Republic of the Philippines

GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.

Lasang, Davao City

EL 104
LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES
(Summer, S.Y. 2023-2024)

LUGIELYN B. TAMPARONG, LPT

Instructor

GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.

 Lasang, Davao City

OBE SYLLABUS
FIRST SEMESTER, S.Y. 2023-2024

Course Title Language Programs and Policies in Multilingual Societies

Course Code EL 104
Credit Units 3 units
Course Description This course allows the learners 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 curriculum and to discuss how school policies i.e.: language policies have shaped and influenced English language teaching
in multicultural setting.
Pre-requisite None

Vision: Gabriel Taborin College of Davao Foundation, Inc., a Catholic Educational Institution, anchored on Spirituality of the Holy Family, envisions a society that
promotes the evangelical values of peace, solidarity, fraternal relationships, and respect of the environment.
Mission: Gabriel Taborin College of Davao Foundation, Inc. commits to form graduates who are academically competent, technologically skillful, socially committed and
spiritually mature.
Institutional Graduate Attributes (IGA):
1. Innovative
2. Effective Communicator
3. IT Proficient
4. Committed
5. God-centered
Institutional Graduate Outcomes (IGO)
1. Utilizes critical thinking and creative skills by providing solutions in consideration of ethical, socio-cultural, environmental concerns;
2. Uses English language effectively in both oral and writing in the workplace and the community;

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 3. Incorporates advancement of information technology to perform tasks effectively and sufficiently;
4. Performs work beyond the demands of duties and responsibilities with passion and commitment; and,
5. Lives-out the spirituality of the Holy Family in the family, the workplace, and the community.
Program Educational Objectives (PEO)
Three years after graduation, GTCD Education alumni shall:
1. have advanced their practice or achievement in the field of Elementary/Secondary Education and/or other endeavors supported by their acquired education;
2. strive to be globally competitive through;
a.) Living by the GTCD mission values, pursuing continuing education, and practicing continuous quality improvement supported by their acquired education;
b.) Continuously scanning, adopting, building on the best practices in their fields.
3. uphold dignified personality and manifest genuine enthusiasm and pride in teaching as a noble calling.

Program Outcomes (Pos):

By the time of graduation, the Elementary and Secondary Education students must have:
1. Articulated and discussed the latest developments in the specific field of practice;
2. Effectively communicated orally and in writing using both English and Filipino;
3. Worked effectively and independently in multi-disciplinary and multi-cultural teams;
4. Acted in recognition of professional, social, and ethical responsibility;
5. Preserved and promoted “Filipino historical and cultural heritage”;
6. Articulated the relationship of education to larger historical, social, cultural, and political processes;
7. Facilitated learning using a wide range of teaching methodologies in various types of environments;
8. Developed alternative teaching approaches for diverse learners;
9. Applied skills in curriculum development, lesson planning, materials development, instructional delivery, and educational assessment;
10. Demonstrated basic and higher levels of thinking skills in planning, assessing, and reporting;
11. Practiced professional and ethical teaching standards to respond to the demands of the community;
12. Pursued lifelong learning for personal and professional growth;
13. Demonstrated in-depth understanding of the development of elementary/secondary learners;
14. Exhibited comprehensive knowledge of various leaning areas in the elementary/secondary curriculum;
15. Created and utilize materials appropriate to the elementary/secondary level to enhance teaching and learning;
16. Designed and implemented assessment tools and procedures to measure elementary/secondary learning outcomes; and
17. Demonstrated a service orientation in one’s profession.

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Course Intended Learning Outcomes (CILOs):
At the end of the course, the students must have:
1. Explained the concepts of literacies essential to the 21st century learners;
2. Examined global and intercultural issues and shared practices through the lens of different disciplines.
3. Integrated 21st century literacies in a curriculum using different approaches.
4. Connected effectively with individuals with diverse personalities and cultural background by interacting, maintaining, and building relationships.
5. Applied principles of organization of ecological communities (i.e., ecosystems) for creating sustainable human communities.
6. Managed financial ability of not letting money or the lack of it get in the way of your happiness, reaching dreams and fulfilling retirement.
7. Used appropriate technology and mobile devices in communicating universal ideas and information without compromising its safety, security, and legality.
8. Critiqued curriculum in terms of in the integration of the emerging 21 st century literacies.
9. Created visual images and symbols using any chosen media in order to communicate universal ideas and feelings.
10. Expressed appreciation on the importance of literacy.

Course Outline

Time Frame Topics

CLASSROOM ORIENTATION
 Setting of expectation
Midterm  Self-introduction
Week 1  Classroom Policies
 VMGO
 Introduction to the Course syllabus

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 UNIT I – MULTILIGUALISM AND LANGUAGE POLICY
Lesson 1: Understanding Multilingualism
Week 2
Lesson 2: Linguistic Rights and the Philippine Language Situation

Lesson 3: Language Choice as the Core of Language Policy #1 Ensing

Week 3 Lesson 4: Language Policy: What Is It and What It Can D #2 Laceras
UNIT II – LANGUAGE-IN-EDUCATION POLICY
Week 4 Lesson 1: Understanding Language-in-Education Policy #3 Bayron
Lesson 2: language-in-Education Policies in the Philippines through the Years #4 Rotersos
Lesson 3: Language-in-Education Policies in Southeast Asia #5 Onsad
Week 5 Lesson 4: Language-in-Education Policies: Issues and Challenges #6 Librado

UNIT III – BILINGUAL EDUCATION PROGRAMS

Week 6 Lesson 1: Bilingual Education and the Bilingual Education Policy (BEP) in the Philippines #7 Morales
Lesson 2: Typology of Bilingual Education Programs #8 Escala
Lesson 3: Effective Programs in Bilingual Education #9 Lagumbay
Finals UNIT IV – MOTHER TONGUE-BASED MULITILINGUAL EDUCATION
Week 7 Lesson 1: Mother Tongue as the Foundation of Content and Second Language Learning #10 Rosales

Lesson 2: Mother Tongue-Based Multilingual Education (MTB-MLE) IN THE PHILIPPINES #11 Sitoy
Week 8 Lesson 3: Implementing MTB-MLE: Success, Challenges, and Potential Solutions. #12 Gimongala

Instructional Matrix

Midterm

Intended Learning Outcomes Teaching Learning Activities Assessment Tasks

Week Content Standard Resources
(ILOs) (TLAs) (ATs)

1 Classroom Orientation At the end of the lesson, the  Interactive class  Self-introduction  Power Point
 Setting of students will be able to: discussion  Short Essay Presentation

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expectation
 Self-introduction
 Classroom Policies
 VMGO
 Introduction to the
Course syllabus
At the end of the lesson, the
students will be able to:
Lesson 1: Understanding
Multilingualism
2
Lesson 2: Linguistic Rights
and the Philippine Language
Situation
Gabriel Taborin College of Davao Foundation, Inc.
1. apprehend the school’s  Lecture  Oral recitation  Hand-outs
Vision and Mission;
2. share expectations in the
course subject through
oral recitation; and
3. reflect on the importance
of adhering respect and
obedience throughout the
semester.
 Interactive class  Reflection paper  Power Point
discussion Presentation
1. define multilingualism  Reporting
and know the factors that
have invigorated the
phenomenon;
2. understand and recognize
the value of linguistic
diversity in a
multilingual society;
3. write a reaction essay on
the issue of a national
language vis-à-vis its
place in a multilingual
environment;
4. explain the concept of
linguistic rights and its
significance to society
and individuals;
5. familiarize oneself with
the language situation in
the Philippines; and
6. rationalize the preferred
languages in the different
domains of the country.
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 At the end of the lesson, the  Individual/Group  Student made  PowerPoint
students will be able to: reporting assessment task Presentation
1. relate language choice  Open group discussion  Individual/Group
with sociolinguistic teaching demo on
contexts (e.g., location, Spolsky’s (2004)
participants, and topic); Model of Language
2. know the eight basic Policy to real-life
motivations in language language situations.
planning and how these
motivations influence
language choice;
3. classify countries
Lesson 3: Language Choice
according to their
as the Core of Language
sociolinguistic mix;
Policy
3 4. demonstrate through a
Language Community
Lesson 4: Language Policy:
Profile that language
What Is It and What It Can
choice is immensely
Do
influenced by the beliefs
and attitudes of the
people toward the
language;
5. define language policy;
and
6. understand and apply
Spolsky’s (2004) Model
of Language Policy to
real-life language
situations.

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UNIT II – LANGUAGE-
IN-EDUCATION POLICY
Lesson 1: Understanding
Language-in-Education
4 Policy
Lesson 2: language-in-
Education Policies in the
Philippines through the Years
5 At the end of the lesson, the
Lesson 3: Language-in-
Education Policies in
Southeast Asia
Lesson 4: Language-in-
Education Policies: Issues
and Challenges
Gabriel Taborin College of Davao Foundation, Inc.
At the end of the lesson, the  Individual/Group  Student made  PowerPoint
students will be able to: reporting assessment task Presentation
1. identify the problems that  Open group discussion
arise from multilingual
and its impact to
instruction;
2. define language-in-
education policy;
3. differentiate overt from
covert language policies;
4. reflect on the existing
local language policies
and practices.
5. familiarize oneself with
the Philippine language
policies through the
years; and
6. compare and contrast the
language policies of the
country in terms of their
enactment in schools and
the issues associated to
the policy.
 Individual/Group  Student made  PowerPoint
students will be able to: reporting assessment task Presentation
1. know and outline the  Open group discussion
linguistic situations,
language policies, and
LEPs of Southeast Asian
nations;
2. analyze various types of
data to better understand
the linguistic diversity
and language choices of
these countries;
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 3. analyze an actual case of
introducing an LEP to
understand the requisite
transformation in
education and the
challenges associated
with it;
4. evaluate the veracity of
the reported challenges in
LEP, language
instruction, and
multilingualism; and
5. research and propose
viable solutions to the
challenges.

6 UNIT III – BILINGUAL At the end of the lesson, the  Individual/Group  Personal account  PowerPoint
EDUCATION students will be able to: reporting writing Presentation
PROGRAMS 1. understand the four  Open group discussion  Create a
language situations that photographic
Lesson 1: Bilingual could affect a bilingual display of the
Education and the Bilingual education policy; Linguistic
Education Policy (BEP) in 2. examine the Philippine landscape of school
the Philippines Bilingual Policy to identify its
document to fully language aim as an
Lesson 2: Typology of understand its goals, academic
Bilingual Education implementing institution.
Programs mechanisms, and
challenges encountered
in language education;
3. write a personal account
of your language
education experience;
4. define key terms related
to Bilingualism and
Bilingual education;

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7 At the end of the lesson, the
Lesson 3: Effective
Programs in Bilingual
Education
UNIT IV – MOTHER
TONGUE-BASED
MULITILINGUAL
EDUCATION
Lesson 1: Mother Tongue as
the Foundation of Content
and Second Language
Learning
Gabriel Taborin College of Davao Foundation, Inc.
5. evaluate the monological
and the weak forms of
Bilingual education
programs; and
6. create photographic
display of the Linguistic
landscape of school to
identify its language aim
as an academic
institution.
 Individual/Group  3 – minute Public  PowerPoint
students will be able to: reporting Speaking Speech Presentation
1. know the aims of  Open group discussion
bilingual education and
these aims are achieved
by the different types of
language programs;
2. analyze and evaluate the
strong forms of bilingual
education programs in
terms of their advantages
and disadvantages;
3. prepare a three-minute
public speech to persuade
an audience to adopt
your proposed language
program that is suitable
to your local context;
4. trace and know the
history of and the
rationale behind MTB-
MLE in the Philippines;
5. read and analyze a
research article abut
mother tongue as the
foundation of content and
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 Second Language
Learning; and
6. explore other research
studies that would
support and/or contradict
MTB-MLE.
At the end of the lesson, the  Individual/Group  Reflection Paper  PowerPoint
Lesson 2: Mother Tongue- students will be able to: reporting Presentation
Based Multilingual 1. fully understand the  Open group discussion
Education (MTB-MLE) IN goals and the provisions
THE PHILIPPINES of the MTB-MLE;
2. examine MTB-MLE’s
Lesson 3: Implementing framework vis-à-vis the
MTB-MLE: Success, common of a curriculum
Challenges, and Potential framework;
Solutions. 3. gain in-depth
understanding of MTB-
MLE based o interviews
from parents, students,
and teachers;
4. identify implementation
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successes and challenges
of the MTB-MLE
program in the country;
5. formulate potential
solutions to the
challenges identified; and
6. write an official
statement, as future
language teachers, to
express your stand on
House Bill 6125, An Act
Suspending the Use of
MT in early grade
instruction.

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 I. Policies:
Good manners and right conduct in the classroom.
1. Prayer. Each class begins and ends with a prayer.
2. Greetings. Students greet the teacher.
3. Attendance. Only for valid reasons can students be excused from class.
4. Promptness. Students are expected to come to class on time. More than 15 minutes is considered absent.
5. Participation. As much as possible, students are to participate in class discussions and activities.
6. Intellectual Integrity. Honesty is the best policy.
7. Use of cell phones. All cell phones are put in silent mode inside the classroom. Texting and answering calls are to be done at designated areas in the campus.
8. Submission of requirements. Haste makes waste. Class requirements are to be submitted on time.
9. Courtesy. Respect for others is practiced at all times and in all places.
10. Additional Rules. The teacher may add rules upon agreed if needed.

II. Course Requirements:

Demo Teaching, Photographic Display, Reflection Papers, Assessment tasks writings/performances

III. Consultation Period

Monday – Friday (Tentative)

IV. Grading System

Learning in this course will be evaluated with the use of the following measures:
Written Tasks - 20%
Performance Tasks - 40%
Examination - 40%
Total - 100%

V. References:
Lim Ph.D., J.M. (2021). A Course Module for Language Programs and Policies in Multilingual Societies. Rex Book Store, Inc.
Manila, Philippines.

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Prepared by: Checked and Approved by:

LUGIELYN B. TAMPARONG, LPT MRS. DONNABEL T. LIBADISOS, Ed.D

Instructor School President

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