Reference No.

PNU-MN-2016-UCM-FM-002
Issue No. 01
Rev. No. 04
Taft Ave. Cor. Ayala Blvd., Ermita, Manila 1000 Philippines Date: 09-21-2020
Trunkline: +63-2-5317-1768 ▲ www.pnu.edu.ph Page 1/4
UCM OBE Course Syllabus DC No. CC09212020-1149

OBE Course Syllabus in 2S -ENG11 (Language Programs and Policies in Multilingual Societies)

PNU Philosophy Education for personal renewal and social transformation.

PNU Vision PNU shall become internationally recognized and nationally responsive teacher education university. As the established producer of
knowledge workers in the field of education, it shall be the primary source of high-quality teachers and education managers that can
directly inspire and shape the quality of Filipino students and graduates in the country and the world.
PNU Mission PNU is dedicated to nurturing innovative teachers and education leaders.
PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide leadership in teacher education and
nurture innovative teachers, education leaders, and research scholars imbued with the values of truth, excellence, and service. The
University further commits to the continual growth of its Quality Management System through compliance with International Quality
Standards and statutory and regulatory requirements. PNU shall achieve these commitments through core functions of instruction,
research, extension, and production.
Goals
The Faculty of Teacher Development promotes the University’s mission of nurturing innovative teachers and educational leaders. It is
committed to:
1. Providing the best teacher preparation and development training to produce teachers who are strong in content, grounded in the
discipline and possess the technological and pedagogical knowledge to effectively teach and lead in the on-going educational reforms
at all levels of education;
2. Promoting quality instruction by ensuring a strong philosophical and conceptual foundations for the teacher education curriculum
programs to develop graduates with the following qualities: humane and ethical educated person, reflective and responsive specialist,
critical and creative technology expert and transformative educator;
3. Advancing research in education by providing opportunities to students and faculty members of the College to conduct research to
produce and construct knowledge about teaching- learning, reflect and make meaningful connections between theory and practice,

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 solve problems and locate opportunities for strategic actions; and
Promoting a culture of sharing by extending scholarship and expertise to other educational institutions and agencies and establishing
partnerships with communities and organizations involved in education.
Course Number 2S- ENG 11
Course Title
LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES
Course
Pre-requisite None

Course Description This course introduces pre-service teachers’ to theories and principles of designing language programs in multilingual and multicultural
settings (1.1.1) that is responsive to the learners’ linguistic and cultural backgrounds and in relation to socio-cultural contexts (3.2.1),
thereby enhancing the knowledge skills and attitudes of English majors to better prepare them for the demands of the real language
classroom. Language policies relevant to language education will be examined to determine local and universal criteria that recognize
diverse regional contexts and foreign language settings.

Program Outcomes 1. Demonstrate thorough understanding of the theories of language, language learning, and second language acquisition.
2. Display objectivity in examining the applicability of theories to practice.
3. Show proficiency in the use of oral and written English as an international language and as a language of instruction in teaching
language and literature in multilingual contexts.
4. Display ability to work well in diverse teams in seeking/creating new knowledge.
5. Display skill in the responsible use of technology to aid instruction.
6. Display ability to work well in diverse teams in seeking/creating new knowledge.
7. Demonstrate skills in producing creative and collaborative outputs in language and literature teaching that are relevant to the needs of
the learning community.
8. Manifest sensitivity to professional and ethical standards to adapt to varied educational situations.
.
GAD Themes

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 Instructional Delivery Design
Content
Session Flexible Learning Activities
Course Learning (preferably with Independent Study/
No. / Face-to- Assessment
Outcomes focusing / essential Flexible Learning
Duration Face Asynchronous
questions) Activities Synchronous
Activities
After working on the Readings:
module, the pre-service  Online Module Language mismatch
Overview of the Course
teacher (PST) should be Explore the class Activities/Tasks can take place for
able to: N/A Ethnologue website. discussion  ILO several reasons: as
Identify one  Let’s a result of
Module 1. Living in a
1. demonstrate language you had explore monolingual policies
understanding on the Multilingual World never heard about  Clearing or practice,
Weeks  Let’s learn
scope of multilingualism before and prepare house of multilingual policies
1-2  Let’s
and the mismatch between Multilingual contexts: to share two or three ideas/Quest that incorporate few
Check
languages spoken by The challenge for facts about that ion and languages,
 FLA
children at home and in education systems language. answer heterogeneous
their communities and classrooms, or early
those used in formal Multilingualism and Kosonen, K. (2017). transitions to the
schooling systems. plurilingualism Language of official language.
instruction in Cite any policy
The multilingual Southeast Asia. (18 relevant to language
Landscape pages) mismatch.

Mother Tongue-Based
Multilingual Education
After working on the Readings:
module, the pre-service Module 2. Language • How do
teacher (PST) should be Policy and planning Hornberger, N. H.  Online Module policy makers
able to: (2002). Multilingual class Activities/Tasks acknowledge
language policies  ILO multilingualism and
discussion
Weeks 1. discuss language policy Terminology, Concepts, and the continua of  Let’s address it through
3-4 and planning theories and and Development of the biliteracy: An explore language planning?
practices Field ecological approach.  Clearing
 Let’s learn
. Language Policy, house of  Let’s
Definitions: 1(1), 27–51 ideas/Quest Check

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 2. explain the three What is Language ion and FLA
interrelated types of Policy? Paulston, C. B., & answer • What are
planning: status, corpus, Heidemann, K. the explicit and
and acquisition. a. Spolsky’s theory of (2006). Language Discussion on implicit goals of
language policy policies and the the answers of multilingual
education of the test items education policies?
b. Ricento and linguistic minorities.
Hornberger’s language An introduction to
policy and planning language policy:
model Theory and method,
292-310. (14 pages)
Types of language
planning

The intellectual history

of LPP

Readings:  Online Module

After working on the Module 3. Language class Activities/Tasks
module, the pre-service and Power Chumbow, B. S. discussion  ILO • How do
teacher (PST) should be (2005). The  Let’s local, regional and
able to: Interactional power language question explore global factors affect
and national  Clearing language power and
 Let’s learn
1. demonstrate Power manifestations in development in house of impact the
 Let’s
Weeks understanding on the discourse Africa. In African ideas/Quest Check stakeholders
5-6 sociolinguistic concepts intellectuals: ion and FLA involved in language
crucial to understand non- Language and Power in Rethinking politics, answer planning?
pedagogical factors that the ESL Classroom language, gender
influence language in and development.
education policy choices. London, UK: Zed • What are
1. Sociolinguistic Books. (pages 164- historical factors that
2. differentiate official Approaches to 178 & 185-190) allow or hinder
language, national Language and Power current attempts to
language and dialect as Mazrui, A. A., & Discussion on introduce

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 the way in which societies 2. Multicultural Mazrui, A. M. the answers of multilingual
give status to these Approaches to (1998). The Power the test items education policies?
languages. Language and Power of Babel: language
and governance in
3. Pedagogical the African
Approaches to experience.
Language and Power University of
Chicago Press.
(ch10 – pp141-159)
 Online
After working on the Module 4 Language Readings: class . How monolingual
module, the pre-service Development Theories discussion Module and bilingual
teacher (PST) should be García, O., & Wei, L. Activities/Tasks develop language
able to: (2014). Language,  ILO and literacy skills?
 Clearing
Bilingualism and  Let’s
1. examine language What is language Education. In house of explore 2. How does a
development theories and development? Translanguaging: ideas/Quest  Let’s learn multilingual
how they relate to models Language, ion and  Let’s environment support
of multilingual policies. Theories of Language Bilingualism and answer Check or hinder literacy
Weeks
Development Education (chapter 3 FLA acquisition?
7-8
2. discuss how - pp. 46–62). Discussion
monolingual Springer. 3. What are the
on the
children develop literacy, Stephen Krashen's explicit or implicit
and more recently, how Cummins, J. (2017). answers of goals of language in
Theory of Second the test
bilingual individuals learn a Language Acquisition Teaching Minoritized education policies in
second language using Students: Are items terms of multilingual
their knowledge of their Additive Approaches language
first language. Legitimate?. development?
Harvard Educational
Review, 87(3), 404-
425.

MIDTERM EXAMINATION

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 Write your Module
comments and  Online class Activities/ Make a two-page
Module 5 Language suggestions on discussion Tasks Critique Paper on
The pre-service teacher Policies in the ways or programs the language
(PST) should be able to: Philippines to improve the  Clearing house of . LO policies in the
national Let’s explore Philippines.
1. discuss the issues 1. History of Philippines’ language policies ideas/Question Let’s learn
regarding the current language policy. of the Philippines. and answer Let’s Check
linguistic situation in the FLA
Week s Discussion on the
Philippines
9-10 answers of the test
3. Philippines language
2. write a research-based policy in the 21st items
opinion paper on the century.
challenges and
opportunities for having
multilingual dialects in the
Philippines.

Presentation of Outputs  Online class Module Oral presentation of

The pre-service teacher discussion Activities/ outputs
(PST) should be able to: Critique Paper Tasks

1. present a final paper as ILO

the core part of the Let’s explore
Weeks learning experience in this Let’s learn
11-12 class. It is designed to Let’s Check
apply topics developed FLA
during the course to a
specific setting and
synthesize it into a written
piece.

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 FINAL EXAMINATION

. Burton, Lisa Ann, (2013). Mother Tongue-Based Multilingual Education in the Philippines: Studying Top-Down Policy Implementation from
Course References the Bottom Up. A Dissertation
Cummins, J. (2017). Teaching Minoritized Students: Are Additive Approaches Legitimate?. Harvard Educational Review, 87(3), 404-425.
Durk Gorter & Jasone Cenoz (2017) Language education policy and multilingual assessment, Language and Education, 31:3, 231-248,
DOI:10.1080/09500782.2016.1261892
D. M. No. 189. s. 2003. Establishing the policy to strengthen the use of English language as a medium of instruction in the educational
system.Retrieved from: https://www.deped.gov.ph/wp-content/uploads/2003/06/DM_s2003_189.pdf
D.O. 54, S. 1987. Implementing Guidelines for the 1987 policy on bilingual education. Retrieved from:
https://www.deped.gov.ph/1987/05/27/do-54-s-1987-implementing-guidelines-forthe-1987-policy-on-bilingual-education/
Executive Order No. 210, s. 2003. Establishing the policy to strengthen the use of English language. Retrieved from:
https://www.officialgazette.gov.ph/2003/05/17/executive-order-no-210-s-2003/
García, O., & Wei, L. (2014). Language, Bilingualism and Education. In Translanguaging: Language, Bilingualism and Education (chapter 3 -
pp. 46–62). Springer.
Igcalinos, T. (2016). Policies, practices, and prospects in mother tongue-based multilingualeducation: synergies for sustainable and inclusive
basic education in the Philippines. Apaper presented at the 8th national social science congress, 15-17 june
2016, lyceum of the Philippines University- Batangas, Batangas city Retrieved from: tonyigcalinos.wordpress.com/2016/06/20/policies-
practices-and-prospectsin- mother-tongue-based-multilingual- education-synergies-for-sustainable-andinclusive-mtbmle-in-the- philippines/
Kosonen, K. (2017). Language of instruction in Southeast Asia. (18 pages)
Odugu, D. (2011). Education Language Policy Process in Multilingual Societies: Global Visions and Local Agendas in India, Nigeria and
UNESCO
UCLES (2018). The Impact of Multilingualism on Global Education and Language Learning
UNESCO (2003). Education in a multilingual world. Position paper
Wardhaugh, R. and Fuller, J. (2015). An introduction to Sociolinguistics. John Wiley & Sons, Inc.

Learning Resources Textbooks

Web
Modules

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Performance Performance Standard
Course Performance Indicator Evidence of Performance
Indicator and (Assessment Criteria)
Evidence of
Performance 1. Write a reading brief. This is an analysis on 1. Reading Briefs: You will choose readings Rubrics
the recommended readings. from two sessions and write a brief containing
a reaction to the readings. Briefs are meant to a. rubrics for the reading briefs ,
be short analytic and reflective memos that proposal, context description and final
2. Read, respond and participate in classroom examine the topic from the week selected. The paper
presentations. structure of the brief is flexible, but the writing
should demonstrate an understanding of the b. Rubrics for FLAs
readings, as well as connections to your
3. Reading briefs personal or professional experiences. Briefs Discrete-point tests (midterm, finals
should end with two or three substantive and exercises/worksheets)
4. Critique Paper questions that could be asked in a class
discussion. Briefs should be no longer than 3
pages, long bond paper..

4. Oral presentations/interactions

5. FLA outputs

6. Make a two-page Critique Paper on the

language policies in the Philippines.
Thoughtfully analyze and evaluate the main
points of the language policies (just select at
least three language policies) using evidences to
back up your arguments, say something about
its implementation and its strengths and
weaknesses or drawback. Cite authors to
support your claims.

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Grading
System Based on BOR Resolution No. U-3007 dated June 24, 2019, the following is the PNU Grading System of the University.
98- 100 1.0
95- 97.99 1.25
92-94.99 1.5
89-91.99 1.75
86-88.99 2.0
83- 85.99 2.25
80-82.99 2.5
77-79.99 2.75
75-76.99 3.0
74 below 5
Course
Requirements Asynchronous Activities (Tasks/ Modules) 20
Synchronous Activities (participation) 20
FLA s 20
Midterm Examination/ Reading briefs 20
Final Examination / Critique Paper 20
100%

Face to Face N/A

Delivery

Guidelines during synchronous sessions:

1. Be punctual. Attendance must be very satisfactory.
Course
Policies 2. Sit properly and pay attention during synchronous classes.
Flexible Delivery 3. Participate actively in online discussions. When you answer questions, mention your Surname first, then your
name before you answer for me to record your participation.
4. Prepare your pen, paper and notebook at your side at all times. The modules are in PDF. Submissions are in
separate sheets/papers. I might ask immediate submissions after the synchronous classes.
5. Always mute your microphone. Raise your hand if you have some concerns about the lesson. Wait to be

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 recognized. Unmute only if you are asked and allowed to talk.
6. Wear your uniform with ID during classes.
7. If your uniform was left at your boarding house, please wear any white (shirt/blouse) decent attire (not sando,
not sleeveless, do not show your cleavage ladies) during classes with your ID on.
8. All submissions like answers to activities and reflections will be submitted thru email at .
9. For the answer sheets, follow the given format. Thank you.

Consultation
Period Wednesdays 10:00- 12:00

Prepared by Date: Sept 24, 2021

Faculty

Reviewed by Date:
Associate Dean, FTD

Approved by Date:
Dean for Academics & ME

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