J.H.

CERILLES STATE COLLEGE

Mati, San Miguel, Zamboanga del Sur

SCHOOL OF TEACHER EDUCATION

COURSE SYLLABUS
Course Number : Eng 204 Course Title: Language Programs and Policies in Multilingual Societies
Unit Credits :3 Credit Units: 3
Term : SECOND SEMESTER S. Y 2023-2024 Pre-requisite:

VISION MISSION
 Provide need-based tertiary and advanced programs in Agriculture, Education and allied fields;
Leading public higher education institution serving the ASEAN
 Undertake applied research, extension and production services that yield workable and durable solutions to sector specific challenges,
community with quality, innovative and culture-sensitive programs.
thus improving the socio-economic well - being of identified communities
Institutional GOALS Institutional OUTCOMES Graduate Attributes Core Values

 Demonstrate a high level of glocal competence in the workplace.

 Relevant and quality tertiary programs and competent graduates  Manifest ingenuity in in creating ideas that best address emerging societal Justice
Glocally-competitive
 Enhanced socio-economic productivity, and innovation challenges. Honesty
Innovator
 Adaptive and sustainable solutions to community needs  Demonstrate analytical thinking and decision-making skills in formulating Credibility
Problem-solver
 Continued partnership and community engagement solutions to challenges. Social
 Heightened and sound fiscal management system and  Employ desirable interpersonal negotiation skills in establishing connections Collaborator
Responsibility
entrepreneurship between/among partner agencies. Service-oriented
Competence
 Demonstrate Professional Readiness and work ethics in the workplace
STE GOAL and Objectives
PROGRAM OUTCOMES

The School of Teacher Education commits to develop globally competitive graduates with a high sense of desirable
values dedicated to the promotion of a just and humane society.
a. Possess broad knowledge of language and literature for effective learning
To produce graduates who: b. Use English as a glocal language in multilingual context as it applies to the
1. have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, teaching of language and literature
and political processes; c. Acquire extensive reading background in language, literature, and allied fields
2. have a direct experience in the classroom; d. Demonstrate proficiency in oral and written communication
3. can demonstrate and practice the professional and ethical requirements of the teaching profession; e. Shows competence in employing innovative language and literature teaching
4. can facilitate learning of diverse types of learning environment using a wide range of teaching knowledge and skills; approaches, methodologies, and strategies
5. can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these f. Display skills and abilities to be a reflective and research-oriented and literature
innovative approaches and teacher
6. evaluate the effectiveness of such approaches in improving student learning; and
are willing and capable to continue learning in order to better fulfill their mission as teachers.
 This course allows the pre-service English teachers to survey 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
COURSE DESCRIPTION
curriculum and to discuss how school policies i.e: language policies have shaped and influenced English language teaching in multicultural
setting. (CMO-No.-75-s.-2017)

At the end of the course, pre-service teachers should be able to:

COURSE LEARNING OUTCOMES
1. demonstrate a research-based content knowledge and working awareness of the local and international language program and policies;
2. demonstrate knowledge in understanding of language policies and programs and their relevance to the engagement of teachers in school
settings; and
3. demonstrate knowledge and understanding of school policies and procedures that shape and influence language teaching in multicultural
setting.

Curriculum Mapping: ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES
PROGRAM OUTCOMES CLO 1 CLO 2 CLO 3 CLO 4 CLO 5
1 Manifest meaningful and comprehensive pedagogical content (PCK) of the different subject areas.     
Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
2   
learners and their environments.
3 Utilize appropriate assessment and evaluation tools to measure learning outcomes 
Manifest skills in communication, higher order thinking and use of tools and technology to accelerate
4   
learning and teaching.
5 Demonstrate a positive attributes of a model teacher, both as individual and as a professional     

6 Manifest a desire to continuously pursue personal and professional development.     

I. Course Content

Intended Learning Course Content/ References Teaching and Learning Assessment of Learning Resource Time Frame
 Outcomes (ILO) Subject Matter Activities Outcomes Materials
Week 1
Introduction –  Assign students some  Write a research-based https://
Presentation of Syllabus Languages in the compendium readings on the opinion regarding current (1.5 HRS)
tonyigcalinos.wo
Philippines languages of the issues plaguing languages in rdpress.com/
Presentation of Philippines. the Philippines. 2016/06/20/
References policies-
practices-and-
Presentation of Learning
prospects-in-
activities and
mother-tongue-
Assessment
based-
multilingual-
education-
synergies-for-
sustainable-and-
inclusive-
mtbmle-in-the-
philippines/

https://
www.sil.org/
sites/default/
files/
mdg_brochure_2
015_english_lett
er_print_0.pdf

 Lecture about the Week 1

1. At the end of the Languages in the
week, the pre- A. Languages in Philippines  Write a research-based https:// (1.5 HRS)
service teacher the opinion regarding current unstats.un.org/
compendium
(PST) should be Philippines: Essential Questions: issues plaguing languages in unsd/geoinfo/
able to: An Overview the Philippines. ungegn/docs/
- Why is the Philippines Training/Manila/
a. talk about the considered a multilingual day
nation?
 %202/03_PELAG
languages in the - What are the major IO_Philippine
Philippines; and languages in the Philippines? %20Languages
%20and
b. react on issues - What are the current
%20Dialects_KW
regarding current linguistic situations of the
F.pdf
linguistic situations Philippines?
in the Philippines.
- Using the questions as
guide, discuss with students
the challenges and
opportunities of having
multi-languages and multi-
dialects in the Philippines.
Language – in - Assign Readings on WEEK 2
2. discuss significant Education Policy Language Programs and Make students critic on national
changes in Philippine Evolution Policies in the Philippines language policies in the Philippines 3 HRS
Language Programs and
Policies; and • Dept. Order No. •Brainstorming/
25, s. 1974 Collaborative Learning:
b. identify relevant
issues in place that help •1987 Using the Guide Questions
government institutions Constitution of the below, students work on the
in upholding and Philippines answers with their assigned
propagating the national group:
•Department
language.
Order No.53, a. What are the policies
s.1987 governing language use in
Constitution- the Philippines?
The 1987 Policy
of Bilingual b. What are challenges in the
Education implementation of these
policies?
• DECS Order
No.11, s.1987- An c. What are current issues
Act Granting governing the use of
Priority to language in public schools?
Residents of the
Barangay, d. Over the years, how have
Municipality or these policies aid
City where the government institutions in
School is Located, upholding and propagating
in the the national language?
Appointment or
Assignment of
Classroom Public
School Teachers.

• Executive Order
No. 335 s.1988

• The Language
Policy of the
Commission on
Higher Education
(Higher Education
Act of 1994)

• Executive Order
No.210 (May 17,
2003)- “
Establishing the
Policy to
Strengthen the
Use of the English
Language as
Medium of
Instruction in the
Educational
System”

•DepEd
Memorandum
No.81,s. 2003-
English language
be used as
 medium of
instruction
WEEK 3
3. describe how the Implementation of  Make students Have students gather some studies
Bilingual Policy have the Bilingual answer the activity related to the implementation of 3 HRS
been implemented in all Education Policy individually PBEP and ask them to critic on the
government and non- regarding their implementation process and
government institutions; • Early Childhood knowledge on the practice as a reaction to the studies
and • Primary Grades implementation of read.
• Lingua Franca Philippine Bilingual
b. critic on its Project (1999- Policy.
implementation process 2003)
and practices  Allow students to
form groups to
discuss their answers
and then come up
with collective
description on their
knowledge on the
implementation of
Philippine Bilingual
Education Policy.

 Discuss the
implementation of
the PBEP-gaps,
issues, challenges,
and development.
• Do a class language survey. WEEK 4
4. identify the Multilingualis Students may have more Translanguaging in the classroom.
languages they m in the languages to name. 3hrs
understand, speak, Classroom • Students discuss a topic in pairs
read and write; and Legend; using their home language. For
U-understand these students to understand each
b. discuss how S-Speak other, they may say:
knowing different R-Read
languages benefit W-Write
 them, particularly  Discuss the result In Cebuano, we say….
as future teachers emphasizing what
knowledge of In Iloilo, it means…
different languages
and culture brings Give students these reflection
people’s lives questions:
particularly in the
classroom. 1. How was your experience
translanguaging?

2. How was it different for you?

5. share their ideas on Multilingual Three Part Interview. Persuasive Essay. Make students WEEK 5 and
the Mother Philippines answer the ff. questions: 6
Tongue-based Ask the class, what do you
Multilingual • Mother Tongue- think are the three biggest How must MTB-MLE be 6 HRS
Education; Based issues related to Mother implemented in the classroom?
Multilingual Tongue Based –Multingual
b. demonstrate Education Education?
their understanding
of how MTBMLE i. Underlying What is required of a teacher in a
is implemented in Theories and Choose the student with the multilingual classroom
the classroom; and Assumptions birthday closest to the day
Buwan ng Wika is celebrated
c. convey their ii. RA 10533-An and have them stand and
understanding of Act Enhancing the share their 3 responses to the
the MTB-MLE by Philippine Basic question for one minute.
describing a Education System
teacher in a By Strengthening Move clockwise around the
multilingual Its Curriculum room until all have shared.
classroom. and Increasing the
. Number of Years Continue with a lecture on
for Basic how the MTB-MLE came to
Education, be and its scientific and legal
 Appropriating basis.
Funds Therefor
and For Other
Purposes

iii. DepEd Order

31 s.2012 iv.

DepEd Order 31
s.2013
6. explore the
importance of Language and Essential Question: Make students gather research WEEK 7 and
languages in Millenium studies on issues and challenges in 8
relation to the Development Why is language important the MDG implementation and how
Millenium Goals in the Millenium language is important in MDG. 6 HRS
Development Development Goals?
Goals; and
1. Do a schema checking on
b. reflect on students’ awareness and • Let them synthesize these studies
practices, issues knowledge of the Millenium by writing a reflection paper.
and challenges of Development Goals.
language in the
MDGs. 2. Ask what role does
language play in
MDGs.
3. Discuss the MDG
and why language is
an essential factor in
the realization of the
MDGs.
WEEK 9
7. conduct a research Language and  Organize a debate on Make students conduct a survey on
on language in the Inclusive some issues and students’ and teachers’ extent of 3 hrs
context of Basic challenges on the role knowledge and awareness on
Inclusive Basic Education of language and Language and its role in Inclusive
Education; and Issues and inclusive education. Basic Education.
Challenges
 b. demonstrate deeper
and wider understanding
of Language by relating
it to its role in inclusive
education.
8. explore and share
their understanding
of language
programs across
ASEAN countries;
and
b. demonstrate
deeper and wider
understanding of
language programs.
II. MAJOR COURSE REQUIREMENTS:
a. Formative tests
b. Summative tests
c. Group reports
d. Case studies/Case Digest
e. Individual oral/written reports on assigned topics
III. GRADING SCHEME:
For Lecture Class:
IV. COURSE POLICIES:
• Content of the survey
• Wrap up by giving insights questionnaire must be checked by
on Language and Inclusive the professor.
Basic Education.
• Require students to write a one –
page blog about the survey results
Have students as a group
From Form students into Groups. conduct a comparative analysis WEEK 10
Monolingual Each group shall be assigned of the language programs and
to a country to report about its policies of these countries 3 HRS
Multilingual: language programs and including the Philippines Note:
Language policies A Critical Thinking Paper
Programs and Rubric may be used to evaluate
Policies students’ output.
Across Asean
Countries
Total No. of Hours 42 HRS.
Quizzes/ Class Participation - 40%
Case Study - 20%
Major Examination - 40%
Total 100%
 1. Class Presence and Participation. Class participation is a very important part of the learning process in this course. Although not explicitly graded, you will be evaluated on the
QUALITY of your contributions and insights. Quality comments possess one or more of the following properties:
a. Offers a different and unique, but relevant, perspective;
b. Contributes to moving the discussion and analysis forward;
c. Builds on other comments;
d. Transcends the “I feel” syndrome. That is, it includes some evidence, argumentation, or recognition of inherent tradeoffs. In other words, the comment demonstrates some
reflective thinking.
e. Attendance is taken at all lectures, and participation in weekly sections will be graded on the following scale:
Unexcused absence = 0 points
In class, but asleep or mentally absent = 1 point
In class, but silent or ill-prepared = 2 points
In class and making an okay contribution = 3 points
In class and making quality contributions = 4 points
2. Submission of Requirements. Please submit your requirements on time. Failure to do so would mean demarcation on your scores.
3. Recording of Classes. Classroom activities may be recorded by a student for the personal, educational use of that student or for all students presently enrolled in the class only, and may
not be further copied, distributed, published or otherwise used for any other purpose without the express written consent of the instructor. All students are advised that classroom
activities may be taped by students for this purpose.
4. Academic Integrity: In order to maintain a culture of academic integrity, you are expected to promote honesty, trust, fairness, respect and responsibility. Kindly accomplish the student
honor code which will be explained and given to you at the start of the semester. Same honor code shall be used in time of grievance resolutions and appeals.
5. Grievance: Students, who believe that the instructor has been unfair or unreasonable, may have grounds for initiating a grievance. Please refer to the Student Manual for filing grievance
complaints.
6. Appeals: Students who believe they have a ground for an appeal should refer to Student Manual as well.

V. REFERENCES (should include at least 5 book titles from the library and journals):

1. Igcalinus, T. (2016). Policies, Practices, and Prospects in Mother Tongue-Based Multilingual Education:
2. Synergies for Sustainable and Inclusive Basic Education in the Philippines.
3. Why Languages Matter. Language and Millennium Development Goals,SIL
4. International Organization Batnag, A. E.(2015).
5. Issues in language. Consultations,ncca.gov.ph Luistro, Armin.
6. DepEd Order 31 s. 2013 & DepEd Order 31 s. 2012 Contravene MTB-MLE Provisions of RA 10533
Date Prepared/Revised: Prepared: Reviewed by: Recommending Approval: Approved:

February11, 2024 GEJAZYHLLE P. ENGANO GEJAZYHLLE P. ENGANO STARR CLYDE L. SEBIAL, PhD VILMA C. GRENGIA, Ph.D.
Faculty Program Chair Dean Vice President for Academic Affairs
Date Shown: Shown by: Shown to:

______________ _________________ _______________________________ _______________________________ _________________________________

Faculty Student Student Student