Republic of the Philippines

UNIVERSITY OF ANTIQUE
Sibalom, Antique

College of Teacher Education

BACHELOR OF SECONDARY EDUCATION (BSED)

Syllabus in ENGLISH 6
(Language Programs and Policies in Multilingual Societies)
(Effective 2nd Semester 2021-2022)

Vision

A leading university in science and technology by 2022.

Mission

The University shall provide quality, relevant, and responsive scientific, technological and professional education and advanced training in different areas of specialization; and
shall undertake research and extension services in support to socio-economic development of Antique, the Filipino nation, and the global community.

Attributes of UA Graduates:

Universally Achieving
Professionals imbued with high personal integrity and commitment
Research – oriented innovators and lifelong learners;
Intellectuals with strong nationalistic, environmental, cultural, and artistic sense;
Development – driven leaders and socially responsible change agents; and
Execellent workers with high technological and technical expertise.
CURRICULUM MAP

The graduate of the of this program should have developed the ability to:
LEVEL OF ARTICULATION IN THE COURSE
I- Introduced Concept/Principles (L)
PROGRAM OUTCOMES P- Practiced with Supervision ( O)
D- Demonstrated with minimal supervision (P)

Specific to sub-discipline and major ( English)

1. possess broad knowledge of language and literature for effective learning
a. integrate the relationship of language, literature, culture, and society in the teaching -learning process Introduced Concept/Principles
b. critic selected literary pieces using appropriate literary theories
2. use English as a global language in a multilingual context as it applies to the teaching of language and literature
Demonstrated with minimal supervision
a. incorporate features of English as a glocal language in the design of the curriculum, learning actiovities, and materials
3. acquire extensive reading background in language, literature, and allied fields
Introduced Concept/Principles
a. Prepare an annotated reading list appropriate for a particular grade level to enhance students’ reading skills
4. demonstrate proficiency in oral and written communication
a. Utilize a variety of oral communicationforms in order to become an effective model to learners Practiced with Supervision
b. Show the ability to enrich the curriculumto include an extensive reading list for learning language , literature, and allied fields
5. show competence in employing innovative language and literature teaching approaches, methodologies, and strategies Practiced with Supervision
a. use technology in facilitating language learning and teaching
6. inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching Practiced with Supervision
language and literature
7. Display skills and abilities to be a reflective and research-oriented language and literature teacher Introduced Concept/Principles
Common to the discipline ( Teacher Education)
8. articulate the rootedness of education in philosophical, sociocultural, historical, psychological, and political contexts
9. demonstrate mastery of subject matter/discipine
10. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments.
11. develop innovative curricula, instructiuonal plans, teaching approaches, and resources for divers learners
12. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
13. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
14. practice professional and ethical teaching standards sensitive to the local, national, and global realities
15. pursue lifelong learning for personal and professional growth through varied experiential and filed-based opportunities.
16. demonstrate positive attributes of a model teacher, both as individual and as a professional Demonstrate skills without supervision

Course Code: ENGLISH 6 Course Title: Language Programs and Policies in Multilingual Societies
Course Description: Provides a survey of local and international basic education language programs and policies that account for issues and considerations relevant to the
engagement of teachers in school settings. Moreover, it presents research-based content knowledge of language policies and programs across countries to exhibit clear understanding of the
design, development, and dissemination of a language curriculum and to discuss how school policies i.e: language policies have shaped and influenced English language teaching in multicultural
setting.

Pre requisite: Principles and Theories of Language Acquisition and Learning

Co requisite: None

Credit Units: 3 units

Lecture: 3 hours/week Laboratory: _ 0__ hours/week

Teaching-Learning Matrix:
TIME
REFERENC ALLOTMENT
OUTCOMES –BASED ASSESSMENT OF LEARNING
INTENDED LEARNING OUTCOME ES &
COURSE TOPICS TEACHING AND LEARNING OUTCOMES
(ILO) RESOURCE
(OBTL ) (ALO)
S Lecture

1. Be familiar with: I. Preliminaries Ref. A

 UA’s VMGO and Quality Policy CTE Goals and A. UA’s VMGO and Quality Policy CTE Goals and
Objectives Objectives Ref. B Manifest the core values of UA a. Pencil & Paper Test
 University Rules, Regulations, Policies, Thrusts B. University Rules, Regulations, Policies, Thrusts b. Self-introduction in Power Point
 Course Content, Requirements and Grading C. Course Content, Requirements and Grading Ref. C Comply with the requirements of or Video Presentation 3 hours
Systems Systems the course
 Teacher’s & Students’ Expectations D. Teacher’s & Students’ Expectations
 Safety Measures A. Safety Measures
(PO 16 PI a,b)
2. Trace the historical background of Bilingualism, II. Introduction and Historical Background of Bilingualism Orally discuss comprehensively the a. Pencil & paper test 6 hours
Multilingualism, and Bilingual Education. A. Nature of Bilingualism, Multilingualism, and concepts and types of bilingualism, b. Pair/ Small Group (3 members)
3. Discuss the nature of Bilingualism, Bilingual Education multilingualism, and bilingual Interactive Activity on the
Multilingualism, and Bilingual Education. B. Main Concepts and Types of Bilingualism and education (Synchronous nature and types of
4. Identify the types of bilingualism, bilingual and Multilingualism engagement thru Google Meet)
bilingualism, multilingualism
multilingual speech and kinds of language 1. Types of Bilingualism
education. a. Sequential Jigzaw learning and bilingual education
(PO 1 PI a) b. Partial
c. Full Bilingual (Simulation Activity of the
d. Translingual different concepts on
2. Bilingual and Multilingual Speech bilingualism ,
a. Code Switching multilingualism and
b. Trans language bilingual education)
c. Mixing and Confusion
b. Activity Sheets ( Individual
 3. Kinds of Language
Education Work)
a. Monolingual Education
b. Bilingual Education
4. Bilingual Education Programs
a. Heritage
b. Immersion
c. Transition
2. Identify the major languages in the Philippines II. Languages in the Philippines: An Overview Ref. B Write a research-based
and discuss issues, challenges, and A. Major Languages in the Philippines position/opinion paper
opportunities of having multi-languages and Ref. C Assign students some regarding current issues
multi- dialects in the Philippines Researches: plaguing languages in the
readings on the languages
(PO 9 PI b) Ref. A Philippines.
of the Philippines and share
1. Philippine Language Resources: Trends and
their ideas to class.
Directions
Essential Questions:
Rachel Edita Roxas Charibeth Cheng Nathalie Rose
- Why is the Philippines
Lim Center for Language Technologies
College of Computer Studies considered a
De La Salle University multilingual nation?
2401 Taft Ave, Manila, Philippines - What are the major 6 hours
https://www.researchgate.net/publication/ languages in the
234829179_Philippine_language_resources_trends_and_d Philippines?
irections - What are the current
2. Student Attitudes Toward Multilingual Education linguistic situations of
Elisabeth E. Lefebvre the Philippines?
https://core.ac.uk/download/pdf/36687119.pdf - Using the questions as
3. Benefits of Multilingualism in Education guide, discuss with
students the challenges
ERIC files.eric.ed.gov/fulltext/EJ1053855.pdf and opportunities of
having multilanguages
and multidialects in the
Philippines.
4. Discuss significant changes in Philippine III. Language – in - Education Policy Evolution Assign Readings on Language 6 hours
language programs and policies and relevant A. Dept. Order No. 25, s. 1974 Programs and Policies in the
issues in upholding and propagating the B. 1987 Constitution of the Philippines Philippines
national language. C. Department Order No.53, s.1987 Constitution- The
Brainstorming/Collaborative
(PO 2, PI a) 1987 Policy of Bilingual Education Learning:
D. DECS Order No.11, s.1987- An Act Granting
Priority to Residents of the Barangay, Municipality Using the Guide Questions
or City where the School is Located, in the below, students work on the
Appointment or Assignment of Classroom Public answers with their assigned
group:
School Teachers. a. What are the policies
 E. Executive Order No. 335 s.1988 The Language governing language use
Policy of the Commission on Higher Education in the Philippines?
(Higher Education Act of 1994) b. What are challenges in
the implementation of
F. Executive Order No.210 (May 17, 2003)- “ these policies?
Establishing the Policy to Strengthen the Use of c. What are current issues
the English Language as Medium of Instruction in governing the use of
the Educational System” language in public
G. DepEd Memorandum schools?
No.81,s. 2003-English d. Over the years, how have
language be used as these policies aid
medium of instruction government institutions in
upholding and
propagating the national
language?
Midterm Examination 2 hours

5. Describe how the bilingual policy have been
implemented in all government and
nongovernment institutions and critic on its
implementation process and practices.
(PO 1, PI a)
IV . Implementation of the 1. Make students answer the
Philippine Bilingual Education activity individually regarding
their knowledge on the
Policy ( PBEP) implementation of Philippine
A. Early Childhood Bilingual Policy. 2. Group
B. Primary Grades work- discuss their answers
C. Lingua Franca Project and come up with collective
(1999-2003) description on their knowledge
on the implementation of
PBEP (gaps, issues,
challenges, and development)
Have students gather some
studies related to the 6 hours
implementation of PBEP and
ask them to critic on the
implementation process and
practice as a reaction to the
studies read.
Note: A Critical Thinking Rubric
may be used to evaluate students’
output.

Discuss the implementation of

the PBEP-

Demonstrate 6. Identify the languages they understand, speak, read and V Do a class language survey. Translanguagi 3 hours
. Students may have more ng in the
proficiency in oral write; and discuss how knowing different languages benefit them
languages to name. classroom.
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Why is language important
education in Millenium Development Goals; and reflect on practices, issues and a in the Millenium studies on
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Display skills and 9. Conduct a research on language VII Organize a debate on some Make 3 hours
in the context of Inclusive Basic I. issues and challenges on students
abilities to be a the role of language and conduct a
reflective and Education; and demonstrate L inclusive education. survey on
deeper and wider understanding a
research-oriented students’
of Language by relating it to its n and
language and role in inclusive education. g Wrap up by giving insights
teachers’
literature teacher on Language and Inclusive
u extent of
Basic Education. knowledge
(h) a
and
g awareness
e on
a Language
n and its role
d in Inclusive
I Basic
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n 3Content of
cl the survey
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B students to
a write a one –
si page blog
c about the
survey results.
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Display skills and 10. Explore and share their understanding of language programs IX. Form students into Groups. Have students 3 hours
across ASEAN countries; and demonstrate deeper and wider F Each group shall be as a group
abilities to be a conduct a
r assigned a country to report
reflective and understanding of language programs. comparative
o about its language programs
research-oriented and policies analysis of the
m language
language and programs and
literature teacher M policies of
(h) o these countries
including the
n
ol Philippines
in
g Note: A Critical
u Thinking Paper
Rubric may be
al used to
t evaluate
o students’
M output.
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Final Examination 2 hours

References:
Knowing UA
A. UA Code
B. Student Handbook
C. CTE Handbook and Bulletin of Information

Bilingual Policy
D. mlephil.wordpress.com › tag › deped-order-no-74-s-2009 DepEd Order No. 74 s. 2009 | Multilingual Philippines
E. https://www.deped.gov.ph/1987/05/27/do-54-s-1987-implementing-guidelines-for-the-1987-policy-on-bilingual-education/
F. https://www.researchgate.net/publication/312053107_Bilingual_Education_Policy
G. https://www.deped.gov.ph/1987/05/21/do-52-s-1987-the-1987-policy-on-bilingual-education/
H. https://www.idra.org/resource-center/policies-affecting-bilingual-education-and-esl-programs/
I. https://link.springer.com/content/pdf/10.1007%2F978-3-319-02258-1_18.pdf
MTBLE
J. Delos Santos, Alex C., Millares, Nora T., Santos, Ana Linda O., Sumaculub, Nelda S., Tondares, John Edison C., Tondares, Lucena C., Vegafria, Ponciana B., and Villavert, Ma. Rogelia C. Taramdan sa
Lantipulong Kinaray-a. Antique. St. Anthony’s College, 2015.
K. https://www.deped.gov.ph/2009/07/14/do-74-s-2009-institutionalizing-mother-tongue-based-multilingual-education-mle/

Language and Inclusive Basic Education Issues and Challenges

https://blog.ei-india.com/2016/09/07/the-role-of-language-in-meeting-the-challenges-of-inclusive-education/
https://www.eenet.org.uk/enabling-education-review/enabling-education-12/newsletter-12/12-7/
Piet Van Avermaet, Socially Disadvantaged Learners and Languages of Education, Council of Europe
Sanjeev Kumar, Inclusive Classroom and Social Diversity in India, Myths and Challenges, Journal of Indian Research

Language and Millenium Development Goals

L. https://www.sil.org/about/why-languages-matter/language-and-millennium-development-goals
M. https://unesdoc.unesco.org/ark:/48223/pf0000215296

From Monolingual to Multilingual: Language Programs and Policies Across Asean Countries
Kirkpatrick, A . European Journal of Language Policy, Liverpool University 2017.

Grading System:

Grading System:
 Part I – 35% Part II – 65%
Recitation/Participation ..................... 15% Quizzes ..................... 15%
Course Output ..................... 20% Long Test ..................... 15%
Exam ..................... 35%

To compute for the a.) Midterm Grade/ Tentative Final Grade = Part I + Part II b. Final Rating = 50% of Midterm Grade + 50% of Tentative Final

Course Requirements:
1. Quizzes ( Synchronously or asynchronously given) 5. Recitation/ Class Participation ( Access to LMS, Completion of Activities, Assignment, Answers in Chat/Forum/
2. Long Tests ( Optional or integrated with the term exam) Module including participation in synchronous sessions if given)
3. Midterm/Final Examinations ( given on schedule)
4. Course Outputs (Written and Oral Report, Performance, Presentation)

Prepared by: Checked and Verified by:

JESELYN O.G. GAMBI, MAEd ELIZABETH V. BACAY, MAEd

Assistant Professor 1 Program Coordinator, BSED
Email address jeselynodango@gmail.com
Contact No. 09977919140

Recommended for Approval by: Approved by:

RUNATO A. BASAŇES, PhD JELYN O. ALENTAJAN, PhD

Dean, College of Teacher Education Vice President for Academic Affairs

Igcalinus, T. (2016). Policies, Practices, and Prospects in Mother Tongue-Based Multilingual Education: Synergies for Sustainable
and Inclusive Basic Education in the Philippines.

Why Languages Matter. Language and Millennium Development Goals,SIL International Organization

Batnag, A. E.(2015). Issues in language. Consultations,ncca.gov.ph

 Luistro, Armin. DepEd Order 31 s. 2013 & DepEd Order 31 s. 2012 Contravene MTB-MLE Provisions of RA 10533

Akeanon; Ibg. = Ibanag; Iby. = Ibaloy; Ilk. = Ilokano; Isn. = Isinai; Ivt. = Ivatan; Kan. = Kankanai; Kap. = Kapampangan; Kin. = Kinaray-a; Kim. = Kalamian; Kuy. = Kuyonon; Mag. = Magindanao; Mar. = Maranao; Orln = Original
Indo-nesian; PA = Proto-Austronesian; PMP = Proto-Malayo-Polynesian; Png. = Pangasinan; Rom. = Romblomanon; Seb. = Sebuano; Smb. = Sambal; Sml. = Samal; Tag. = Tagalog; Tau. = Tausug; Tir. = Tirurai; War. = Waray. 1 It is my
pleasant duty to expres

Republic of the Philippines

UNIVERSITY OF ANTIQUE
Sibalom, Antique

College of Teacher Education

BACHELOR OF SECONDARY EDUCATION (BSED)

Syllabus in ENGLISH 6
(Language Programs and Policies in Multilingual Societies)
(Effective 2nd Semester 2019-2020)

Vision
A leading university in science and technology by 2022.

Mission
The University shall provide quality, relevant, and responsive scientific, technological and professional education and advanced training in different areas of specialization; and
shall undertake research and extension services in support to socio-economic development of Antique, the Filipino nation, and the global community.

Attributes of UA Graduates:
Universally Achieving
2 Professionals imbued with high personal integrity and commitment
3 Research – oriented innovators and lifelong learners;
4 Intellectuals with strong nationalistic, environmental, cultural, and artistic sense;
5 Development – driven leaders and socially responsible change agents; and
6 Execellent workers with high technological and technical expertise.
CURRICULUM MAP

The graduate of the of this program should have developed the ability to:

PROGRAM OUTCOMES LEVEL OF ARTICULATION IN THE COURSE

17. possess broad knowledge of language and literature for effective learning
18. use English as a global language in a multilingual context as it applies to the teaching of language and literature Demonstrate skills with minimal supervision
19. acquire extensive reading background in language, literature, and allied fields
20. demonstrate proficiency in oral and written communication Demonstrate skills with minimal supervision
21. show competence in employing innovative language and literature teaching approaches, methodologies, and
Practice with minimal supervision
strategies
22. use technology in facilitating language learning and teaching
23. inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching Practice with minimal supervision
language and literature
24. Display skills and abilities to be a reflective and research-oriented language and literature teacher
25. articulate the rootedness of education in philosophical, sociocultural, historical, psychological, and political contexts
26. demonstrate mastery of subject matter/discipine Demonstrate skills with minimal supervision
27. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and Demonstrate skills with minimal supervision
their environments.
28. develop innovative curricula, instructiuonal plans, teaching approaches, and resources for divers learners
29. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
30. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
31. practice professional and ethical teaching standards sensitive to the local, national, and global realities
32. pursue lifelong learning for personal and professional growth through varied experiential and filed-based opportunities.
33. demonstrate positive attributes of a model teacher, both as individual and as a professional Demonstrate skills without supervision

Course Code: ENGLISH 6 Course Title: Language Programs and Policies in Multilingual Societies
Course Description: Provides a survey of local and international basic education language programs and policies that account for issues and considerations relevant to the
engagement of teachers in school settings. Moreover, it presents research-based content knowledge of language policies and programs across countries to exhibit clear understanding of the
design, development, and dissemination of a language curriculum and to discuss how school policies i.e: language policies have shaped and influenced English language teaching in multicultural
setting.
 Pre requisite: Principles and Theories of Language Acquisition and Learning
Co requisite: None
Credit Units: 3 units
Lecture: 3 hours/week Laboratory: _ 0__ hours/week
Teaching-Learning Matrix:
OUTCOMES –BASED TIME
ASSESSMENT ALLOTMENT
REFERENCES & TEACHING AND OF LEARNING
PROGRAM PERFORMANCE INTENDED LEARNING OUTCOME
COURSE TOPICS RESOURCES LEARNING OUTCOMES
OUTCOMES INDICATOR (ILO)
(ALO) Lecture
(OBTL )

Manifest positive 1. Be familiar with I. Preliminaries Ref. A

personal and 7 UA’s VMGO and Quality Policy B. UA’s VMGO and Quality
Demonstrate professional qualities of 8 CTE Goals and Objectives Policy Manifest the core
positive attributes a teacher. 9 University Rules, Regulations, C. CTE Goals and Objectives values of UA
Policies D. University Rules, Regulations, Self-introduction
of a model teacher, in Power Point or
Act according to the 10 Course Content, Requirements Policies Comply with the
both as individual Video 5 hours
norms of the teaching and Grading Systems E. Course Content, requirements of the
and as a profession in dealing 11 Teacher’s & Students’ Requirements and Grading Presentation
course
professional with srudents, Expectations Systems
colleagues, and other 12 Safety Measures F. Teacher’s & Students’
stakeholders Expectations
G. Safety Measures
2.Discuss the Nature of I. Introduction and Historical Ref. B
Integrate the Bilingualism. Multilingualism, and Background
Demonstrate relationship of Bilingual Education A. Nature of Bilingualism. Ref. C
mastery of subject language, literature, 3. Trace the Historical Background Multilingualism, and Bilingual 8 hours
matter/discipine culture, and society in Bilingualism. Multilingualism, and Education Ref. A
the teaching-learning Bilingual Education B. Historical Background
process. Bilingualism. Multilingualism,
and Bilingual Education
Use English as a 4. Identify the types of bilingualism, II. Main Concepts and Types of 8 hours
global language in bilingual and multilingual speech Bilingualism and Multilingualism
a multilingual and kinds of language education. 5. Types of Bilingualism
1. Sequential
context as it
2. Partial
applies to the Incorporate features of 3. Full Bilingual
teaching of English as a global 4. Translingual
language and language in the design 6. Bilingual and Multilingual
literature of the curriculum, Speech
 learning activities, and 1.Code Switching
materials. 2.Trans language
3.Mixing and Confusion
7. Kinds of Language
Education
1. Monolingual Education
2. Bilingual Education
8. Bilingual education
Programs
1. Heritage
2. Immersion
3. Transition
Midterm Examination

Possess broad Integrate the Discuss Philippine bilingual III. Philippine Bilingual Education
knowledge of relationship of education goals, policies and A. Goals
language and language, literature, guidelines and issues related to B. Policies and Guidelines
culture, and society in bilingual and multilingual 1. EO No. 335
literature for
the teaching-learning development. 2. RA No. 7722
effective learning process 3. Language Policies of
CHED
IV. Issues Related to Bilingual and
Multilingual Development
Outline the Language Education V. Language Education Policy and
Policy and English in multilingual English in Multilingual Countries 12 hours
countries during different historical During Different Historical
periods. Periods
1. 18th Century and earlier
2. 19th Century
3. 20th Century
VI. 21 Century Bilingual and
st

Multilingual Education Policies of

Identify bilingual and multilingual other Countries
education policies of other countries A. American
B. European
C. Asian
Discuss the historical and social VII. Historical and Social Factors of 3 hours
factors of Bilingual and Multilingual
bilingual and multilingual Development in Society and the
development in society and the Learners
learners
 1. VIII. Language Development and
3 hours
Maintenance in Bilingual and
Multilingual Children and Adults
Facilitate learning 2. IX. The Language Program and
using a wide range Language Curriculum
of teaching
A. What is a Language
methodologies and
Program?
delivery modes B. Language Programs and 3 hours
appropriate to their Solutions
specific learners C. Language Programs in the
and their Philippines
environments.

3. X. Language Planning
A. Status Planning
B. Corpus Planning
C. Ideologies in Language
Planning
5 hours
1. Linguistic assimilation
2. Linguistic Pluralism
3. Vernacularization
4. Internationalization
5. Language Planning for
the School System
Final Examination

References:
A. UA Code
B. Student Handbook
C. CTE Handbook and Bulletin of Information
D. Delos Santos, Alex C., Millares, Nora T., Santos, Ana Linda O., Sumaculub, Nelda S., Tondares, John Edison C., Tondares, Lucena C., Vegafria, Ponciana B., and Villavert, Ma. Rogelia C. Taramdan sa
Lantipulong Kinaray-a. Antique. St. Anthony’s College, 2015.
E. mlephil.wordpress.com › tag › deped-order-no-74-s-2009 DepEd Order No. 74 s. 2009 | Multilingual Philippines
F. https://www.deped.gov.ph/2009/07/14/do-74-s-2009-institutionalizing-mother-tongue-based-multilingual-education-mle/
G. https://link.springer.com/content/pdf/10.1007%2F978-3-319-02258-1_18.pdf
H. https://www.researchgate.net/publication/312053107_Bilingual_Education_Policy
I. https://www.deped.gov.ph/1987/05/21/do-52-s-1987-the-1987-policy-on-bilingual-education/
J. https://www.idra.org/resource-center/policies-affecting-bilingual-education-and-esl-programs/
Grading System:

Grading System:
Part I – 35% Part II – 65%
Recitation/Participation ..................... 15% Quizzes ..................... 15%
Course Output ..................... 20% Long Test ..................... 15%
Exam ..................... 35%

To compute for the a.) Midterm Grade/ Tentative Final Grade = Part I + Part II b. Final Rating = 50% of Midterm Grade + 50% of Tentative Final

Course Requirements:
5. Quizzes ( Synchronously or asynchronously given) 5. Recitation/ Class Participation ( Access to LMS, Completion of Activities, Assignment, Answers in Chat/Forum/
6. Long Tests ( Optional or integrated with the term exam) Module including participation in synchronous sessions if given)
7. Midterm/Final Examinations ( given on schedule)
8. Course Outputs (Written and Oral Report, Performance, Presentation)
Prepared by: Checked and Verified by:

JESELYN O.G. GAMBI, MAEd ELIZABETH V. BACAY, MAEd

Assistant Professor 1 Program Coordinator, BSED
Email address jeselynodango@gmail.com
Contact No. 09977919140

Recommended for Approval by: Approved by:

RUNATO A. BASAŇES, PhD JELYN O. ALENTAJAN, PhD

Dean, College of Teacher Education Vice President for Academic Affairs