Language Programs and Policies Syllabus

DON HONORIO VENTURA STATE UNIVERSITY CANDABA CAMPUS
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines ISO 9001: 2015 Pasig, Candaba, Pampanga 2013
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified
URL: http://dhvsu.edu.ph
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

Revision No. 0
College of Education Semester

Academic
Second Semester
2020-2021
Year
(Bachelor of Secondary Education - English )
Institutional Vision, Mission, and Core Values
University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable
national and global competitiveness through continuous innovation
University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally
competitive professionals through the synergy of appropriate teaching, research, service and productivity functions.
Core Values
 Professionalism
 Excellence
 Good Governance
 Gender Sensitivity and Responsiveness
 Disaster Resiliency
Course Information
Course Code English 123B Course Title Language Programs and Policies in Multilingual Societies
This course allows the pre-service English teachers to survey local and international basic education language programs and policies that
Course Description
account for issues and considerations relevant to the engagement of teachers in school settings.
Course Credits / Units 3 units No. of Hours/week 1 ½ Face-to-Face 1 ½ Virtual / Online ( Chat Schedule TBA)
Pre-requisite/s All Content Courses Co-requisite/s None
Course Classification Specialization/Major Courses Curriculum Basis CMO75, series of 2017
No. of Times Revised 0 Date of Revision March 18, 2021
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Course Structure
This course will adapt the Blended Learning Approach, which means that Face-to-Face and Distance Education/ Learning modalities will compose the course structure. Students
will participate through varied online strategies and media.
Program Outcomes and Performance Indicators of Bachelor of Secondary Education Major in English (CMONo.75, Series of 2017)
Program Outcomes Performance Indicators

1. Possess a broad knowledge of language and  Integrate the relationship of language, literature, culture, and society in the teaching-learning process.
literature for effective learning.  Conduct an independent investigation of a selected structure of English in the context of the language
classroom.
 Critique selected literary pieces using appropriate literary theories.
2. Use English as a global language in a multi-lingual  Incorporate features of English as a global language in the design of the curriculum, learning activities, and
context as it applies to the teaching of language materials.
and literature.  Draft a proposal for and implements a community-based English language or literature –based learning
program
3. Acquire an extensive reading background in  Prepare an annotated reading list appropriate for a particular grade level to enhance students’ reading skills.
language, literature, and allied fields.  Show the ability to enrich the curriculum to include an extensive reading list for learning language, literature,
and allied fields.
4. Demonstrate proficiency in oral and written  Utilize a variety of oral communication forms in order to become an effective model to learners.
communication.  Prepare original compositions in expository and creative writing.
5. Show competence in employing innovative  Employ a variety of innovative teaching approaches, methodologies, and strategies.
language and literature teaching approaches,  Design learning plans following expectations of the curricula for Grades 7 – 10.
methodologies, and strategies.  Perform one independent and one supervised teaching demonstration.
 Construct appropriate assessment tools for the language and literature classroom.
6. Use technology in facilitating language learning  Design computer-assisted language and literature learning tasks.
and teaching.  Prepare one independent and one supervised technology-based lesson.
7. Inspire students and colleagues to lead relevant  Conduct a community language profiling survey to make lessons more localized.
and transformative changes to improve learning  Draft a proposal for and implements a community-based English language or literature-based learning
and teaching language and literature. program.
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8. Display skills and abilities to be a reflective and  Conduct a comprehensive language profiling to identify students’ needs.
research-oriented language and literature teacher.  Conduct an analysis of assessment results to improve teaching and learning in the language classroom.
 Conduct a research concerning the teaching and learning of language and literature.
The Beginning Teacher Indicators (Philippine Professional Standards for Teachers [PPST])
Domain 1: Content Knowledge and Pedagogy Domain 2: Learning Environment Domain 3: Diversity of Learners
1.1.1. Demonstrate content knowledge and its 2.1.1. Demonstrate knowledge of policies, guidelines 3.1.1. Demonstrate knowledge and understanding of
application within and/or across curriculum and procedures that provide safe and secure differentiated teaching to suit the learners’ gender,
teaching areas. learning environments. needs, strengths, interests and experiences.
1.2.1. Demonstrate an understanding of research-based 2.2.1. Demonstrate understanding of learning 3.2.1. Implement teaching strategies that are responsive
knowledge and principles of teaching and environments that promote fairness, respect and to the learners’ linguistic, cultural, socio-
learning. care to encourage learning. economic and religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate 2.3.1. Demonstrate knowledge of managing classroom 3.3.1. Use strategies responsive to learners with
the teaching and learning process. structure that engages learners, individually or in disabilities, giftedness and talents.
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies 2.4.1. Demonstrate understanding of supportive 3.4.1. Demonstrate understanding of the special
that promote literacy and numeracy skills. learning environments that nurture and inspire educational needs of learners in difficult
learner participation. circumstances, including: geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical 2.5.1. Demonstrate knowledge of learning 3.5.1 Demonstrate knowledge of teaching strategies
and creative thinking, and/or other higher-order environments that motivate learners to work that are inclusive of learners from indigenous
thinking skills. productively by assuming responsibility for their groups.
own learning.
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1.6.1 Use Mother Tongue, Filipino and English to 2.6.1. Demonstrate knowledge of positive and non-
facilitate teaching and learning. violent discipline in the management of learner
behavior.
1.7.1 Demonstrate an understanding of the range of
verbal and non-verbal classroom communication
strategies that support learner understanding,
participation, engagement and achievement.
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Domain 6: Community Linkages and Domain 7: Personal Growth and

Domain 4: Curriculum and Planning Domain 5: Assessment and Reporting
Professional Engagement Professional Development
4.1.1 Prepare developmentally sequenced 5.1.1. 5.1.1 Demonstrate knowledge of 6.1.1. Demonstrate an understanding of 7.1.1. Articulate a personal philosophy
. teaching and learning processes to the design, selection, organization knowledge of learning of teaching that is learner-
meet curriculum requirements. and use of diagnostic, formative environments that are responsive centered.
and summative assessment to community contexts.
strategies consistent with
curriculum requirements.
4.2.1 Identify learning outcomes that are 5.2.1. Demonstrate knowledge of 6.2.1. Seek advice concerning strategies 7.2.1. Demonstrate behaviors that
. aligned with learning monitoring and evaluation of that build relationships with uphold the dignity of teaching as a
competencies. learner progress and achievement parents/ guardians and the wider profession by exhibiting qualities
using learner attainment data. community. such as caring attitude, respect and
integrity.
4.3.1 Demonstrate knowledge in the 5.3.1. Demonstrate knowledge of 6.3.1. Demonstrate awareness of existing 7.3.1. Seek opportunities to establish
. implementation of relevant and providing timely, accurate and laws and regulations that apply to professional links with colleagues.
responsive learning programs. constructive feedback to improve the teaching profession, and
learner performance. become familiar with the
responsibilities specified in the
Code of Ethics for Professional
Teachers.
4.4.1 Seek advice concerning strategies 5.4.1. Demonstrate familiarity with a 6.4.1. Demonstrate knowledge and 7.4.1. Demonstrate an understanding of
. that can enrich teaching practice. range of strategies for understanding of school policies how professional reflection and
communicating learner’s needs, and procedures to foster learning can be used to improve
progress and achievement. harmonious relationships with the practice.
wider school community.
4.5.1 Show skills in the selection, 5.5.1. Demonstrate an understanding of 7.5.1. Demonstrate motivation to realize
. development and use of a variety of the role of assessment data as professional development goals
teaching and learning resources, feedback in teaching and learning based on the Philippine
including ICT, to address learning practices and programs. Professional Standards for
goals. Teachers.
Page 5 of 16
Page 6 of 16
Differentiated Learning Modalities/Strategies
This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students
that will be reflected in the specific contents of the Course Design Matrix,with the aim of promoting inclusivity in the teaching-learning process.
Categories of Students
Student Category 2
Learning Structure Student Category 1 Student Category 3
(Limited Capacity and/or
(No Capacity and Connectivity) (With Capacity and Full Connectivity)
Weak/Intermittent Connectivity)
Identified Most Essential Learning Program Specialization Outcome 1 – Disciplinal Knowledge
Outcome/s (MELOs) Apply scientific and evidence-based practices to the educational and learning processes
If F2F is not feasible, use:  Asynchronous Learning  Synchronous Learning (e.g.
 Place-based learning  Distance/Blended Learning Webinar applications, Zoom,
 Project-based learning (PBL)  Digital and Non-Digital Platforms Google Meet, Webix, etc.)
 Modular approach (printed task  Print Media  Remote Learning thru Digital
Teaching and Learning Delivery Mode sheets, learning notes, etc.) Platforms (i.e. Learning
Management System such as
Blackboard, Canvas, Brightspace,
Moodle, Google Classroom,
Schoology, Edmodo, etc.)
Any of the following: Any of the following: Any of the following:
 Self-Assessment Checklist  Project-based Assignment  Online Examination
 Portfolio Assessment  Portfolio Assessment  Project-based Assessment
Assessment  Reflective Journals  Written Correspondence  Portfolio Assessment
 Use of Rubrics  Video Presentation of Individual  Reflection/Reaction Paper
Works  Video Presentation of Individual
Works
(Adopted from Vergara, 2020)
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Course Learning Outcomes Vis-à-visBeginning Teacher Indicators (BTIs) and Program Outcomes (POs)
Course Learning Outcomes

BTIs POs
Upon completion of the course, the students should be able to:
Demonstrate a research-based content knowledge and working awareness of the local and international language 1.2.1 1
CLO-001
program and policies;
Demonstrate knowledge in understanding of language policies and programs and their relevance to the 1.1.1 2
CLO-002
engagement of teachers in school settings; and
Course Design Matrix

POs INSTRUCTIONAL DELIVERY
ASSESSMENT OF
INTENDED BTIs DESIGN GENDER TIME
COURSE CONTENT/ REFERENCE/ LEARNING VALUES
LEARNING CLO Distance SENSITIVENESS TABLE
SUBJECT MATTER S OUTCOMES INTEGRATION
OUTCOMES (ILO) s Face-to-Face Education/ (GAD)
(ALO)
Learning
Formulate ways to Vision, Mission, Core Values P- 2& 3 Discussion of Teacher provides an Memorization with During the discussion Self Confidence Week 1
contribute to the and Outcomes the Syllabus asynchronous feelings and and other aspects of Rapport
attainment of the  The University Vision, orientation to understanding of the the instruction, the Love and respect
University V-M-CV Mission and Core Values; Teacher- students (via LMS). university and following will be to the university
and Program Outcomes  The College of Education facilitated college missions. observed:
Mission and Goals; discussion of Students will be  use non- sexist
Recognize the course  The Bachelor of the course tasked to reflect on words
objectives, outcomes, Secondary Education content. the orientation and  show respect
requirements, and class ProgramOutcomes cite clarifications on regardless of
policies Students will the course gender
Contents of the Syllabus cite their ways requirements via  reduce barriers in
Clarify the assessment to contribute LMS. Students will developing a
tasks and grading Class Rules their share in be informed of the personal and
criteria the attainment code to be enrolled academic success
of the in the LMS. created by sexism
University’s  recognize gender
aspirations. issues arising
from their
. different social
Page 8 of 16

ASSESSMENT OF
(ALO)
Learning
positionand
gender roles.
The students can: A. Roles of technology Teacher Refer to page 5 Academic Week 2
in the teaching- BTI- managed Show respect Integrity and
learning process 1.3.1 The teacher regardless of gender, Honesty
1. Overview of ICT leads a lecture- age, class etc.
2. Etiquette in the use of discussion on Respect
 review the nature ICT overview of
and background of 3. Safety and internet ICT, etiquette Consideration
ICT; 4. Teaching strategies in the use of
using ICT ICT, safety
and internet,
 observe etiquette and teaching
when using ICT; strategies
using ICT.
Student
 share issues and managed
concerns related to Students
the safe use of research on the
internet; and topic overview
of ICT,
etiquette in the
 discuss some use of ICT, or
effective teaching safety in using
strategies using internet, and
ICT. teaching
strategies
using ICT.
They
participate in
the quiz bee on
the nature and
background of
Page 9 of 16

ASSESSMENT OF
(ALO)
Learning
ICT.
They stage role

play on the
proper
etiquette when
using ICT.
Use of first person Cooperation Weeks

*Define language language 3-4
planning. Socratic questioning Patience
B. Lesson Proper A Guide to Interactive
*Define language Language discussion Activity – group Show respect Obedience
policy. I. Introduction BTI- Refer to page 5. activity – regardless of gender,
*Language planning 1.1.1
Policy and Instructions will be age, class etc.
* Talk about the *Language policy Planning for given by the teacher.
languages in the * Languages in the Philippines: B.C. First
Philippines. An Overview Nations
Communities
*React on issues
regarding current
linguistic situations in
the Philippines.
*Discuss significant II. Language – in - BTI- A Guide to Discussion Refer to page 5. Random questions Promote appreciation Week 5-
changes in Philippine Education Policy 1.1.1 Language and activities/quiz. of gender Keenness 6
Language Programs and Evolution interrelationships in
Policies 6.4.1
Policy and the online/ classroom Accuracy
Planning for teaching and learning
*Dept. Order No. 25, s.
*Identify relevant issues 1974 B.C. First processes Self-confidence
in place that help *1987 Constitution of the Nations
government institutions Communities
Philippines
in upholding and
*Department Order No.53,
propagating the national
s.1987 Constitution- The 1987
Page 10 of 16

ASSESSMENT OF
(ALO)
Learning
language. Policy of Bilingual Education Google.com
*DECS Order No.11, s.1987- (will search)
An Act Granting Priority to
Residents of the Barangay,
Municipality or City where
*add
the School is Located, in the references
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”
III. Implementation BTI- A Guide to Interactive Refer to page 5. Socratic questioning Promote tolerance Obedience Weeks 7
* Describe how the of the Bilingual 1.1.1 Language discussion and acceptance of &8
Bilingual Policy have Education Policy Long Test gender and sexual Accuracy
been implemented in all
Policy and identities and
*Early Childhood
government and non- *Primary Grades Planning for preferences which are
government institutions. Lingua Franca Project (1999- B.C. First not along the path of
2003) Nations the traditional norm
Communities of gender binary
Page 11 of 16

ASSESSMENT OF
(ALO)
Learning
Google.com
(will search)
*add
references
IV. Multilingualism in the BTI- A Guide to Lecture- Refer to page 5. Socratic questioning Promote use of Clarity Week 9-
*Identify the Classroom 1.1.1 Language discussion gender fair language 10
languages they (socratic Quiz Goal-oriented
6.4.1
Policy and method)
understand, speak,
read and write; and
Planning for Resourcefulness
*Discuss how B.C. First
knowing different Nations Humility
languages benefit Communities
them, particularly as
future teachers. Google.com
.
(will search)
*add
references
Midterm week
V. Mother Tongue-Based- A Guide to Discussion Refer to page 5. Socratic questioning Show respect Appropriatenes Week
*Share their ideas Multilingual Education BTI- Language regardless of gender, s 11-12
on the Mother (MTB-MLB) 1.1.1 Quiz age, class, religion,
Policy and priorities etc.
Tongue-based Responsibility
Multilingual 6.4.1 Planning for
Education; B.C. First
*Discuss their Nations
understanding of how Communities
Page 12 of 16

ASSESSMENT OF
(ALO)
Learning
MTB- MLE is
implemented in the Google.com
classroom.
(will search)
*add
references
VI. Language and BTI- A Guide to Discussion Refer to page 5. Essay- Rubrics will Promote and Weeks
*Explore the Millenium 1.1.1 Language be given by the implement all- Clarity 13-14
importance of Development Goals teacher. inclusive classroom
6.4.1
Policy and policies and Accuracy
languages in relation -
to the Millenium Planning for procedures.
Development Goals; B.C. First Being analytical
and Nations
*Reflect on practices, Communities
issues
and challenges of
language in the MDGs. Google.com
(will search)
*add
references
*Demonstrate and BTI- A Guide to Discussion Refer to page 5. Socratic questioning Show respect Appropriatenes Weeks
discuss deeper and VII. Language and 6.4.1 Language regardless of gender, s 15-16
wider understanding of Inclusive Basic Quiz age, class, religion,
Language by relating it
Policy and priorities etc.
Education Issues and Responsibility
to its role in inclusive Challenges
Planning for
education. B.C. First
Nations
Communities
Google.com
(will search)
Page 13 of 16

ASSESSMENT OF
(ALO)
Learning
*add
references
BTI- A Guide to Discussion Refer to page 5. Long test Promote and Clarity Weeks
*Explore and share VIII. From 1.1.1 Language implement all- 17-18
their understanding Monolingual to inclusive classroom Accuracy
6.4.1
Policy and policies and
of language Multilingual:
programs across Language Programs
Planning for procedures. Being analytical
ASEAN countries; and Policies Across B.C. First
and Asean Countries Nations
*Demonstrate deeper Communities
and wider
understanding of Google.com
language programs.
(will search)
*add
references
List of References:
1. Igcalinus, T. (2016). Policies, Practices, and Prospects in Mother Tongue-Based Multilingual Education: Synergies for Sustainable and Inclusive
Basic Education in the Philippines.
2. Why Languages Matter. Language and Millennium Development Goals,SIL International Organization Batnag, A. 3.
3. E.(2015). Issues in language. Consultations,ncca.gov.ph

Page 14 of 16
4. Luistro, Armin. DepEd Order 31 s. 2013 & DepEd Order 31 s. 2012 Contravene MTB-MLE Provisions of RA 10533
Criteria for Grading

Class Standing Percentage
Projects 40%
Participation (Online Discussion Forums) 10%
Major Examinations 10%
Hands-on Assignments 20%
Quizzes 10%
TOTAL 100%
Course Policies
 Active Participation is essential to maximum/total learning experience. In a blended learning course, a student is required to participate both on face-to-face and distance
learning modalities. This means that in order to get full credit for participation, a student should have to complete projects, discussion forums, assignments, lesson
assignments and quizzes on a timely basis. Consistent failure to participate in class will result in being dropped from the course.
 In the conduct of any self-paced place-based or online activity (be it a learning task or formative/summative assessment), you are expected to always adhere to the agreed
contents of the Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits), to use
credible sources to justify your claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited.
Prepared and Submitted by:
Faculty : JAMAIMA S. NUCUP

Email Address : jsnucup@dhvsu.edu.ph
Contact Number : 09755218680
Page 15 of 16
Consultation Hours : Day and Time (specific if online)__________________________
Reviewed and Noted by: ARLON G. CALMA
Academic Chairperson
Approved:
JESSIE D. MANAPSAL, PhD
Director , Candaba Campus
Page 16 of 16

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DON HONORIO VENTURA STATE UNIVERSITY CANDABA CAMPUS

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

College of Education Semester

Institutional Vision, Mission, and Core Values

Program Outcomes Performance Indicators

Domain 6: Community Linkages and Domain 7: Personal Growth and

Differentiated Learning Modalities/Strategies

Course Learning Outcomes

Course Design Matrix

POs INSTRUCTIONAL DELIVERY

POs INSTRUCTIONAL DELIVERY

They stage role

Use of first person Cooperation Weeks

POs INSTRUCTIONAL DELIVERY

POs INSTRUCTIONAL DELIVERY

POs INSTRUCTIONAL DELIVERY

POs INSTRUCTIONAL DELIVERY

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

Criteria for Grading

Prepared and Submitted by:

Faculty : JAMAIMA S. NUCUP

Consultation Hours : Day and Time (specific if online)__________________________

Reviewed and Noted by: ARLON G. CALMA

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