CITY OF MALABON UNIVERSITY

Maya-maya cor. Pampano St., Longos Malabon City

(Telephone Nos. 374-57-72/376-00-64)

COLLEGE OF EDUCATION
COURSE TITLE: LANGUAGE PROG. & POLICIES IN MULTILINGUAL SOCIETIES COURSE CREDIT: 3

COURSE CODE: ENG 223 CONTACT WEEK: 18 WEEKS

SEMESTER/S.Y. 2nd Semester, SY 2019 - 2020 CONTACT HOURS: (3) HOUR PER WEEK/ (54) HOURS PER SEM

COURSE PREREQUISITE: Principles and Theories of Language Acquisition and Learning CLASS SCHEDULE DAY: MON TIME: 5:30 – 8:30 ROOM: COE4

PROFESSOR: Fernan S. Cagara Course Final Requirements

PROGRAM OUTCOMES FOR BEED (ELEMENTARY) BSED (SECONDARY)

Vision:
City of Malabon University College of Teacher
Education, envisions to produce Academically
Competent, Value Laden, Service Oriented
and future Professional Teachers that can
contribute to Nation Building.
Mission:
The College of Teacher Education of the City
of Malabon University aims to respond to the
needs of the learners Holistically and become
effective teachers equipped with the
knowledge and skills particularly in Research
and Technology.
Objectives:
T-rain future teachers in assuming the multi-
disciplinary and multi-faceted roles of
teachers
E-ducate through appropriate experiences in
student teaching programs
A-chieve competencies in teaching by the use
of multimedia and instructional devices
C-ollaborate in co-curricular and extra-
Vision:
The City of Malabon University, home of the city
The Graduates of Bachelor of Secondary Education – English program have the ability to: scholars is envisioned to be the center of excellence
which shall bridge the learners to attain a higher
standard of living by providing a highly cognitive and
1. Possess broad knowledge of language and literature for effective learning value-laden education.
2. Use English as glocal language in a multilingual context as it applies to the teaching of
language and literature Mission:
3. Acquire extensive reading background in language, literature and allied fields The City of Malabon University shall develop holistic
learners, competent work force and guide them to
4. Demonstrate proficiency in oral and written communication
their journey to excellence, encourage involvement of
5. Show competency in employing innovative language and literature teaching
the stakeholders to create a better synergy with the
approaches, methodologies and strategies
community.
6. Use technology in facilitating language learning and teaching
7. Inspire students and colleagues to lead relevant and transformative changes to improve
learning and teaching language and literature Objectives:
8. Display skills and abilities to be a reflective and research – oriented language and 1. To provide professional instruction and training
literature teacher. in the liberal arts, sciences and technology
including information technology.
C O U R S E D E S C R I P T I O N 2. To promote applied research, advance studies
and progressive leadership in the stated fields.
3. To introduce curricular studies which will
promote globally competitive professionals,
managers, instructors, entrepreneurs and
It provides a survey of local and international basic education language program and leaders.
curricular interactive activities policies that account for issues and considerations relevant to the engagement of teachers in 4. To offer other programs in the social, cultural
H-eart in the practice of the teaching school settings and technological fields.
profession

1. Familiarize with theories and practices of bilingual and multilingual pedagogy, research, policy, and education
2. Determine language programs and policies both international and local that account for issues and considerations relevant to the
engagement of teachers in school settings
COURSE OBJECTIVES 3. Develop knowledge of bilingualism and multilingualism as a means for diversification and innovation in language learning and teacher
development
4. Capacitate oneself with trends and issues of language development program through various human resources activities and academic
perspectives
PRELIM COVERAGE MIDTERM COVERAGE FINALS COVERAGE

I. COURSE OVERVIEW
- Objectives of the subjects
- Course requirements
- Article Analysis (My English Carabao by
F. Sionel Jose)
II Theories and Principles of Language
Acquisition and Learning Revisited (as pre -
requisite)
COURSE OUTLINE Bilingualism vis -a-vis Multilingualism
English Language Education in the
Philippines: Policies, Problems, and Prospects
(Research Study)
III. Language Planning and Language Policy
Types of Language Planning
Language Planning as Problem Solving
The Language Planning Situation in the
Philippines
IV. The Bilingual Education (International
Scope)
Transitional, Maintenance, Enrichment, Two
– way Immersion
The Elementary and Secondary Education
Act (ESEA): The Bilingual Education Act
VI. The World Englishes and the Three Circle
Models
-Inner Circle
- Outer Circle
-Expanding Circle
VII. Teaching of English as Second Language
- The Teaching of English as Foreign Language
- English as Second Language
- English as foreign Language
- English as Native Language
- English as Lingua Franca
VIII. DepEd’s Special Program for Foreign
Language
- Deped Memo
- Objectives
- Implementing Guidelines
IX. Intensifying essential understanding of SPFL
through field exposure
Visitation to SDO – MALABON schools with SPFL
(Special Program for Foreign Language
X. Mother – Tongue Based Multilingual Education
(MTB – MLE)
- insights and objectives
- implementing guidelines
XI. Intercultural Communication in school setting
- Intercultural Education
- Intercultural Communication
- Intercultural Competence
XII. PLANNING AND CONTEXUALIZING TOPICS
Planning for culminating activity
- Creation of LAC proposal for language
development program
- selection of resource speakers
XIII. STUDENT DEVELOPMENT ACTIVITY
Seminar Title: (to follow)
Program Flow
Venue and resources
Token and certificates
 The English -Only Movement and the U.S Session guides
English
The English Plus Movement (2 topics to be identified by the group and
V. DECS Order No. 52 and 54 s. 1987 confirmed by speakers)
(Bilingual Education Policy in the Philippines)
The Filipino bilingual: A multidisciplinary
perspective

TIME TABLE TOPIC DESIRED LEARNING OUTCOMES REFERENCES TEACHING-LEARNING ASSESSMENT

ACTIVITIES

Bautista, M. B.
(1996). An outline: The
national language and
the language of
WEEK 1 instruction. In M. L.
COURSE OVERVIEW - Be familiar with the expectations, - Classroom sharing - Responsive Writing
(3 HOURS) Bautista (Ed.), Readings
- Objectives if the subjects requirements and policies of the subject (introductions)
- Course requirements in Philippine - Discussion and
Article Analysis (English Carabao) sociolinguistics (pp. collaborative learning
223–227). Manila,
Philippines: DLSU Press.

Canagarajah, A. S.
(Ed.).(2005). Reclaiming
WEEK 2 - Theories and Principles of -Revisit various theories of language - Panel Discussion Academic Reading
the local in language
(3 HOURS) Language Acquisition and acquisition and learning as springboard for - Educational Sharing Responsive Writing
policy and practice.
Learning (Revisit) language program and policies Mahwah: Lawrence - Library work
-Bilingualism vis-à-vis - Strengthen understanding of the terms Erlbaum Associates, - Multimedia
Multilingualism bilingualism and multilingualism Publishers. Presentation
-English Language Education in - Get acquainted of the policies, problems
the Philippines: Policies, and prospects of English language Gonzalez, A. (1998).
Problems, and Prospects education in the Philippines The language planning
situation in the
WEEK 3 - Differentiate language planning from Philippines. Journal of - Panel Discussion Quiz
(3 HOURS) - Language Planning and language policy Multilingual and - Educational Sharing
- Identify types of language planning Multicultural
Language Policy - Internet searches for
- Consider language planning as problem Development, 19(5/6),
- Types of Language 487–525. information related to
Planning solving
the subject matter
 - Language Planning as
Problem Solving
- The Language Planning
Situation in the Philippines
WEEK 4 - The Bilingual Education
(3 HOURS) (International Scope)
- Transitional,
Maintenance,
Enrichment, Two – way
Immersion
- The Elementary and
Secondary Education Act
(ESEA): The Bilingual Education
Act
The English -Only Movement
and the U.S English
The English Plus Movement
WEEK 5 DECS Order No. 52 and 54 s.
(3 HOURS) 1987
(Bilingual Education Policy in
the Philippines)
The Filipino bilingual: A
multidisciplinary perspective
WEEK 6
(3 HOURS)
WEEK 7 -The World Englishes and the
(3 HOURS) Three Circle Models
- Get acquainted of the language planning Holmes, J. (2013). An
situation in the Philippines introduction to
sociolinguistics (4th ed.).
NY: Routledge
My Carabao English
(February 3, 2020).
Retrieved on February 7,
2020 from
- Determine the goals of bilingual - Lecture
https://www.philstar.co
education policy in the Philippines - Educational Sharing
m/opinion/2020/02/03/
- Recognize the legal bases that sustain the 1989884/my-carabao- - Internet searches for Academic Reading
policy of bilingualism in the country english information related to Responsive Writing
- Enumerate the implementing guidelines
the subject matter
set by the Bilingual Policy in the Sibayan, B. (1999).
Philippines Difficult tasks in
teaching Filipino
children in two or three
languages: Some
suggested solutions. In
M. L. S. Bautista & G.
Tan (Eds.), The Filipino
bilingual: A
- Determine the goals of bilingual multidisciplinary - Panel Discussion Long Quiz
education policy in the Philippines perspective – Festschrift - Educational Sharing
- Recognize the legal bases that sustain the in honor of Emy M. - Internet searches for
policy of bilingualism in the country Pascasio. Manila,
information related to
- Enumerate the implementing guidelines Philippines: Linguistic
Society of the the subject matter
set by the Bilingual Policy in the
Philippines Philippines
PRELIMINARY EXAMINATION
- Demonstrate understanding of the various Dekker, G., & - Panel Discussion Academic Reading
vantage points and perspectives of World Dekker, D. (2008,
 Englishes February 2). The ‘first - Educational Sharing Responsive Writing
- Identify the three circle models of world language’ bridge to - Internet searches for
Englishes Filipino. Philippine Daily information related to
Inquirer. the subject matter
Holmes, J. (2013). An
WEEK 8 - 9 - Teaching of English as Second - Differentiate ESL form EFL and ENL introduction to - Lecture and discussion Quiz
(6 HOURS) Language - Identify the goals and significance of ESL sociolinguistics (4th ed.). - Educational Sharing
- The Teaching of English as teaching and EFL teaching NY: Routledge - Internet searches for -
Foreign Language information related to
Hodal, K. (2012, the subject matter
September 18). English
training targets ASEAN’s - Lecture and discussion
link language. The - Educational Sharing
Guardian. Retrieved - Internet searches for
from http://www.thegu
WEEK 10 - Familiarize with all the necessary details of information related to Academic Reading
ardian.com/education/
(3 HOURS) - DepEd’s Special Program for the DepEd’s Special Programs for Foreign the subject matter Responsive Writings
2012/sep/18/asean-
Foreign Language Language Group Dynamics
boosts-english
-Field work and
ICEF Monitor. Interview
(2012). Opportunities
await foreign education
WEEK 11 - Intensifying essential - Present relevant details related to the educational providers - Seminar – Type Group Dynamics
(3 HOURS) understanding of SPFL through field study conducted in schools with SPFL as Thailand prepares Discussion
field exposure (Special Program for Foreign Language) for ASEAN community.
Retrieved
from http://monitor.ice
f.com/2013/05/opportu
nities-await-foreign-
educational-providers-
as-thailand-prepares-
for-asean-community/

Intawong, P., &

Lertromyanant, W.
(n.d.). English and
educational
preparation for 2015
AEC. Retrieved
from http://www.slides
 hare.net/hestiaryani/en
glish-preparation-for-
asean?from_search=9
WEEK 12
MIDTERM EXAMINATION
(3 HOURS)

WEEK 13 - Familiarize with all the necessary details of Dekker, D. (2010).

(3 HOURS)
Mother – Tongue Based
Multilingual Education (MTB –
MLE)
WEEK 14
(3 HOURS)
Intercultural Communication in
school setting
WEEK 15 - 16 - Planning for culminating activity
(6 HOURS) - Creation of LAC proposal for
language development program
- selection of resource speakers
WEEK 17 Seminar Title: (to follow)
(3 HOURS) Program Flow
Venue and resources
Token and certificates
Session guides
(2 topics to be identified by the
group and confirmed by speakers)
MTB – MLE, especially its significance to basic What is mother-tongue
education based multilingual Lecture and discussion Academic Reading
- Explain the important insights and reasons of education? In Nolasco, Multimedia Responsive Writings
multilingual education in making education Ricardo Ma. Duran, et presentation
more responsive to cultural diversity al. (Eds.), Starting
where the children
are (pp. 23–25). Quezon
- Identify what intercultural communication is, City: 170+ Talaytayan
its elements and importance to education MLE Inc - Reflective Discussion
- Explain the role of language Dekker, G., & - Scenario Building
Quiz
- Describe the relationship between language Dekker, D. (2008, - Educational Reading
and culture February 2). The ‘first and Sharing
- Illustrate the characteristics of culture language’ bridge to
Filipino. Philippine Daily
Inquirer -Research work
- Plan capacity – building program activity Quezon III, M. and update assigned Group Dynamics
with topics relevant to majorship. (2007, April 26). tasks for the culminating
Misplaced emphasis on
English. Philippine Daily
- Conduct capacity – building activity with Resource Speaker – Led Evaluation Form
Inquirer. Retrieved
invited speakers Activity Reflection Paper
from http://www.inquir
- Simulate teacher – development program (Seminar – Forum)
er.net/specialreports/e
through seminar and workshop.
ducation/view.php?
db=1&article=20070426
-62539
Vega, V. A. et al
(2015). Social
Dimensions of
Education. (pp. 26 - 44)
Quezon City: Lorimar
Publishing, Inc
WEEK 18
(3 HOURS) FINAL EXAMINATION

UNIVERSITY CALENDAR
ACITVITIES

ACTIVITIES DATE SCHEDULE OF QUIZZES/OTHER OUTPUT

No .of Quizzes DATE SCORE

PRELIM EXAM
Prelim

MIDTERM EXAM

FINAL EXAM

Midterm
RELEASE OF GRADES

ENROLLLMENT – SEM

COLLEGE WEEK
Finals

FOUNDATION WEEK

OTHER ACTIVITIES
 STUDENT SELF-PERFORMANCE EVALUATION

ITEMS PERCENTAGE PRELIM MIDTERM FINAL

DISTRIBUTIO PERIOD PERIOD PERIOD
N

QUIZZES 20 %

RECITATION 10 %

ATTENDANCE 5%

PROJECT/OTHE 25 %
R
OUTPUT

MAJOR EXAM 40 %

TOTAL 100 %

FINAL GRADE

Grading System:
1.00 = 98 – 100% 2.00 = 86 – 88%
1.25 = 95 – 97% 2.25 = 83 – 85% 3.00 = 75 – 76%
1.50 = 92 – 94% 2.50 = 80 – 82% 5.00 = Failed
1.75 = 89 – 91% 2.75 = 77 – 79% INC = Incomplete

IMPORTANT REMINDERS
1. Course Syllabi should be provided and explained to students.
2. Students not officially enrolled should not be admitted in class.
3. Test papers, Research and other requirements should be returned
after checking to the students.
4. Grading System should be explained to students.
5. Read the CMU Handbook/Educators’ Handbook for other important
Information’s, guidelines, policies and reminders.
Prepared by: Recommending Approval: APPROVED:

Fernan S. Cagara James Omar Shariff Q. Arasad, Ed. D. Roel Sar Lumagsao, FRIEdr, Ph.D.
Instructor/ Professor OIC – Dean, College of Teacher Education Vice President for Academic Affairs