EL 107 Working Module

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BOOK OF Language Programs AND Policies IN Multilingual

Societies (Autosaved) (Autosaved)
Living in the IT ERA (Eulogio Amang Rodriguez Institute of Science and Technology)
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CONTENTS
Preface……………………………………………………………………………………………
………………….......
UNIT I: MULTILINGUALISM AND LANGUAGE POLICY

LESSON 1: Understanding
Multilingualism………………………………………………………… 1
LESSON 2: Linguistic Rights and the Philippine Language Situation
………………………….. 8
LESSON 3: Language Choice as the Core of Language policy
………………………………… 14
LESSON 4: Language Policy: What Is It and What It Can
Do…………………………………... 20
UNIT II: LANGUAGE-IN-EDUCATION POLICY
LESSON 1: Understanding Language-in-Education

Policy……………………………………… 27
LESSON 2: Language-in- Education Policies in the Philippines through
the Years…...…….. 32
LESSON 3: Language-in-Education Policies in Southeast
Asia……………………………….. 37
LESSON 4: Language-in-Education Policies: Issues and Challenges….
…………………….. 42
UNIT III: BILINGUAL EDUCATION PROGRAMS
LESSON 1: Bilingual Education and the Bilingual Education Policy (BEP)

in the
In the
Philippines…………………………………………………………………….. 51
LESSON 2: Typology of Bilingual Education
Programs……………………………………….. 59

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LESSON 3: Effective Programs in Bilingual Education

……………………………………….. 63
UNIT IV: MOTHER TONGUE-BASED MULTINGUAL EDUCATION

LESSON 1: Mother Tongue as the Foundation of Content and Second
Language Learning…… 69
LESSON 2: Mother Tongue-Based Multilingual education (MTB-MLE) in
the Philippines………. 74
LESSON 3: Implementing MTB-MLE: Successes, Challenges, and
Potential Solutions………… 81
References………………………………………………………………………………………………………………………………………. 87
Index………………………………………………………………………………………………………………………………………………. 91
PREFACE
Welcome Language Programs and Policies in Multilingual Societies course module!
Language Programs and Policies in Multilingual Societies course module is a three-unit
specialization subject for undergraduate students of Bachelor of Secondary Education major in
English Language. As prescribed by the Commission on Higher Education (CHED), the course
provided “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
setting” (CHED Memorandum Order No. 75, series of 2017, on the Policies, Standards and
Bachelor of Secondary Education, Annex B, p. 43).
As future language teachers, it is vital that you acquire fundamental knowledge of how
language policies and programs shape language classroom practices, and how these de facto
practices can also influence policies and programs. This knowledge should help you better
comprehend the complexity of language learning and teaching, and hopefully, guide you to
arrive at sound, practical, and effective pedagogical decisions in your future language classes.
At the end of the course, you are expected to know and do the following:
1. Relate the concepts of multilingualism, linguistic diversity, and linguistic rights to
language planning and policy;
2. Familiarize yourself with the different language-in-education policies of Southeast
Asia;
3. Examine and evaluate bilingual education programs, both the weak and the strong
forms;

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4. Develop a critical understanding of the Mother Tongue-Based Multilingual Education

(MTB-MLE); and
5. Identify issues and challenges that emerge from the various language policies and
programs.
Before you begin learning from and working on this module, it is important that you
understand the purpose and design from this module.
This is a self-instructional module which requires you to complete learning activities with
minimal supervision from your teacher. It is divided into four units, namely:
Unit I: Multilingualism and Language Policy
Unit II: Language-in-Education Policy
Unit II: Bilingual Education Programs
Unit IV: Mother Tongue-Based Multilingual Education
The module contains learning activities or tasks that will enable you to build your
understanding and/or knowledge about certain topics. The tasks were designed to encourage
collaboration between and among your peers and to challenge you to critically examine various
information related to multilingualism, language programs and policies, and abstract knowledge
based on your analysis and apply them into different situations. Each unit is divided into lessons,
with the following activities:
Activity 1: ACTIVATE
In this activity, you will activate your prior knowledge about the topic.
Activity 2: ANALYZE
In this activity, you will analyze various texts like research articles and policy documents.
Activity 3: ABSTRACT
In this activity, you will extrapolate essential concepts or understanding based on
your analysis in Activity 2.
Activity 4: APPLY
In this activity, you will apply your acquired skills and knowledge by completing
the performance task.
FINAL COURSE MODULE ASSESSMENT
Your final course module assessment is a Reflective Portfolio that contains the output
and/or documentation of the Final Performance Task of each lesson, specifically in the Apply
activity. At the end of each lesson, you will write your “post0lesson reflection” that will
summarize your learnings and insights from the previously completed learning activities. Here
are some of the questions that you may use as guide for your reflection:

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1. What new knowledge and/or skills did you learn and/or acquire in this lesson?
2. Which tasks do you find challenging?
3. How will this lesson help you as a language teacher?
4. Do you think you achieved the lesson’s target objectives?
5. Are there any questions that you feel are unanswered? What are those?
Criteria for Grading the Reflective Portfolio:
Post-Lesson Reflection 30 points
Completeness of the Portfolio 15 points
Organization/ Neatness 5 points
TOTAL 50 points
*The lessons’ final performance tasks are graded using the rubric or criteria for grading
reflected in the Apply activity.
vi l A COURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES
Unit I
MULTILINGUALISM AND LANGUAGE POLICY
Globalization has immensely bolstered interconnectedness between and among nations,
people, and cultures. As a result, language communities come in contact more often, which
makes multilingualism as the norm of the present world.
In this unit, you will learn about multilingualism, linguistic rights, and the language issues
inherent in a multilingual society. You will know more about the diverse factors that influence
language choice, and how such choice, both of the individual and that of society, shapes
language policy.
LESSON 1:
UNDERSTANDING MULTILINGUALISM
LEARNING GOALS
At the end of the lesson, you should be able to:
1. define multilingualism and know the factors that have invigorated the phenomenon;

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2. understand and recognize the value of linguistic diversity in a multilingual society; and
3. write a reaction assay on the issue of a national language vis-à-vis its place in a multilingual
environment.
LEARNING ACTIVITIES:
I.ACTIVATE
In the biblical literature, it is said that the world original had “one shared language” until the
“Tower of Babel”. The story (from Genesis) began with the people of Babel attempting to build a tower
that would reach the heaven to prove that they can reach it on their own. Such arrogance greatly
displeased God that he deliberately created multiple language so that the people building the tower will
not understand one another and it will be impossible for them to finish the tower.
Imagine that you live in a world where there is only one language. What do you think will
happen? How will our world be different from what it is now? Will you consider it as a “linguistic
paradise”? Why? Why not?
Prepare to share your answer with the class.
II. ANALYZE
Whether the story of the Tower of Babel is true or not, the multiplicity of languages in the world
is definitely area real. Also known as “linguistic diversity”, the multitude of languages that exists at
present is approximately at 6,000-7,000 languages worldwide (UNESCO, Education in a Multilingual
World, 2003). With the exception of Iceland- the only country that is legitimately identified as
linguistically homogenous or monolingual- multilingualism is a real.
Multilingualism is a natural phenomenon. Cenoz (2013), on her article on ‘’Defining

Multilingualism”, clearly present the concept of multilingualism and its inevitability as a phenomenon.

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Below are some of the key points presented in the article about multilingualism as a phenomenon. Work
on the process questions that follow.
Why is multilingualism a common phenomenon?
 Because there are more languages in the world (almost 7,000) than countries. It follows that a
significant number of speakers have more than one language;
 Because languages are “unevenly distributed”; speakers of the minority language groups need to
learn and use the language of the majority groups;
 Because we have immigrants who speak their first language and who need to acquire and speak
the language of the host (or new) country ; and
 Because we learn additional languages, like English, for better social and economic
opportunities.
2 ǀ A COURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES
Multilingualism is considered as a RULE or a “common phenomenon”. What do you think prompts or

drives people to become multilinguals?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What does a multilingual mean to you at this point?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
You may access the full article here:
Cenoz, J. (2013) Defining multilingualism. Annual Review Linguistics. Retrieved August 8, 2020, from
https://www.reserearchgate.net/publication/259438531_Defining_Multingualism. DOI:
10.1017/S026719051300007X
In the article, Cenoz (2013) also identified three major factors that have contributed to the
“visibility of multilingualism”: (1) globalization, (2) transnational mobility of the population, and (3) the
spread of new technologies (p. 4).

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Based on your understanding of your reading, how can these three factors strengthen or
promote multilingualism? Provide specific of your reading, how can these three factors strengthen or
promote multilingualism? Provide specific examples on how each factors has influenced the spread of
multilingualism.
Factors Provide a specific example on how the factor has

influenced the spread of multilingualism.
Globalization
Transnational Mobility of the Population
Spread of New Technology
Unit I •MULTILINGUALISM AND LANGUAGE POLICY ǀ 3
Cenoz (2013) also listed a number of definitions for multilingual/ multilingual individual, and to
quote:
 “A multilingual individual is anyone who can communicate in more than no engage, be it active
or passive “(Li,2008 , p. 4 ).
 “Multilingualism is the ability of societies, institutions, groups and individuals to engage, on a
regular basis, with more than one language in their day-to0day lives”( European Commission,
2007, p. 6).
Multilingualism is a very complex concept that it is important that you get a glimpse of the various
dimensions that constitute it.
Continue reading Cenoz’s (2013) article (p.5-7) and contrast key concepts of multilingualism. With a
partner, complete the graphic organizer below.
MULTILINGUALISM
Individual Multilingualism Receptive vs. Productive Bilingualism vs.

vs. Societal Multilingualism Multilingualism Multilingualism
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4ǀ A COURSE MODULE FOR LAMGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES
III. ABSTRACT
At this point, it must be clear to you that linguistic diversity is inherent in any society.Not everyone,
though, accepts such reality. Many researchers still lobby for the elimination of multilingualism and linguistic
diversity as they are deemed “unnecessary, messy, costly, and inefficient” (Phillipson and Skutnabb- kangas,2009, p.
32).
Look for studies or researches that would argue against “multilingualism and linguistic diversity.” Write at
least two arguments and prepare to share with the class. Make sure to cite your sources properly.
Briefly state your main argument here. Provide your explanation here.
(What is the handle of your argument?) ( Cite your source.)

Argument 1
Argument 2
In the same article of Phillipson and Skutnabb-Kangas, they comprehensively explained the need for
linguistic diversity in their book chapter, “Politics and Policies of Language and Language Teaching” (p. 32-33). Here
are some of the key points they presented on why linguistic diversity is needed:

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 Languages are “libraries of the intangible heritage of humankind” (p. 32). Human knowledge, history, and
experiences are encoded and stored in language.
 Languages reflect an individual and a community’s culture, tradition, and identity.
 Diversity in languages and cultures results in more ideas and creativity for communities to collectively
adapt to the changing world and find solutions to new issues that arise.
 The significance of linguistic diversity was compared with ecological diversity where diversity is directly
related to stability, which is important for ling-term survival.
Unit I • MULTILINGUALISM AND LANGUAGE POLICY ǀ
How about you? What are your thoughts? Why is linguistic diversity needed? Prepare to justify your answer.
How Multilingual Is the Philippines?

As an additional task before your final work for this lesson, you will have a quick look on
the linguistic diversity of the Philippines.
Go to https://www.ethnologue.com/ and register (for free). Once you have activated
your account, browse through the website and answer the question that follow.
1. What is the final count of established languages in the Philippines, as of date?
_________________________________________________________________
2. Browse through the listed Philippine language. Identify at least five languages that
are unfamiliar to you.
___________________________________________________________________
3. For each language listed, what can you find in the description beside it? What are
those information?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. In the Status Link, you will find the different status assigned to the languages. Choose
at least five from the list and explain what it means (e.g.,The first status identified is
“wider communication”—What does this mean?). Do the same for the others.

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a. _________________________________________________________
_________________________________________________________
_________________________________________________________
b. _________________________________________________________
_________________________________________________________
c. _________________________________________________________
_________________________________________________________
d. _________________________________________________________
_________________________________________________________
e. _________________________________________________________
_________________________________________________________
6 ǀ ACOURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCITIES
IV APPLY
Read the article of Rodriguez’ (2014) “Should we even have a national
language in the first place?” and write a 700- word reaction essay for on against
the arguments presented.
Rodriguez, B. (2014, August 23) “Should we even have a national language in the place?
Retrieved September 15, 2020, from https://www.rappler.com/move-ph/ispeak/66958-
filipino-national-language
Criteria for Grading the Reaction Essay:
Content 15 points
Idea Organization 10 points
Grammar and Mechanics 5 points
TOTAL 30 points

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Reaction Essay

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LESSON 2
LINGUISTIC RIGHTS AND THE

PHILIPPINE LANGUAGE SITUATION
LEARNING GOALS
1. explain the concept of linguistic rights and its significance to society and individuals;
2. familiarize yourself with language situation in the Philippines; and
3. rationalize the preferred language in the different domains of the country.
I. ACTIVATE
In the Philippines, nearly 200 languages and dialects are spoken by an estimate of
100 million Filipinos. The language map below taken from Greenberg’s Linguistic
Diversity Index shows the 10 languages that are predominantly used in various
provinces.
Philippine Language Map


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For starters, try to create your class’ linguistic diversity chart. Find out from your
classmates the language that they speak and/or understand. Present your data using
the pie chart provided below.
Our Class’ Linguistic Diversity Chart

Legend:
II.ANALYZE
In the previous activity, you have personally observed that diversity is even present
within your class. Such inevitability presupposes that each one of us has the right to learn and
cultivate our own language our own language. This is also known as one’s linguistics rights.
Phillipson and Skutanabb-Kangs (2017) listed several international covenants that cover one’s
linguistic rights. Read some of those treaties and discuss with your group mates the questions
that follow.
Phillipson, R., & Skutnabb- Kangas, T. (2017). Linguistic human rights, past and present.
Retrieved August 12, 2020, from http://www.tove-skutnabb-kangas.org/dl/129-1994-308-
2008-2017-Tove-Skutnabb-Kangas-Robert-Philipson-Linguistic-Human-Rights-Past-Present.pdf
 The Charter of the United Nations (1945) commits its member nations in its general
articles to promoting “universal respect for, and observance of, human rights and
fundamental freedoms for all without distinction as to race,sex, language, or religion”
(paragraph 6.11,55).

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 Universal Declaration of Human Rights, paragraph 2: “Everyone is entitled to all the

rights and freedoms set forth in this declaration, without distinction of any kind, such
as race, color, sex, language, religion, political or other opinion, national or social
origin, property ,birth or other status.”
 International Covenant on Civil and Political Rights (1966, Article 27) states: “ In
those states in which ethnic, religious or linguistic minorities exist, persons belonging
to such minorities shall not be denied the right, in community with other members of
their group, to enjoy their own culture, to profess and practice their own religion, or
to use their own language.”
 The UN Convention on the Rights of Child (1989) stresses the maintenance of
identity, including “nationality” and “name.”
 The UN’s Declaration on the Rights of Persons Belonging to National or Ethic,
Religious and Linguistic Minorities: “that the promotion and protection of the rights
of persons belonging to national or ethnic, religious and linguistic minorities
contribute to the political and social stability of States in which they live.” ( Preamble)
1. What do these international covenants have in common? In one sentence, what is the
key message of these treaties in relation to language, identity, and minorities?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How adequate or satisfactory are these covenants in protecting the individual and
collective right to use and cultivate one’s own language?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. In the Philippines, how ate our linguistic rights protected? Does our Constitution say
anything about it? What about the educational policies that you know? Can you name a
policy that you believe protects our linguistic rights?

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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
III. ABSTRACT
Different domains would have its preferred language. For each domain listed, try to
determine whether the language is used as a:
A. primary language;
B. secondary language; or
C. not used.
Work with a partner and prepare for a class discussion. The first domain was used as an
example.
Domain Filipino English Regional Languages

1. National Government Secondary Primary Not Used
2. Local Government
3. Education
4. Courts
5. Business and Offices
6. Religion
7. Marketplace
8. Entertainment
9. Literature
10. Press
What can be said about the role of English, Filipino, and the regional languages in the
different domain? Do you agree with the date? Why do you think there are differences in the
preferred languages across domains? Provide examples to justify your answer.

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Unit ǀ • MULTILINGUALISM AND LANGUAGE POLICY ǀ

IV. APPLY
In the previous activity, you have learned that English, though predominant in the
majority of the domains, is not always the preferred language. Choice is highly dictated by the
domain in which the language is used.
You just went through the preferred languages in the macro or societal level; this time,
you will focus on multilingualism on the micro-level, which we would refer to as individual
multilingualism. You will now learn how linguistically diverse Philippine classrooms are.
In groups of six, look for an elementary class (preferably from Kindergarten to Grade 3
class) and create a Language Profile for the class by completing the template below. Identify the
languages that are spoken or understood by the students given a domain. You will need the help
of the teacher (or the parents, if possible) to complete the profile. Prepare to present your
Language Profile to the class.
Language Profile
Domain Language 1 Language 2 Language 3 Language 4

Home
School

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Church
Neighborhood
Local Government
Media (TV/Radio)
Criteria for Grading the Language Profile:

Completeness and accuracy of Profile 20 points
Clarity of Presentation 10 points
TOTAL 30 points
LESSON 3
LANGUAGE CHOICE AS THE CORE OF LANGUAGE POLICY

LEARNING GOALS
At the end of lesson, you should be able to:

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1. relate language choice with sociolinguistic contexts (e.g., location, participants, and
topic);
2. know the eight basic motivation in language planning and how these motivations
influence language choice;
3. classify countries according to their sociolinguistic mix; and
4. demonstrate through a Language Community Profile that language choice is immensely
influenced by beliefs and attitudes of the people toward the language.
I.ACTIVATE
“In a multilingual society, how do people choose language in different situation?’’ In the
previous lesson, you understood that language choice differs depending on the domain. More
specifically, language choice is heavily dependent on its sociolinguistic contexts, such as
location, participants involved, and the topic at hand (Spolsky, 2004).
To better understand the relationship between language choice and the sociolinguistic
contexts, you will now do a self-survey of your language choices. Please complete the table
below.
Domain Topic (What are Setting (Where Participants Language (What

you talking is the talk/ (Who are you languages are
about? Give one encounter talking to?) you using?)
example.) taking place)
Family
School
Shopping
Social Media
II.ANALYZE

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In the first activity, you have observed (and experienced) how individuals choose specific
languages in varying situations. On a macro-level, language choices are done in a far more
complex and rigorous manner. Read the article of Demetrio, F. P. A. and Liwanag, L. A. (2014, p.
26-30) entitled “The language policies and practices of the Philippines and Thailand: Insights
and lessons for language planning.”
Demeterio, F. P. A. & Liwanag, L. A. (2014). The language policy and practices of the Philippines and
Thailand: Insights and lessons for language planning. Silimon Journal, 55(2), pp. 19-59. Retrieved
August 12, 2020, from https: // www.researchgate.net/publication/
338829292_The_Language_Policies_and_Practices_of_the_Philippines_and_Thailand_Insights_and_L
essons_for_Language_Planning_co-
author_Dr_FPA_Demetrio_III/link/5e2d54bc299bf152167e3bc9/download
Gupta (1985, in Demeterio & Liwanag, 2014) identified eight basic motivations in language
planning that serve as a guide of a country or state in assigning language statues followed by a table that
shows Philippines languages, their respective language status, and the underpinning motivation.
Your task is to replicate the summary table using another Southeast Asian country. In groups of
three, identify a Southeast Asian country, research on its languages and the statuses assigned to them,
and the underpinning motivation for the language choice. Prepare to share your answer with the class.
Please note that for each language, you may have more than one underpinning motivation.
Unit I • MULTILINGUALISM AND LANGUAGE POLICY ǀ 15
Underpinning Motivations of the Language in ______________________
Language Status Underpinning Motivation

National and co-official language
Co-official language
Auxiliary official languages in the

regions

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Promoted and tolerated languages
III.ABSTRACT
Now, you have a basic understanding on how specific languages are identified and
valued by a nation or state. At the point, you need to infer how language choice becomes the
core of a language policy. For you to better understand the relationship between language
choice policy, it is vital that you know the three types of countries as defined by a country’s
linguistic and ethnic complexity (Lambert, 1999, in Spolsky, 2004, p. 58).
Shown on the next page are the three types of countries with their brief descriptions.
With your seatmate, you task is to classify the countries listed according to their type. Draw a
line that will connect the type of country to the flag. To complete this task, you must have
access to resources that will inform you of the linguistic situation of the identified countries.
Three Types of Countries According to their Sociolinguistic Mix

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Type 1
Ethnolinguistically Type 2 Type 3

Homogenous Countries
Dyadic or Triadic Countries Mosaic Socities or
It is composed of countries This includes countries Multiethnic States
that are ethnolinguistically with two or three
homogeneous. These This covers countries
ethnolinguistic groups that
countries have linguistic are equal in number and that have five or more
minorities but are usually power. ethnic groups.
“geographically or socially
marginalized.”
How do these types of countries affect language choice and policy? For Type 1 ,
linguistically homogenous countries, establishing the language norm is relatively easy compared
to the two other types. Type 1 countries have an uncontestable national language, and the
language policy is more concerned with the standardization of the language and the additional
foreign languages that they want their citizens to learn. The case though is different in Type 2
and 3 countries where language choice is a continuous debate.
How about the Philippines? In which type of country do you think we belong?
What issues on Philippine language policy come to mind after knowing our country type?
Explain your answer.

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IV. APPLY
In this lesson, you learned some of the factors that influence language choice ꟷ the core
of any language policy. But, one influence factor that was not yet elaborated pertains to the
beliefs and attitudes of the people toward a particular language.
In any multilingual society, languages that will be valued and taught in schools, either as
a school subject or as a medium of instruction, are largely based on the beliefs and attitudes of
the people toward the languages.
Cenoz, J., & Gorter, D. (2010). The diversity of multilingualism in education. International Journal of the Sociology
of Language. DOI: 10.1515/ijsl.2010.038. Retrieved August 15, 2020, from
https//www.researchgate.net/publication/274268675_The_diversity_of_multilingualism_in_education/link/554
26e270cf234bdb21a1398/download
Take time to read Cenoz and Gorter’s (2010) article on the “The Diversity of
Multilingualism in Education.”
Before you work on the final task of this lesson, discuss with a partner your key insight
from the readings. Focus your pair discussion on language planning and multilingualism in
education and its relation to: (1) beliefs, (2) attitudes, and (3) discourse of society.
Insights

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For your Apply Activity, in groups of four, your task is to create a short Language Community Profile of a
group of people to determine their attitudes toward certain languages. The detailed instructions are listed below.
1. Given that this is only a group exercise, your community profile may only involve five individuals. Decide
which among the groups enumerated you will work on.
 Group of foreigners of the same nationality (e. g, Koreans, Chinese)

 Group of Filipinos whose L1 is Filipino
 Group of Filipinos whose L1 is not Filipino
18 ǀ A COURSE MODULE FOR LANGUAGEPROGRAMS AND POLICIES IN MULTILINGUAL SOCITIES
2. Go to the website of SIL International using the link provided below.
SIL International. (n. d.) Language attitude. Retrieved September 15,2020, from
https://www.sil.org/language-assessment/laguage-attitudes
3. Use the questions provided by SIL International ( n. d.) to elicit the participants’ opinions and attitudes
toward certain languages.
4. Prepare a five-minute presentation (with presentation decks) to share your findings with the class. Write
your story structure in the box provided below.
Criteria for Grading the Language Profile:
Adequate Description of Community Context
Quality of Data
Inclusion of Direct Quotes as Data Support
Clear and Organized Data Presentation
Group Collaboration
TOTAL
Story Structure

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LESSON 4
LANGUAGE POLICY: WHAT IS IT AND WHAT IT CAN DO

LEARNING GOALS
1. Define language policy; and
2. Understand and apply Spolsky’s (2004) Model of Language policy to real-life language
situations.
I. ACTIVATE
Below are some public signs that you will see in Metro Manila:
Public Sign in Metro Manila

What do these signs tell you about the language choice?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Do you think such public-discourse is aligned with our language policies? Why or why not?
__________________________________________________________________________________
__________________________________________________________________________________

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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
In your area, how do your public signs look like? Is it aligned with our language policies and your
local beliefs? If you can take a picture and share with the class, please do so.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Prepare to share your thoughts with the class.
II.ANALYZE
According to Spolsky (2004), language policy refers to all “language practices, beliefs, and
management decisions of a community or policy.” It “constitutes an attempt by someone to manipulate
the linguistic behavior of some community for some reason” (Burton 2013, p. 3, in Monje, 2019, p. 4).
To gain a comprehensive understanding of language policy, you will now learn about the Model
of Language Policy (Spolsky, 2004).
Model of Language Policy
Language Policy
Language Practice Language Beliefs Language Management
(Ecology) (Ideology) (Planning)

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According to Spolsky (2007), language policy has three “interrelated, but interdependent” components:
language practice, language beliefs, and language management.
Language practices are the “observable behaviors and choice ꟷ what people actually do,” which included the
choice of linguistic feature and of the language variety (p.3).
Language beliefs are “the values assigned to the varieties and features” (p.4).
Language management is “the explicit and observable effort by someone or some group that has claims to have
authority over the participants on the domain to modify their practices or beliefs” (p.4).
Based on these description, try to classify the following statements whether they belong to the component of
Practices, Belief, or Management. Prepare to explain your answer.
________ 1. Roman Catholic church changed its policy of requiring Latin for mass.
_________2. Immigrant parents persuade their children to learn the new language.
_________3.Immigrant parents persuade their children to use their mother tongue at home.
_________4. The ongoing debate if Filipino should be the national language
_________5. You use your mother tongue in your daily conversations as much as possible, because you believe that
it is the most appropriate language to use in your present environment.
III.ABSTRACT
Read the article of Spolcky (2007) entitled “Towards a Theory of Language Policy.” Form a
group with four members and complete the following tasks:
Spolsky, B. (2007). Towards a theory of language policy. Retrieved September 15, 2020, from
https://respository.upenn.edu/cgi/viewcontent.cgi?article=1186&context=wpel
Key Terms
As a group, identify 10 key terms (preferable new terms) that you encountered in reading
the article. Write a brief definition for each term based on how you understood it .

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Insights
Discuss and write down your group’s insights about language policy after reading the
article. List at least three significant insights.
1. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Prepare for a class discussion.
IV.APPLY
You will now have your turn to research and report to the class. Each group will be
assigned one of the following topics:
Topic 1: The Four Layers of Language Policy
 Legislation and political processes
 States and supranational agencies
 Institutions
 Classroom practitioners
Topic 2: The Four Common and Co-existing Forces of Language Policies at the National
Level (Spolsky, 2009)
 National (or ethnic) ideology or claims of identity
 The role of English as a global language
 A nation’s sociolinguistic situation
 An increasing interest in linguistic rights within the human and civil rights frameworks
Unit ǀ • MULTILINGUALISM AND LANGUAGE POLICY ǀ 23
Topic 3: The Four Phases of Language Planning (How Language Policies Are Developed)
 Selection

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 Codification
 Elaboration
 Acceptance
Topic 4: What Language Policies Can Do vis-à-vis the Different Domains
As a group, discuss the key points that you will discuss in your report, including the task
assignment for each member. Try to identify questions that you think your classmates will ask
during your report. Use the box provided below. Each group will be given 25-30 minutes to
report and respond to their classmates’ questions.
Key points and Questions
Criteria for Grading the Report:

Content of Report (Comprehensiveness and Use of Reliable Sources) 20points
Delivery/ Presentation 10 points
Visuals/ Learning Aids 5 points
Collaboration 5 points
TOTAL 40 points
SUGGESTED READINGS:
Pennycook, A. (2013). Language policies, language ideologies and local language practices. In Wee,
L., Goh, R. and Lim, L. (ed). Politics of English. South Asia, Southeast Asia and the Asia Pacific.
Philadelphia, USA: John Benjamins Publishing Company.

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Rojas, E., & Reagan, T. (2003). Linguistic human rights: A new perspective on bilingual education.
Educational Foundations. Retrieved August 18, 2020, from
https://www.researchgate.net/publication/234630134_Linguistic_Human_Rights_A_New_Perpective_o
n_Bilingual_Education/citation/download
Spolsky, B. (2004). Language policy. Cambridge: Cambridge University Press.
Vazquez-Montilla, E., Just, M., & Tricari, R. (2014). Teachers’ dispositions and beliefs about cultural and
linguistic diversity. Universal Journal of Educational Research, 2 (8), 577-587. DOI:
10.13189/ujer.2014.020806
Wedin, A. (2020). Negotiating identities through multilingual writing: Local school policy that opens up
spaces for students’ diverse languages. Linguistics and Education, 22, 1-8. DOI:
https://doi.org/10.1016/j.linged.2019.100775
Unit II
LANGUAGE-IN-EDUCATION POLICY
Defining the language or the medium of instruction is the fundamental goal of any
language-in-education policy. But deciding on the LOI or a simple, straightforward process; it is
rather a complicated one because of the linguistic diversity present even in a single classroom.
For Unit II, you will understand language-in-education policy better and how it directly
affects language instruction, content instruction, and student achievement. You will learn about
the historical development of the LEPs in the Philippines and the language policies of the other
Southeast Asian countries, including their language situations and policies and policies and
policy implementation mechanisms. This unit caps with you, comprehensively discussing the
issues and challenges of the past and present language-in-education policies.

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LESSON 1:
UNDERSTANDING LANGUAGE-IN-EDUCATION POLICY

LEARNING GOALS
1. Identity the problems that rise from multilingualism and its impact instruction;
2. Define language-in-education policy;
3. Differentiate overt from covert language policies; and
4. Reflect on the existing local language policies and practise.
I.ACTIVE
Go back to the class’ Linguistic Diversity Chart that you created in Unit I Lesson 2. With a partner,
discuss the following questions and prepare to share your answers with the class.
1. How would you describe the language diversity of your class based on the chart?
2. What do you think are the advantages and disadvantages of a linguistically diverse or a
multilingual class?
3. What do you think are the main challenges in dealing with a multilingual class?
4. What do teachers do to overcome them?

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II.ANALYZE
Linguistic diversity naturally results to a long list of problems in the classroom. Vital questions, like “in what
language will the instruction be delivered?’’ pervade a multilingual classroom.
Language-in-education policies are created to proactively address these problems. Kosonen and Young
(2009) define language-in-education policy (LEP) as the “legislation on and practices pertaining to languages or
media of instruction and languages of literacy used in basic education” (p. 11, in Monje, 2019, p. 4). To put it
simply, LEP’s primary concern is to decide on the medium of instruction that will be used in schools. Specifically,
LEP addresses these issues:
1. What language/s should be used in school?

2. When do we start teaching these languages to children?
3. How long these languages should be taught? How many years? How many hours?
4. Who are qualified to teach? Who should learn these languages? How will it be taught? (Shohamy, 2006, p.
76)
28 ǀ A CORSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES
As a class, try to answer the questions on the previous page. Create a summary table on
the board (similar to the example below) to present the class’ answers.
What language/s When do we start How long these Who are qualified to
should be used in teaching these languages should be teach? Who should
school? languages to taught? How many learn these
children? years? How many languages? How will
hours? it be taught?

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III.ABSTRACT
Schiffman (1996, in Shohamy, 2006 ) classifies languages policies (LP) into two: covert and
overt LPs. Overt LPs refer “to those languages policies that are explicit, formalized, de jure,
codified, and manifest” (p. 50). It is sometimes called as “top-down” or explicit policy. On the
other hand, covert LPs refer to “language policies that are implicit, informal, unstated, de facto,
grass-roots, and latent” (p. 50); these covert policies are also known as “bottom-up” or “implicit
language policy.”
Unit II • LANGUAGE-IN-EDUCCATION POLICY ǀ 29
Your task for this activity is to find examples of covert LPs and covert LPs for you to better
understand their difference, Examples are provided below. Write your answer in the
corresponding column.
Overt Language Policy Covert Language Policy

The Malolos Constitution of 1899 which Though the LEP of the country requires
states, “Spanish language shall be learners to use Filipino in their Filipino
temporarily used” (Article 93) classes, many of the learners use their
mother tongue in communication with peers.

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IV.APPLY
According to Shohamy (2006), “One of the main primary concerns of the LEP is the attempt
to create policies for whole nations, for large groups of learners, not realizing that different
people and different groups have different needs, in different times, in different locations, not
always in congruence with hegemonic national ideologies” (p. 91).
Based on your personal observations and readings, reflect on the questions shown below.
Write a 500 to 700-word reflective essay about your observations and realizations.
1. How is the language policy in the Philippines received by theacher, students, and
parents?
2. How is it practiced in public schools?
3. What do you think are the implementation challenges?
4. What are the social, political, and economic implications of the existing language policy?
Criteria for Grading the Reflective Essay:
Depth of Reflection 15 points
Organization of Ideas 5 points
Languages Use 5 points
Adherence to Good Writing Conventions 5 points
TOTAL 30 points

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Reflective Essay
Unit II • LANGUAGE-IN-EDUCATION POLICY ǀ 31
LESSON 2
LANGUAGE-IN-EDUCATION POLICIES
IN THE PHILIPPINES THROUGH THE YEARS
LEARNING GOALS
1. Familiarize yourself with the Philippine language policies through the years; and

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2. Compare and contrast the language policies of the country in terms of their enactment
in schools and the issues associated to the policy.
I.ACTIVATE
Let us have a quick test of the language policies that were implemented during the
significant periods of our nation’s history. For each period, what do you think is its “linguistic
legacy”? Write your answers in the boxes provided.
Spanish American Japanese Commonwealth Present-Day

Occupation Occupation Occupation

II.ANALYZE
With a partner, complete the summary grid that would described the LEPs in the
Philippines through the years. You may use Asuncion-Lande’s (1971) article entitled
“Multilingualism, Politics and ‘Filipinism’” (p. 680-687) as one of your references.
Language Socio-Political Strategic Goal Domains Issues

Policy Contexts of the Policy Where the
Language/s
Is/ Are
Used

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Spanish
Influence
American
Influence
Japanese
Influence
Postcolonial
Period
Prepare for a class discussion.
Unit II• LANGUAGE-IN-EDUCATION POLICY ǀ 33
III.ABSTRACT
The able below was taken from Monje’s (2019) discussion series entitled “Starting Where
the Children Are: A Process Evaluation of the Mother Tongue-Based Multilingual Education
Implementation.” It is a summary of our country’s language policies in the past century. Your
task is to match the policy to its corresponding description. You are allowed to use your online
resources in completing the task.
Year Policy Description

1901 1 Education A. “The 1935 Constitution adopts Tagalog as the
. Act No.74 national language in 1937. Executive Order No.
(monolingual 263 stiplulated the teaching of Tagalog as a
Education separate subject in primary, secondary, and
Policy) teachers’ colleges, in both public and private
schools.”
1937-1940 2 Executive B. “The Department of Education (DEC) adopts the
. Order Nos. Bilingual Education Policy (BEP) at all levels of

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134 and 263 schooling to develop bilingual competence in the

use of both languages as subject areas and as
MOI. Regional languages are used as auxiliary
languages in Grades 1 and 2.”
1957 3 Revised C. “The Department of Education (Deped)
. Educational institutionalizes the child’s MT as primary MOI in
Act all subject areas, ‘from pre-school until, at elast,
grade three,’ followed by Filipino and English,
introduced as separate subjects ‘no earlier than
Grade two.’ The teaching of MT as subject (MTS)
begins in Grade One. Filipino and English become
the MOi from the secondary level onwards.”
1973 4 DEC D. “US President Mckinley directs the Philippine
. Department Commission to establish a system of schools
Order No. 9 where English is ‘the basis of all public school
(Bilingual instruction,’ the establishment of which is
Education deemed ‘essential to the success of democracy’
Policy) (Dawe 2014, p. 66).’’
1987 5 DECS Order E. “The Board of National Education provides for the
. No. 52 use of vernacular languages as medium of
instruction (MOI) in Grades 1 and 2, and auxiliary
MOI in Grades 3 and 4. English is introduced as a
separate subject and MOi from Grade 3 onwards.
Tagalog or ‘Pilipino’ (adopted in 1959) becomes
an auxiliary MOI in Grades 5 and 6 (Bernardo
2004, p. 19).’’
2009 6 Deped DO F. ‘’The Department of Education, Culture, and
. No. 74 Sports (DECS) reiterate provisions in the BEP: and
(Multilingual Mathematics, and Pilipino (spelled ‘Filipino’ after
Education 1987) as MOI in Filipino, Social Studies, Character,
Policy) Health, Work, and Physical Education at all levels
of education. Regional languages remain auxiliary
MOI (Castillo 2000; Dekker & Young 2005).”
Write your answers below:

1. __________ 4.__________
2. __________ 5.__________
3. __________ 6.__________
What were the similarities and differences between and among our language policies? What
do you think prompted the changes?

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
IV. APPLY
For the final task, you will participate in a Language Policy Conference where your group
is tasked to explain one of the language policies of the Philippines.
The class will be divided into six groups. Each group will be assigned to one language
policy listed in Activity 3 Abstract and develop a five to seven-minute information video that
addresses the following questions:
1. How is/was the language policy being enacted in school?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What are the language issues associated with the language policy?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Unit II • LANGUAGE-IN-EDUCATION POLICY ǀ

3. How are/were these issues seen/evidenced in actual language instruction?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Do you agree or disagree with the policy? Please explain your answer?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Criteria for Grading the Informative Video:

Quality of Content (Research-Based) 20 points

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Education Value 10 points

Coherence of Ideas 5 points
Quality of Video 5points
TOTAL 40 points
LESSON 3
LANGUAGE-IN-EDUCATION POLICIES IN SOUTHEAST ASIA

LEARNING GOALS
1. Know and outline the linguistic situations, language policies, and LEPs of
Southeast Asian nations; and
2. Analyze various types of data to better understand the limit linguistic
diversity and language choices of these countries.
I. ACTIVATE
As starter, we will test your geographic knowledge of Southeast (SE) Asia. Draw a line
to locate the following SE Asian countries in the blank map below.
Brunei Darussalam Myanmar Malaysia

Cambodia Philippines Timor-Leste
Indonesia Singapore Vietnam
Lao PDR Thailand
Can you guess the language/s used in these countries?

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II. ANALYZE
In the previous lessons, you have learned that Philippines is a culturally and
linguistically diverse nation. Same is true to all the Southeast Asian countries, with an estimate
of around 1,000 languages spoken by dominant and minority ethno linguistic groups.
Remember your ethnologue account in Unit I. Visit again this website:
https://www.ethnolohue.com/.
In the box below, draw a bar graph that would show the estimated number of
languages spoken in Southeast Asia based on the data from the ethnologue. Make sure to
include all SE Asian countries in your bar graph.

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Which among the countries is consedred as the linguistically diverse?

______________________________________________________________________________
What do you think are the challenges faced by these countries in terms of:
 Choosing an official language and the language of instruction;
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________________
 language policy implementation;

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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________________
 preservation and protection of the nondominant local languages or mother tongue;

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________________
 advancing multilingual education; and

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________________
 effects of multilingualism to national identity and unity?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________________
Prepare to discuss these as a class.
III.ABSTRACT
Access Kosenen and Young’s (2009) “Mother tongue as bride language of instruction:
Policies and experiences in Southeast Asia.” Check page 23 of the article for the summary of ‘’
key policy facts and comparisons of the language-in-education policies in Southeast Asia.’’ Take
time to read and understand the data and answer the questions that follow.
Kosenen, K., & Young, C. (2009). Mother tongue as bride language of instruction: Policies and
expriences in Southeast Asia. Bangkok: Southeast Asian Ministers of Education Organization
(SEAMEO). Retrieved August 5, 2020, from

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http://documents1.worldbank.org/curated/en/527021468104056444/pdf/653290PUBOBox31guage0
of0Instruction.pdf
1. On the average, how many official or national language/s do SE Asian countries have?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Do all SE Asian countries have a language policy? Explain your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What can you infer about the status or use of nondominant languages (NDL) in
education in SE Asian countries?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What is the most striking about the data presented? Why is it significant?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
IV.APPLY
For the final task of this lesson, each group will be assigned to create a one-page info
graphic of a SE Asian country that will contain the following information:
 National setting of the assigned SE Asian country
 LEP/s of the country clearly indicating the languages spoken in the country and the
status assigned to them
 Policy implementation description (provide concrete examples/programs if possible)
 Challenges of the LEP implementation

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Students will be given a copy of Kosonen and Young’s (2009) publication entitled
‘’Mother Tongue as a bride of instruction: Policies and experiences in South East Asia.’’
They can also access the said document by visiting this website:
http://documents1.worldbank.org/curated/en/527021468104056444/pdf/563290PUBOB
ox31gauge0of0Instruction.pdf.
Reproduce your group’s infographic for you classmates. It will be used to deepend the
class’ understanding of LEPs in SE Asia.
40 ǀ ACOURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES
Criteria for Grading the Infograhic:

Accuracy and Quality of Information 20 points
Presentation and Integration of Information 10points
Visual Appeal/Layout 10 points
Source Citation 5 points
TOTAL 50 points

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Ideas for the Infographic

LESSON 4
LANGUAGE-IN-EDUCATION POLICIES:
ISSUES AND CHALLENGES
LEARNING GOALS
1. analyze an actual case of introducing an LEP to understand the requisite transformation in
education and the challenges associated with it;

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2. evaluate the varacity of the reported challenges in LEP, language instruction, and
multilingualism; and
3. research and propose viable solution to the challenges.
I.ACTIVE
As a first task, let us test your understanding of our previous lessons on language policies
and LEPs. Answer the following questions:
1. What is/are the major goal/s of a language policy?
2. How would you describe the relationship between language policy and LEP?
3. Who makes the language policy?
42 ǀ ACOURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES
4. Do you consider a nonofficial language policy as a language policy?

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5. Give at least one issue or challenge of LEPs.
II.ANALYZE
At this points, you should have learned that language-in-education policies are primarily
concerned with arriving at decisions on the following:
 Naming the official or national language/s that represent/s the national or dominant
group, identity, or ideology;
 Recognizing the status of English as the ‘’word’s lingua franca in commerce, academia,
and technology’’ (Shohamy, 2003, p. 280) and learning English as a forign language or
additional language in schools; and
 Acknowledging and encouraging the study and use of regional, indigenous,
nondominant languages in schools, especially in early grades.
In this task, you will examine closely how these decisions are made. Below is a condensed
version of the case of Israel and its language-in-education policy.
The Case of Israel

 Israel is a linguistically diverse country consisted of Jewish, Arabs, and immigrants
from Russia and Ethiopia to name a few.
 Hebrew is the language for everyday communication by the dominant group, the
Israelis.
 Arabs use a variety of spoken Arabic at home; they adhere to the Modern
Standard Arabic (MSA) for writing.
 Immigrants like Russians and Ethiopians use their home language.
 Hebrew and Arabic are considered as official languages.
Unit II• LANGUAGE-IN-EDUCATION POLICY ǀ 43

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 The first LEP was only documented in 1996. Prior to this, no policy governs Jewish
schools. Various languages were used as a language of instruction for Hebrew and
Arabic were bused as the medium of instruction (MOI). English was taught as a
foreign language. For Jewish school, most of the time, Arabic was taught as a
second language, and such is also the case for Arab schools.
 In 1996, the LEP of Israel was finalized; the LEP claims to adopt a multilingual
principle- that different languages are used for different purposes. The document
explicitly states the following:
o For Jewish schools, Hebrew is the official language of instruction. English is

introduced in Grade 4 onward. Arabic and French will be considered as additional
languages and will be taught for a period of three years, starting Grade 7.
o For Arab schools, Arabic is the language of instruction and Hebrew will be taught
in Grade 3 onward and English starting in Grade 4. Additional languages are
encouraged to be taught.
o For immigrants, they are encouraged to maintain their home languages through
special classes; the national curriculum does not mention anything about the age,
duration, and content, among others, of the teaching of the home languages of
the immigrants.
With a partner, discuss the following guide questions and prepare for a class discussion:
1. Using the case of Israel, what do you think are the advantages and disadvantages and
disadvantages of having a formal and official language-in-education policy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How nondominant languages in Israel valued are based on its language policy and LEP?
What is the role of nondominant languages in education in Israel?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How does the LEP promote or hinder multilingual education?

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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. One of the primarily issues of having a language-in-education policy is the lack input
from school administrators, teachers, students, and parents given that it adopts a top-
down approach. Given the case of Israel, what do you think are the challenges that
teachers, students, and parents faced prior to and after formalization of the LEP?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What are your thoughts about the ‘’one language, one nation’’ mindset of language policy? How
does it affect multilingual education?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
III.ABSTRACT
The language-in-education policies specifically that of Southeast Asian countries, were, by

principle, designed to promote multilingualism in all layers and levels of society. Clayton (2006) posited
that LEPs of SE Asian countries have two general themes: LEPs are attempts of governments ‘’to forge
post-colonial or contemporary identities at the national level’ (p.430), and LEPs create spaces for
learning English as a foreign language.
Though the attempts to accommodate the nondominant languages are evident, it is undeniable
that nations, including SE Asian countries, continue to face challenges in the implementation of a
pluralistic, more inclusive LEP. Kosonen and Young (2010) presented some problems of SE Asian
countries vis-à-vis multilingual education.

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For each identified challenge, discuss with a partner whether you agree or disagree with the
statement. In the last column, write your arguments that will support your stand. Prepare to share your
answer with the class.
Challenge Agree Disagree Notes

Multilingual education
is expensive.
The use of multiple

languages in education
can divide a nation.
Most SE nations are

still in the process of
nation-building (after
colonization); thus, it is
important that a
national language is
identified and
preferred.
The use of multiple

mediums of instruction
confuses students.
The use of
nondominant
languages delays the
learning of the
dominant (i.e.,
national, official. Or
international
languages).
No orthographies for
nondominant
languages
So many languages
being used in a
teachers and students.

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The LEP may be clearly

written, but it is a
different given the lack
of support.
IV.APPLY
Form groups of three. Each group will be assigned with one or two challenges from the list on
the previous table. Your task is to research how the assigned challenge/s was or were addressed by other
countries. You may also include your personal insights on the possible solution to the problem/s. prepare
for a group reporting.
Criteria for Grading the Group Report:
Content (Was the proposed solution sound and feasible?) 15points
Source Citation 5 points
Delivery/ Presentation Skills 10 points
Collaboration 5 points
TOTAL 35 points

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Report Outline
SUGGESTED READINGS:

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UNIT III
BILINGUAL EDUCATION PROGRAMS
Do you think it is possible to be competent in two or more languages? If
yes, how do you achieve competence in both? What programs are considered
effective and/or ineffective? Why is there a need for bilingualism and biliteracy?
How important are bilingual education programs?
These are some of the essential of the essential questions that you should
address at the end of this unit. You will learn about the bilingual education policy
of the Philippines and the different bilingual education programs that are known
to foster or limit bilingualism and biliteracy.
LESSON 1
BILINGUAL EDUCATION AND THE BILINGUAL EDUCATION POLICY (BEP) IN
THE PHILIPPINES
LEARNING GOALS
1. Understand the four language situations that could affect a bilingual education policy;
2. Examine the Philippine Bilingual Education Policy document to fully understand its goals,
implementing mechanisms, and challenges encountered in language education; and
3. Write a personal account of your language education experience.
I.ACTIVE
Before you analyze the Philippine BEP, it is vital that you have a clear grasp of the key
terms that will be used in this unit.
Bilingualism is used to describe the two languages of an individual. Specifically, it refers
to the ability of an individual to use two languages. On the other hand, diglossia is a term that is
used to refer to the use of two languages in the societal level. Fishman (1980, in Baker, 2006)

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characterizes diglossia as the presence of a majority and a minority language in a specific

geographical area where each language is used for a specific purpose, audience, and context.
Fishman identities four language situation where bilingualism and diglossia may exist
with or without each other, as shown in the below.
Diglossia
₊
Individual ₊ Situation 1 Situation 3
Diglossia and bilingualism Bilingualism without diglossia

together
Most people are bilingual and
Everyone in the community does not restrict the use of any
uses the majority and the language to a specific purpose
minority language. For or context.
example, the majority
language is used for education
and government while the
minority language is used in
the family and local
neighborhood.
Situation 2 Situation 4
Diglossia without bilingualism Neither bilingualism nor

diglossia
One group of participants
speaks one language,while the A linguistically diverse
other group speeks a different community was forced to
language. convert into a monolingual
one.
The language situation presented above shows the functions and interactions of two (or
perhaps more) languages in one community.
How do you think will these language situation affect a bilingual education policy?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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II.ANALYZE
Philippines has two official languages: English and Filipino, also known as the ‘’global
language,’’ is commonly used for formal and business communication, while Filipino is
recognized as the national language. Such status afforded to these two languages were first
reified in the bilingual education policy promulgated in 1974 when the Department of Education
(DECS at that time) mandated the use of English and Filipino as the media of instruction for both
primary and secondary schools.
In 1987, the advocacy of pursuing a ‘’bilingual nation, competent in both Filipino and
English’’ (Gonzales & Sibayan, 1988) was strengthened by the 1987 Constitution, identifying
Filipino as the language of instruction in the subjects of Filipino and Araling Panlipunan, and
English as LOI/MOI for Math and Science.
For this activity, read The Philippine Bilingual Education Policy (BEP) below. Highlight the
key terms that are unfamiliar to you. Write them in the box provided and partner, research the
meaning of those words.
The Philippine Bilingual Education Policy (BEP)
Consistent with the 1987 constitutional mandate and a declared policy of the
National Board of Education (NBE) on bilingualism in the schools (DECS) promulgated its
language policy.
The policy was first implemented in 1974 when DECS issued Dept. Order No. 25, s.
1974 titled, ‘’Implementing guidelines for the Policy on Bilingual Education.’’
Bilingual education in the Philippines is defined operationally as the separate use of

Filipino and English as the media of instruction in specific subject areas. As embodied in the
DECS Order No. 25, Pilipino (changed to Filipino in 1987) shall be used as medium of
instruction in social studies/social sciences, music, arts, physical education, home economics,
practical arts and character education. English, on the other hand is allocated to science,
mathematics and technology subjects. The same subject allocation is provided in the 1987
Policy on Bilingual Education which is disseminated through Department Order No. 52, s.
1987.
The policy is as follows:
a. The policy on Bilingual Education aims at the achievement of competence in both

Filipino and English at the national level, through the teaching of both languages and
their use as media of instruction at all levels. The regional languages shall be used as
auxiliary languages in Grades I and II. The aspiration of the Filipino nation is to have its
citizens possess skills in Filipino to enable them to perform their functions and duties
in order to meet the needs of the country in the community of nations.

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b. The goals of the Bilingual Education Policy shall be:
1. enhaced learning through two languages to achieve quality education as called

for by the 1987 Constitution;
2. the propagation of Filipino as a language of literacy;
3. the development of Filipino as a linguistic symbol of national unity and
identity;
4. the cultivation and elaboration of Filipino as a language of scholarly discourse,
that is to say its continuing intellectualization; and
5. the maintenance of English as an international language for the Philippines
and as a non-exclusive language of science and technology.
c. Filipino and English shall be used as media of instruction, the use allocated to specific
subjects in the curriculum as indicated in the Department Order No. 25, s. 1974.
d. The regional languages shall be used as auxiliary media of instruction and as initial
language for literacy, where needed.
e. Filipino and English shall be taught as language subjects in all levels to achive the goals
of bilingual competence.
f. Since competence in the use of both Filipino and English is one of the goals of the
Bilingual Education Policy, continuing improvement in the teaching of both languages,
their use as media of instruction and the specification of their functions in Philippine
schooling shall be the responsibility of the whole educational system.
g. Tertiary level institutions shall lead in the continuing intellectualization of Filipino. The
program of intellectualization, however, shall also be pursued in both the elementary
and secondary levels.
h. The Department of Education, Culture and Sports shall cooperate with the National
Language Commission which according to the 1987 Constitution, shall be tasked with
the further development and enriched of Filipino.
i. The Department of Education Culture and Sports shall provide the means by which
the language policy can be implemented with the cooperation of government and
non-government organizations.
j. The Department shall programs funds for implementing the Policy, in such areas as
materials production, in-service training, compensatory and enrichment program for
non- Tagalog, development of a suitable and standardized Filipino for classroom use
and the development of appropriate evaluation instruments.
Source: Department of Education (DO 52. S. 1987). The 1987 policy on bilingual education.
Retrieved September 18,2020, from https://www.deped.gov.ph./1987/05/21/do-52-s-1987-
policy-on-bilingual-education/

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Unfamiliar Terms
After reading the policy, what questions do you have in mind? Write at least three questions.
Question 1: __________________________________________________________________
Question 2: __________________________________________________________________
Question 3: __________________________________________________________________
Prepare to share your terms and Questions with the class.
III.ABSTRACT
The class will be divided into six groups. Each group is assigned one term from the list of
questions below and they will have to discuss, research, and generate answers to questions
given. You will have to prepare for a class presentation.

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1. How do you define ‘’language competence’’? What does it mean to be competent in

both English and Filipino?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Do you really believe that it is possible for one nation, specifically the Philippines, to
have its people be competent in two languages? Justify your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Do you agree that the Filipino language is a ‘’linguistic symbol of national unity and
identity’’? Why do you say so?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Section d states that ‘’regional languages shall be used as auxiliary media of instruction’’
What does ‘’auxiliary media of instruction’’ mean? Why do you think regional languages
were assigned this status or role? How will the use of regional languages benefit young
learners?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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5. Based on the policy, do you agree with the provisions given, especially on the languages
identified as LOI? What do you think are the challenges that are associated with this
policy?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. What are the advantages and disadvantages of implementing a bilingual program? Use
the Philippine context.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Criteria for Grading the Group Discussion:

Content 10points
Delivery/ Presentation Skills 5 points
TOTAL 15points
IV.APPLY
For your final task in this lesson, write a personal account of the language education
which you have experienced growing up. Try to recall the following:
 the languages that were taught to you, when were you first exposed, and when you
learned these languages in school;
 language/s used in your classes, from elementary until the present; and
 challenges that you encountered in learning or ybderstanding lessons, which may be
associated to the language used in instruction.
Criteria for Grading the Personal Account:

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Content 15 points
Clarity and Organization of Ideas 10 points
Mechanics and Grammar 5 points
TOTAL 30 points
My Language Education Experience

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LESSON 2
TYPOLOGY OF BILINGUAL EDUCATION PROGRAMS

LEARNING GOALS
1. define key terms related to bilingualism and bilingual education;

2. evaluate the monolingual and the weak forms of bilingual education programs; and
3. create a photographic display of the linguistic landscape of a school to identify its language aim
as an academic institution.
I.ACTIVATE
Let us try to build your vocabulary on bilingualism. Below are some common terms
used in bilingualism and bilingual education. With a partner, research the meaning of these
words.
1. Monolingualism
________________________________________________________________________
________________________________________________________________________
2. Majority Language
________________________________________________________________________
________________________________________________________________________
3. Minority Language
______________________________________________________________________________
______________________________________________________________________________
4. Assimilation
______________________________________________________________________________
______________________________________________________________________________
5. Additive Bilingualism
______________________________________________________________________________
______________________________________________________________________________

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6. Subtractive Bilingualism
______________________________________________________________________________
______________________________________________________________________________
II.ANALYZE
Baker (2006) provides a summary of the broad types of language programs for bilinguals.
The typology of bilingual education programs has 10 types and are classified into three:
monolingual forms of education for bilinguals, weak forms of bilingual education, and strong
forms of bilingual education. In this lesson, you will only focus on the monolingual forms and the
weak forms of language programs for bilinguals.
Identify the type of language program described in each item. Write your answer on the
blanks provided. The type of language programs are provided.
Monolingual Forms of Education for Bilinguals

A. Mainstreaming/Submersion (Structure Immersion)
B. Mainstreaming/Submersion with Withdrawal Classes/Sheltered English
C. Segregationist
1. Minority language children are denied access to programs or schools attended by the majority
language children.
_____________________________________________________________________________
2. In this program, language minority children are grouped in one class. The minority/first language
is not developed but is replaced by the majority language. This deprives the language minority
children with the opportunity to interact with their native-speaking peers. It is also more
challenging to the language minority children to understand what their teacher is saying because
the LOI is the majority language.
______________________________________________________________________________
3. One example of this program is when language minority children are pulled out from their
mainstream classes and are required to receive specialized instruction like taking ESL (English as
a Second Language) classes. This program poses problems because ‘pulled-out’ students fall
behind the other students on curriculum content.
______________________________________________________________________________
Weak Forms of Bilingual Education for Bilinguals
A. Transitional
B. Mainstream with Foreign Language Teaching
C. Separatist

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1. This program provided initial instruction in the students’ first language and instruction in the first
language is phased out over time. It is highly criticized, because it is ‘’remedial, compensatory,
and segregated,’’ where language minority children are separated from the mainstream. It
perpetuates the divide of the higher class and the lower- the language minority children, in this
case.
______________________________________________________________________________
2. The language minority deliberately separates themselves from the language majority where
monolingualism in the minority language is fostered, which results into limited bilingualism
among the language minority.
______________________________________________________________________________
3. Majority language children are taught in their home/majority language, with additional foreign
language lessons. The problem with this setup is that relatively few students become competent
in the second language.
______________________________________________________________________________
III.ABSTRACT
Based on the language programs presented in Activity 2, work with a partner in answering these
questions:
1. What is common among the following language programs: mainstreaming, submersion, and
segregation?
2. Explain the relationship between monolingualism and assimilation. Do you agree that language
uniformity is required to achieve nation’s unity? Why?

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3. List down the reasons why transitional, mainstream with foreign language teaching, and
separatist language programs are considered as ‘’weak forms’’ of bilingual education.
4. Do any of the programs resemble your personal language education experience? Refer to your
task from the previous lesson. What program do you think was adopted by your school?
IV.APPLY
In groups of four, choose one school (elementary, secondary, or tertiary
school) and create a photographic display of the linguistic landscape of your
chosen school.
What is a linguistic landscape? Linguistic landscape refers to the language
that is visible in a specific are, in a public sphere. For your group task, the linguistic
landscape covers the classroom walls, school signs and notices, instructional
materials, and the like, of your chosen school. Take school based on the
photographs that you have gathered.
Criteria for Grading the Photographic Display:
Content of the Presentation/Quality of Images 25points
Overall Presentation of the Display 10points
TOTAL 35points
LESSON 3

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EFFECTIVE PROGRAMS IN BILINGUAL EDUCATION

LEARNING GOALS
1. know the aims of bilingual education and how 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 disadvantage; and
3. prepare a three-minute public speech to persuade an audience to
adopt your proposed language programs that is suitable to your
local context.
I.ACTIVATE
Ferguson et al. (1977, in baker, 2006) identified the varying aims
of bilingual education as shown below. Your task is to recall the six
types of language programs discussed in the previous lesson and
indicate a check mark if the program promotes the aim stated.

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gMainstream
lTranslationa
Separatist
istSegregation
Aims of Bilingual Education
ersionStructure
ithdrawal With
with FL
1. Assimilate individual or
groups into the
mainstream of society; to
socialize people for full
participation in the
community
2. Unify a multilingual
society; bring unity to a
multiethnic, multi-tribal.
Or multinational
linguistically diverse state
3. Enable people to
communicate with the
outside world
4. Provide language skills
which are marketable,
aiding employment and
status
5. Preserve ethnic and
religious identity
6. Reconcile and mediate
between different
linguistic and political
communities
7. Spread the use of a
colonial language,
socializing an entire
population to a colonial
existence
8. Strengthen elite groups
and preserve their
privileged position in
society
9. Give equal status in law
to languages of unequal
status in daily life

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10. Deepen an
understanding of
language and culture
II.ANALYZE
Read McCarty’s (2012) article ‘’Analyzing types of bilingual
education’’ that explains the different forms of bilingual education,
including the strong forms, or the programs that are vconsidered as
effective.
McCarty, S. (2012). Analyzing types of bilingual education. Child Research Net. Retrieved October
10,2020, from http://www.childresearch.net/papers/language/2012_02.html
In your own words, write a one-sentence summary of your

understanding for each program type.
1. Immersion Program
______________________________________________________
______________________________________________________
______________________________________________________
2. Maintenance/Heritage Language
______________________________________________________
______________________________________________________
______________________________________________________
3. Two-Way/ Dual Language

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______________________________________________________
______________________________________________________
______________________________________________________
4. Mainstream Bilingual
______________________________________________________
______________________________________________________
______________________________________________________
III.ABSTRACT
Form groups of three and complete the grid below. Discuss
thoroughly with your groupmates the advantages and disadvantanges
of each types of language program. Prepare to shrae your answer with
the class.
Types of Program Advantages Disadvantages
Immersion
Maintenance/Heritage
Language
Two-Way/Dual
Language
Mainstream Bilingual
IV.APPLY

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Among the four language programs that are considered as ‘’strong

forms,’’ which do you think is the most appropriate to your local
context? Prepare a three-minute public speech persuading your
audience to adopt the program of your choice. Include a brief
explanation as to how it will be done in your locality.
Criteria for Grading the Public Speech:
Content 20 points
Delivery (Voice/Clarity of Speech) 10points
Organization 5 points
TOTAL 35 points
Speech Outline

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SUGGESTED READING:
Baker, D., Basaraba, D., & Polanco, P. (2016). Connecting the present to
the past: Furthering the research on bilingual education and
bilingualism. Review of Research in Education, 40, 821-883.
Craig, B. (1996). Parents’ attitudes towards bilingualism in a local two-
way immersion programs. Bilingual Research Journal, 20 (3 & 4), 383-
410. DOI: 10.1080/15235882.1996.10668636
Flores, B. B. (2001). Bilingual education teachers’ beliefs and their
relation to self-reported practices. Bilingual Research Journal, 25 (3).
275-299. DOI: 10.1080/16235882.2001.10162795
Lacina, J., Levine, L., & Sowa, P. (2011). Learning a second language:
program models in Texas, Florida and the United Arab Emirates.
Retrieved August 18,2020, from
https://www.academic.educ/23782280/Learning_a_Second_Language_
Program_Models_in-Texas_Floridal_and_the_United_
Arab_Emirates
MacSwan, J., Thompson, M., Rolstad, K., McAlister, K., & Lobo, G.
(2017). Three therories of the effects of language education programs:
An empirical evaluation of bilingual and English-only polices. Annual
Review of Applied Linguistics, 37, 218-240.
DOI:10.3102/0034654314548514
Reljic, G., Ferring, D., & Martin, R. (2015). A meta-analysis on the
effectiveness of bilingual programs in Europe. Review of Education
research, 85(1), 92-108. DOI: 10.3120/0034654314548514

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Trucher, G. R., d’Angela, A. (1971). Some thoughts concerning bilingual

education programs. The Modern Language Journal, 55 (8), 491-493.
Tupas, R., & Lorente, B. (2014). A new politics of language in the
Philippines: Bilingual education and the new challenge of the mother
tongues. In language, Education and National-building. Retrieved July
20,2020, from https://www.academic.edu/1456781/A_new_politics_of
_language_in_the_Philippines_bilingual_education_and_the_new_chall
enge_of_the_mother_tongues
Villanueva, J. A., & Almario, A. (n.d.). Dual language program models in
Philippine progressive schools. Retrieved August 18,2020, from
https:www.seameo.org/_Id2008/documents/Presentation_document/A
lmario_Villenueva_DualLanguage.pdf
Unit IV
MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION
For so many years, our country’s quality of education has always
been in question because of our consistent dismal performance in
international and national standardized exams and high attrition and
dropout rates. Quite a number of curricular reforms were introduced in
the past to curb these problems and one of the most drastic
educational reforms was introduced in 2013-the K to 12 program. Its
distinctive feature is the use of mother tongue as a medium of
instruction for the early grades to ensure that meaningful learning is
taking place in the classroom.

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In the module’s last unit, you will closely examine our country’s
Mother Tongue-Based Multilingual Education (MTB-MLE), its theoretical
and pedagogical underpinnings, and its value in protecting individuals’
linguistic rights. Your understanding of the program would hopefully
instill in you the value that all learners must have equal opportunities to
learn and succeed in school.
LESSON 1
MOTHER TONGUE AS THE FOUNDATION OF CONTENT

AND SECOND LANGAUGE LEARNING
LEARNING GOALS
1. Trace and know the history of and the rationale behind MTB-MLE
in the Philippines;
2. Read and analyze a research article about mother tongue as the
foundation of content and second language learning; and
3. Explore other research studies that would support and/or
contradict MTB-MLE.
I.ACTIVATE
Conduct an informal survey in your class. Ask your classmates this
question:

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What language do you prefer your teacher to use in class in explaining

the lesson?
What do the result say? Do your classmates prefer the use of their
mother tongue or L1 or their L2 in instruction? In which language do
you classmates learn best? Why?
Though Bilingual Education Policy has been in place since 1974,

where Filipino and English were identified as language of instruction for
specific subjects, you may have personally experienced that these LOSs
were not consistently used in the classroom. Teachers were observed to
switch codes, usually use the mother tongue, in explaining complex
lessons. A common reason for the switch is that the teachers believe
that academic content is better understood if the language used in
instruction is understandable for the learners.
II.ANALYZE
Monje, Orbeta, Francisco-Abrigo, and Capones (2019) reports
that, “the BEP or the use of both Filipino and English as MOI has been
considered a failure due to relatively weak performance of Filipino
students in Math and Science, which led DepEd to believe that Filipinos
are not learning what they should be learning in school. In fact, data
shows that Filipino learners are not mastering even 60% of academic
content with the current BEP (DepEd Fact Sheet 2008). Researchers

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surmise that language could be a factor why academic content is not

being learned sufficiently’’ (p.8).
In order to address these concerns, MTB-MLE was institutionalized
in 2009 through D.O. No. 74 entitled, ‘’Institutionalizing Mother Tongue-
Based Multilingual Education (MLE).’’ Stating ‘’The use of the learner’s
First Language (L1) as the primary medium of instruction (MOI) from
pre-school until, at least, grade 3. During such period, L1 shall be the
main vehicle to teach understanding and mastery of all subjects [sic]
areas like Math, Science, Makabayan, and language subjects like Filipino
and English’’ (Clause 3 of the Fundamental Requirements for a Strong
Mother Tongue-Based Multilingual Education).
The expansion of the BEP to recognize the role of local languages
to facilitate learning during the early years of instruction was based on
several studies conducted abroad and in the country.
In the activity, your class will be divided into three groups; each
people will be assigned one research question from Walter and
Dekker’s (2011) study on ‘’Mother tongue instruction in Lubuagan: A
case study from the Philippines.’’
This study is considered as a landmark study on mother tongue
(MT) instruction in the Philippines as it served as one of the bases of
the implementation of MTB-MLE in the Philippines. Take time to read
the article and prepare to present your answers to the research
questions to the class.

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Answers to the Research Questions
III.ABSTRACT
With a partner, co-write a two-paragraph essay explaining how
mother tongue is considered as the foundation of content and second
language learning. Justify your answer.
Essay
IV.APPLY
Mother tongue instruction does not come unopposed. With a
partner, your final task for this lesson is to find a published research
study that contradicts the results to the Lubuagan experiment; research
studies that would show that mother tongue instruction does not result
in improved learning outcomes, neither is it facilitative of additional
language acquisition.

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After you have read your article, answer the following questions:
1. What is the purpose/rationale of the research?
______________________________________________________
______________________________________________________
______________________________________________________
2. What are the research questions?

______________________________________________________
______________________________________________________
______________________________________________________
3. What were the key results of the study?

______________________________________________________
______________________________________________________
______________________________________________________
4. What were the conclusion of the study in relation to the use of

mother tongue/majority language in instruction?
______________________________________________________
______________________________________________________
______________________________________________________
5. How do the result of the study contradict the Labuagan

experiment? What do you think accounts for the differences in
results?
______________________________________________________
______________________________________________________
______________________________________________________

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Prepare to repost your answer to the class.
LESSON 2
MOTHER TONGUE-BASED MULITILINGUAL

EDUCATION (MTB-MLE) IN THE PHILIPPINES
LEARNING GOALS
1. Fully understand the goals and the MTB-MLE;
2. Examine MTB-MLE’s framework vis-à-vis the common
components of a curriculum framework;
3. Gain an in-depth understanding of MTB-MLE based on interviews
from parents, students, and teachers.
I.ACTIVATE
Let us do a quick recall of what you have learned from the
previous lesson through a mini class debate. Half of the class will be
assigned the Affirmative Group, while the other half will be the
Opposition Group. The debate motion is: This house believes that a
learner’s mother tongue should be used as a medium of instruction.
As you listen to the debate, scribble down some key points from the
debate.

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Affirmative Arguments Opposition Arguments
II.ANALYZE
In addition to the landmark D.O. No. 74, s. 2009, a learner’s right
to learn in his or her mother tongue was further reinforced in Section 4
of R.A. 10533, paragraph 3 of the Enhanced Basic Education Program of
2013, which states that:
For kindergarten and the first three (3) years of elementary
education, instruction, teaching materials, and assessment shall be in
the regional or native language of the learners. The Department of
Education (DepEd) shall formulate a mother language transition
program from Grade 4 to Grade 6 so that Filipino and English shall be
gradually introduced as languages of instruction until such time when
these two (2) languages can become the primary languages of
instruction at the secondary level.
This law is clarified further in the implementing Rules and
Regulations (IRR) of D.O. No. 43, s. 2013, which states that:
10.4. Medium of Teaching and Learning. Pursuant to Sections 4 and
5 of the Act, basic education shall be delivered in languages
understood by the learners as language plays a strategic role
in shaping the formative years of learners.
The curriculum shall develop proficiency in Filipino and English,
provided that the first and dominant language of the learners shall

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serve as the fundamental language of education. For Kindergarten

and the first three years of elementary education, instruction,
teaching materials, and assessment shall be in the regional or
native language of the learners.
In this activity, you will learn more about MTB-MLE. Read the
Department of Education’s K to 12 curriculum Guide for Mother
Tongue, pages 1-9. As you read it, create a dialogic journal that will
help you better understand the document.
Dialogic Journal
Why are you reading this document?___________________
What do you hope to learn as you read it?
_____________________________________________________
_____________________________________________________
Write down anything that Explain why you wrote the

catches your attention, quote in column one and/or
confuses you, or anything that respond to, question, or
you think is significant in the critique the quote.
document.
(Write at least three points.)

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III.ABSTRACT
Shown below is the curriculum framework of the MTB-MLE.
With a partner, examine the framework using the common
components of a curriculum framework. Write your answer to the
essential question in the third column.
MTB-MLE Curriculum Framework
MTB-MLE Curriculum Framework

Common Essential Question Write your answer
Components of here.
Curriculum Frame
work
Current context What is the social
and economic
environment in
which teaching and
learning occurs?
Education policy What are the
statement government’s goals
for education?
Statement of board What do students
learning objectives should know and be
and able to do when
outcomes/Standards they complete their

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for each level/cycle education?

Structure of How is the content
curriculum content, organized within the
learning areas, and framework? What
subjects subjects or learning
in each stage or
cycle?
Teaching What teaching
methodology approaches might be
employed in the
implementation of
the framework?
Assessing student How will
achievement achievement of
outcomes be
assessed?
Sources: UNESCO. (n.d.). The structure of a curriculum framework. Retrieved August 15, 2020, from
http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_document/Resources_Packs/TTCP/sitemap?
Module_3/Module_3_1_concept.html
IV.APPY
Form groups of five for the final task of this lesson. Interview
parents, students, or teachers and ask them these questions:
1. Do you know what MRB-MLE is?
2. Do you agree that a child should be taught using his or her L1
before introducing L2 (e.g., English or Filipino)? Why?
3. Do you think MTB-MLE will affect a child’s proficiency in this or
her L2?
Prepare a 700-word interview report that will summarize the data that
you have gathered.

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Interview Report
Criteria for Grading the Interview Assignment:

Content (In formativeness and Comprehensiveness of Answers) 25 points
Clarity of Presentation/Organization 10 points
TOTAL 40points

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LESSON 3
IMPLEMENTATION MTB-MLE: SUCESSES,

CHALLENGES, AND POTENTIAL SOLUTIONS
LEARNING GOALS
1. identify implementation successes and challenges of the MTB-MLE program in
the country;
2. formulate potential solutions to the challenges identified; and
3. 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.
I.ACTIVATE
Using your interview assignment from the previous lesson, what do you
think are the strengths or successes and the challenges in the current
implementation of MTB-MLE in the country. With a partner, complete the Venn
diagram below.

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II.ANALYZE
Your class will be divided into four groups. Each group will be assigned to
read one research article related to the implementation of MTB-MLE in the
Philippines.
Group 1: Metila, R., Pradilla, L., & Williams, A. (2016). The challenge of
implementing mother tongue education in linguistically diverse contexts: The case
of the Philippines. Asia-Pacific Education Research, 25(5-6), 781-789.
Group 2: Espada, J. et al. (2017). Challenges in the implementation of the mother
tongue-based multilingual education program: A case study. Research Journal of
English Language and Literature, 5(4), 510-527.
Group 3: Challenges in the implementation of the mother tongue-based
multilingual education program: A case study. Research Journal of English
Language and Literature, 5 (4), 510-527.
Group 4: Cruz, N. (2015). The implementation of the Mother Tongue-Based
Multilingual Education in Grade 1 in the Public Elementary Schools in Pangasinan
1. Presented at the DLSU Research Congress, De La Salle University. Retrieved
August 15, 2020, from https://www.dlsu.edu.ph/wp-
content/uploads/pdf/conferences/research-congress-
proceedings/2015/LLI/014LLI_Cruz_NT.pdf
As a group, discuss the following questions:

1. What is the purpose of the research?
_____________________________________________________________
_____________________________________________________________
2. What were the key findings?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

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______________________________________________________
______________________________________________________
3. What insights have you gained from reading the article?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
III.ABSTRACT
For this activity, you will be regrouped. The new grouping consists
of members coming from the four different groups in Activity 2. Your
group task this is to list the implementation challenges of MTB-MLE
based on the various article readings assigned earlier. The members
should synthesize the information that they have acquired from the
readings by identifying the commonalities and differences of results.
In addition to the challenges, the group must agree on the most
effective and efficient solution that would address the challenge.
Complete the grid below and prepare for a group presentation.
Challenge/Problem Proposed Solution

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IV.APPLY
One of the recent challenges facing the implementation of MTB-
MLE in the country is the filing of Congressman Roman Romulo of
House Bill No. 6125 ‘’An Act Suspending the Implementation of the Use
of Mother Tongue as the Medium of Instruction for Kindergarten to
Grade 3.’’ Read through the house bill. What do you think?
Your final task in this lesson is to create as a class your official
statement that expresses your stand/position for or against H.B. 6125.
You can also check the official statement released by the Linguistic
Society of the Philippines on this matter. As language teachers, what is
your stand?
Idea Outline

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Criteria for Grading the Class’ Official Statement:

Understanding of the Issue 10 points
Soundness of Arguments 15 points
Clarity of Ideas/Organization 10points
TOTAL 40points
SUGGESTED READINGS:
Ball, J. (2010). Enhancing learning of children from diverse languages

backgrounds: Mother-tongue-based bilingual or multilingual education
in early childhood and early childhood and early primary school years.
Paper commissioned by UNESCO Basic Education Division, Paris.
Retrieved August 18, 2020, from
http://unesdoc.unesco.org/images/0018/001869/186961e.pdf
Department of Education. (2009). Deped Order No. 74, s. 2009,
Institutionalizing mother tongue-based multilingual education (MLE).
Retrieved August 18, 2020, from
https://www.deped.gov.ph/2009/07/14/do-74-s-2009-
institutionalizing-mother-tongue-based-multilingual-education-mle/
RA 10533. Implementing rules and regulations of the Enhanced Basic
Education Act of 2013. Retrieved August 18,2020, from
https://officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/
Jorolan-Quintero, G. (2018). Oral traditions: An aid to implementation
of mother tongue-based multilingual education in the Philippines’ basic
education programme. International Review of Education, 64, 759-777.

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Osborne, D. (2020). Codeswitching practices from ‘’other tongues’’ to

the ‘’mother tongue’’ in the provincial Philippine classroom. Linguistic
and Education, 55. DOI: https://doi.org/10.1016/j.linged.2019.100780
Tupas, R. (2014). Inequalities of multilingualism: Challenges to mother
tongue-based multilingual education, Language and Education.
DOI:10.1080/09500782.2014.977295
Tupas, R., & Martin, P. (2016). Bilingual and mother tongue-based
multilingual education in the Philippines. In O. Gracia et al. (eds.),
Bilingual and Multilingual Education, Encyclopedia of Language and
Education. DOI:10.1007/978-3-02324-3_18-1
REFERENCES
Asuncion-Lande, N. (1971). Multilingualism, politics, and ‘’Filipinism.’’
Asian Survey, 11 (7), 677-692.
Baker, C. (2006). Foundations of bilingual education and bilingualism.
(4th ed.). Frankfurt, Lodge, UK: Multilingual Matters Ltd.
Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied
Linguistics. Retrieved August 8, 2020, from
https://www.researchgate.net/publication/259438531_Defining_Multili
ngualism.DOI:10.1017/S026719051300007X
Cenoz, J., & Gorter, D. (2010). The diversity of multilingualism in
education. International Journal of the Sociology of Language.
DOI:10.1515/ijsl.2010.038. Retrieved August 15, 2020, from
https://www.researchgate.net/publication/274268675_The_diversity_o
f_multilingualism_in_education/link/5542e270cf234bdb21a1398/down
load

lOMoARcPSD|7625989
Cruz, N. (2015). The implementation of the Mother Tongue-Based

Multilingual Education in Grade 1 in the Public Elementary Schools in
Pangasinan 1. Presented at the DLSU Research Congress, De La Salle
University. Retrieved August 18,2020, from
https://www.dlsu.edu.ph/wp-
content/upload/pdf/conferences/research-congress-
proceedings/2015/LLI/014LLI_cruz_NT.pdf
Demetrio, F. P. A., & Liwanag, L.A. (2014). The language policies and
practices of the Philippines and Thailand: Insights and lessons for
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͞͞ . (2009). depEd Order No. 74, s. 2009, Institutionalizing mother
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institutionalizing-mother-tongue-based-multilingual-education-mle/
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implementation of the mother tongue-based multilingual education
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https://www.deped.gov.ph/2012/02/17/do-16-s-2012-guidelines-on-

lOMoARcPSD|7625989
the-implementation-of-the-mother-tongue-based-multilingual-
education-mtb-mle/
Eslit, R. (2017). Mother tongue based multilingual education challenges:
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Espada, J., Bayrante, J., Mocorro, R., Vonculado, O., P., Bongcaras, L.,
Daga, M., Pelingon, J., Quimbo, E., & Labarrette, R. (2017). Challenges in
the implementation of the mother tongue-based multilingual education
program: A case study. Research Journal of English Language and
Literature, 5(4), 510-527.
European Commission. (2007). Final report: High level group on
multilingualism. Luxembourg: European Communities. Retrieved August
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https://ec.europa.eu/education/policies/lang/doc/multireport_en.pdf
Gonzales, A., & Sibayan, B. (1988). Evaluating bilingual education in the
Philippines: 1974-1985. Manila, Philippines: Linguistic Society of the
Philippines.
Gorter, D., & Cenoz, J. (2017). Language education policy and
multilingual assessment. Language and Education, 31 (3), 231-248.DOI:
10.1080/90500782.2016.1261892
House Bill 6125: An Act suspending the implementation of the use of
mother tongue as the medium of instructions for Kindergarten to grade
3, 18th Congress.gov.ph/legisdocs/basic_18/HB06125.pdf
K to 12 Curriculum Guide Mother Tongue, K to 12 Curriculum Guide
Mother Tongue (2016).
Kosonen, K., * Young, C (2009). Mother tongue as bride language of
institution: Policies and experiences in Southeast Asia. Bangkok:

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Southeast Asian Ministers of Education Organization (SEAMEO).

Retrueved August 5, 2020, from
https://documents1.worldbank.org/curated/en/527021468104056444/
pdf/563290PUBox31guage0of0Instruction.pdf
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methods on bilingualism and multilingualism (pp.3-17). Oxford, UK:
Blackwell.
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28, 2020, from
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0558/2904056039615036/?type=3&theater
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Research Net, Retrieved October 10, 2020, from
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Metila, R., Pradilla, L., & Williams, A. (2016). The challenge of
implementing mother tongue education in linguistically diverse
contexts: The case of the Philippines. Asia-Pacific Education
Research,25(5-6), 781-789.
Monje, J., Orbeta, Jr., A., Francisco-Abrigo, K., & Capones, E. (2019).
Starting where the children are: A process evalution of the mother
tongue-based multilingual education implementation. Philippine
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past and present. Retrieved August 12, 2020, from https://www.tove-
skutnabb-kangas.org/dl/129-1994-308-2008-2017-Tove-Skutnabb-
Kangas-Robert-Phillipson-Linguistic-Human-Rights-Past-Present.pdf

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RA 10533Implementing rules and regulations of the Enhanced Basic

education Act of 2013. Retrieved August 18,2020, from
https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-
10533/
Rodriguez, B. (2014, August 23). ‘’Should we even have a national
language in the first place?’’ Retrieved September 15,2020, from
https://www.rappler.com/move-ph/ispeak/66958-filipino-national-
language
Shohamy, E. G. (2003). Implications of language education policies for
language study in schools and universities. The Modern Language
Journal, 87 (2), 278-286.
͞͞ . (2006). Language policy: Hidden agendas and new approaches. New
York: Routledge.
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2020, from https://www.sil.org/language-assessment/language-
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Spolsky, B. (2004). Language policy. Cambridge University Press.
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article=1186&context=wpel
͞͞ . (2009). Language management. Cambridge: Cambridge University
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Philippines. Language Problems & Language Planning, 41(1), 87-102.
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Photo Attribution:
p.1- By Paul Gosselin- Own work, Paulgosselin, 2012-07-22, CC BY-SA
3.0, https://commons.wikimedia.org/w/index.php?curid=20409902
p.20- all images are provided by author (own work)

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lOMoARcPSD|7625989

BOOK OF Language Programs AND Policies IN Multilingual

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UNIT I: MULTILINGUALISM AND LANGUAGE POLICY

UNIT II: LANGUAGE-IN-EDUCATION POLICY

LESSON 1: Understanding Language-in-Education

UNIT III: BILINGUAL EDUCATION PROGRAMS

LESSON 1: Bilingual Education and the Bilingual Education Policy (BEP)

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LESSON 3: Effective Programs in Bilingual Education

UNIT IV: MOTHER TONGUE-BASED MULTINGUAL EDUCATION

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4. Develop a critical understanding of the Mother Tongue-Based Multilingual Education

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At the end of the lesson, you should be able to:

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Prepare to share your answer with the class.

Multilingualism is a natural phenomenon. Cenoz (2013), on her article on ‘’Defining

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Why is multilingualism a common phenomenon?

2 ǀ A COURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES

Multilingualism is considered as a RULE or a “common phenomenon”. What do you think prompts or

What does a multilingual mean to you at this point?

You may access the full article here:

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Factors Provide a specific example on how the factor has

Transnational Mobility of the Population

Spread of New Technology

Unit I •MULTILINGUALISM AND LANGUAGE POLICY ǀ 3

Individual Multilingualism Receptive vs. Productive Bilingualism vs.

4ǀ A COURSE MODULE FOR LAMGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES

(What is the handle of your argument?) ( Cite your source.)

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Unit I • MULTILINGUALISM AND LANGUAGE POLICY ǀ

How Multilingual Is the Philippines?

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Criteria for Grading the Reaction Essay:

Idea Organization 10 points

Grammar and Mechanics 5 points

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Unit I • MULTILINGUALISM AND LANGUAGE POLICY ǀ

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LINGUISTIC RIGHTS AND THE

Philippine Language Map

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Our Class’ Linguistic Diversity Chart

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 Universal Declaration of Human Rights, paragraph 2: “Everyone is entitled to all the

Unit I • MULTILINGUALISM AND LANGUAGE POLICY ǀ

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10 ǀ A COURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES

Domain Filipino English Regional Languages

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Unit ǀ • MULTILINGUALISM AND LANGUAGE POLICY ǀ

Domain Language 1 Language 2 Language 3 Language 4

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Criteria for Grading the Language Profile:

Unit ǀ • MULTILINGUALISM AND LANGUAGE POLICY ǀ

LANGUAGE CHOICE AS THE CORE OF LANGUAGE POLICY

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Domain Topic (What are Setting (Where Participants Language (What

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Unit I • MULTILINGUALISM AND LANGUAGE POLICY ǀ 15