language.
• Writing systems (orthography)—
whether employing an alphabet, a
syllabary, or a system of ideograms—
provide the basis on which literacy
materials can be established.
• Grammatication- involves the
extraction and formulation of rules
that describe how a language is
structured.
• Most of the grammar developed has
been prescriptive and based on the
standardized variety of the language,
especially those used in schooling or
for literacy development.
• Lexication- refers to the selection and
development of an appropriate
lexicon. As Haugen notes 'in principle
this also involves the assignment of
styles and spheres of usage for the
words of the language' (1983: 271).
ELABORATION
• Elaboration of a language focuses on the
functional development of that language.
That is, once a language has been codified
there is a need to continue 'the
implementation of the norm to meet the
functions of a modern world' (Haugen, 1983:
373).
• Terminological Modernization
• Stylistic Development
• Internationalization
• Terminological Modernization
• In culturally, technologically, and
economically changing conditions;
thousands of new terms must be
generated each year in a language if
that language is to be fully expressive
in every domain.
• Stylistic Development
• Stylistic development signals a
recognition that, without appropriate
development of linguistic style in
those domains important to a
language, it is not fully able to meet
all the demands placed upon it.
• Internationalization
• can be seen as a particular type of
language spread that affects the
corpus of a language. As a language
becomes a medium of international
communication, rather than just a
national or intranational standard,
standardization problems arise which
parallel each of the categories
previously discussed.
MTB-MLE Curriculum Guide
MTB-MLE - refers to "first-language-first" education
that is, schooling that begins in the mother tongue
and transitions to traditional languages, particularly
Filipino and English.
Philippine Basic Education - basic education comprises
six years of primary education, four years of Junior
High School, and two years of Senior High School.
(Started in the year 2012 as part of the key to 12 basic
education program it is implemented specifically in
kindergarten and grades 1/2 and three it provides a
strong educational foundation on the first language
with successful bridging to or more additional
languages including Filipino and English.
Before, it was kind of hard for students to use and
learn Tagalog and English though they are being
thought about this at home they are used to their
home, or first language and it brings confusion to the
child. This approach is helpful for the transition.)
CURRICULUM FRAMEWORK
EXPLAINATION- this framework revolves around these
three factors namely political sociological,
pedagogical, and cultural factors.
POLITICAL SOCIOLOGICAL- when we say political from
the term itself politics and nature and sociological
such as customs and Merced socio-economics and
educational level and other social conditions.
PSYCHOLOGICAL PEDAGOGICAL- involves how the
learners absorb what they learn how they behave and
respond to each situation pedagogical pertains to
teacher support organization and order motivation
routines modes of instruction and teaching methods.
CULTURAL FACTORS- comprise a set of values and
ideologies of a particular community or group which
decide the students how he or she behaves at school.
CONT EX. ASSESSMENT FEEDBACK AND LEARNING
OUTCOMES AND STANDARDS (BLUE COLOR)
ASSESSMENT - aligning assessment with intended
course learning outcomes is crucial to assessment as
learning.
LEARNING OUTCOMES- prescribe that students are
expected to demonstrate and the assessment plan
shows or tells them how they will do that.
CONT EX.
Now, let's dissect this framework starting with the
lower part it states here the cultural and social-
cultural processes which are based on theories and
one of these is the language acquisition theory.
So, that theory states that children are able to learn
the language out of the desire to communicate with
their surrounding environment and world language
this is dependent rather upon emergence from social
interaction.
Now, going back to my competencies mentioned here
oral linguistic knowledge, practical and creative
writing, critical literacy, and language use, and reading
and language comprehension.
So once, ma master ning learning competencies
students can acquire and master the next level’s
spectrum of skills which includes comprehension of
academic content and curriculum mastery. Listening,
speaking, reading, writing, and viewing. (GREEN)
So kani nga mga components. contribute to children's
cognitive development ma achieve ni sa bata and
eventually and academic development pud. (YELLOW
AND GRAY)
they are the interchangeable apil na and second
language development where Filipino English and
other languages are practiced or used as the medium
of instruction. (ORANGE)
Finally, the use of these languages provides students
with communicative competence, and that influences
them to become lifelong learners. (GRAY)
END SPILL (FRAMEWORK)- So, that is for the MTB-MLE
Curriculum framework.
GUIDING PRINCIPLES FOR TEACHING AND LEARNING
IN MTB-MLE
8 PRINCIPLES YOU NEED TO KNOW.
Principle 1: Known to Unknown
  Learning requires meaning.
 Second language learners use what they know
in their own language to help develop other
languages.
(Input: we learn when we use what we already
know to understand more than a new concept or
topic. This means that the teacher should start on
what the learners already know about the topic
the news is to introduce the new concept.)
Principle 2: Language and academic development
 Well-developed first language led to acquiring
a new language easily.
(Input: So, in this case, if the person is well skilled
in his or her first language dali lang sya maka
acquire ug additional languages. And it turns out
that dako syag impact sa academics achievements
sa bata.
With this, it it's highly recommended for teacher
to continue the oral development of their first
language and start reading the mother tongue to
strengthen the second and third language
learning. as well as the academic achievements
across the curriculum)
Principle 3: COGNITIVE DEVELOPMENT
 Students who use multilingual skills have been
shown to develop both cognitive flexibility
and divergent thinking.
 Apply, analyze, evaluate, and used to create
new ideas and information.
(Input: that is why it is necessary to continue
developing critical thinking moderately. As well as
second and third language additionally. when we
learn we can explain)
Principle 4: Discovery Learning
 We learn when someone who already
understands the new idea or task helps us
“discover” the new idea and then used it
meaningfully.
 (Input: so it is a sorry for teachers to find out
what students have already know about the
topic then provide an activity that magamit
nila ilahang prior knowledge to learn new task
or concept)
Principle 5: Active Learning
 Peer interaction
 Second language active learning.
 Purposeful Talk.
 (Input: so I’m sure we already know what is
appear as an interaction right? The students
will work together in pairs or in a group to do
the particular activity or task that the teacher
has given. Through peer interaction, the
students will gain confidence in learning new
languages or second and third languages. And
be active learners of that language. Because
they will interact with other students. Ask me
talking or purposeful talk. by telling you can
share your own ideas for that particular
activity kasi even though you are group or pair
tas walay mag istorya sa inyu or dimo mag
share ug own thoughts dili Ninyo ma solve
and activity. which is why the teacher should
give plenty of activities that will engage the
student and apply their knowledge and skills
to the activity.
Principle 6: Meaning and Accuracy
 Successful language learning involves, hearing
speaking, reading, and writing activities that
focus on both meaning and accuracy.
 (Input: it is necessary for teachers to give up
plenty of activities that focus on both meaning
and accuracy.)
Principle 7: Language Learning
 We learn best when the process is not
threatening and meaningful.
 In SLA, it takes 2 years to learn basic skills in a
second language. It takes years or more to
learn L2 for learning complex academic
concepts.
 "Errors" are a normal part of second language
learning.
 (Input: so we must begin second language
learning by focusing on him or her through
the activity that enables students to build up
their listening and vocabulary. Before they are
expected to talk. Moreover, research
indicates that learning SLA takes a minimum
of (read the ppt) but when society supports
that learning and meanwhile (read the ppt)
Second language learners benefit from the
virginities to receive feedback in a respectful
encouraging way it is helpful when teacher
respond first to the content of what the
students are saying or writing focusing one or
two errors at a time so it's OK to have a
 mistake when you are learning a second
language.
Principle 8: Affective Component: Valuing the home
Language/ Culture
 Valuing students with talent in their home
language more powerfully enables learning
than just valuing learners in English whose
home language is irrelevant to academic
success.
 The classroom environment.
 (Input: -in this premises it is highly needed
that learners are encouraged when they know
they are valued in the classroom and their
language and heritage are seen as resources.
Moreover, children from ethnolinguistic
language groups tribe in a welcoming
environment in which teachers and peers
value them as a positive presence in the
classroom and the school. so it is important to
encourage the use of their first language to
provide books visual representations and
concrete objects that reflect their
backgrounds and interests)
Five Sample Learning Competencies
1. LITERACY
We only learn to read once. Learning to read in the L1
develops skills that transfer to reading any other
language.
2. Prior Knowledge
Engaging learners in the discussion of what is already
familiar to the user home language and culture
enables better.
3. Cognitive Development and Higher-Order
Thinking skills.
Using the learner's mother tongue provides a strong
foundation by developing cognitive skills and
comprehension of the academic content from day
one.
4. STRONG BRIDGE
MTB-MLE provides a good bridge to listening,
speaking, reading, and writing the L2s (L2, L3) of the
classroom using sound educational principles for
building fluency and confidence using the other
languages for lifelong learning.
5. Scaffolding
In L2 teaching, the L1 is used to support learning when
the L2 is not sufficiently developed to used alone. The
L1 is used for expression and the teacher facilitates
the development of the L2 to enable learners to
adequately express ideas in the L2.
5 COMPETENCIES (EXPLAINATIONS)
Literacy- so as the previous discussion mentioned
earlier acquiring second and other languages for
easier because of the strong foundation of the first
language.
Moreover, if ma develop and oral proficiency and bata
will eventually develop reading comprehension.
Prior knowledge- And that, ma apply nila ilahang prior
knowledge to the current or existing knowledge.
Cognitive Development-
MTB MLE cultivates and strengthen both critical
thinking and language as students articulate expand
and talk about their thoughts and ideas.
Strong Bridge-
MTB MLA provides a strong bridge to listening
speaking reading and writing the L2 once the basic
iron reading fluency is attained. Diha na mosunod ang
reading in the L2.
so there is a gradual transition through the process?
Yes! to avoid confusion to understand the distinction
between the L2 or between the L2 and L1 and of
course to become proficient in both languages.
Alongside the reading and the L2 ma develop pud and
oral and written proficiency and pwede na mo
proceed using L2 as a medium of instruction without
the support of L1.
Scaffholding-
teachers model fluency and inflection they facilitate
the development of the Alto they help students
express ideas in the L2 and L1 supports and
transcendence the L2 the learning of elto as L1 is used
in teaching it