LEARNING MODULE

WEEK 1: May 4-8, 2020

Duration: 3 hours
Chapter 2 - Unit 2
Language Polices & Programs in Multilingual Societies

I. CONTENT
A. Overview
This learning module covers the most common language programs being utilized around
the world: English-only instruction, Bilingual instruction, Mother tongue-multilingual
education. Preservice teachers in English are expected to be equipped with knowledge on
these language programs to enable them to design classroom teaching that can
accommodate the principles and wisdom behind these programs.

B. Learning Outcomes
At the completion of this crash module, the students should have:
B.1. Comprehensively defined: mainstream with ESOL Pull-out & Push-in;
sheltered English immersion, two-way immersion, transitional bilingual
education, and mother tongue-multilingual education;
B.2. Critically compared the most common language programs being
used around the world in terms of strategies, curriculum, and outcomes
B.3. Classify classroom scenarios under the various language programs;
B.4. Critique the various language programs and their applicability to the
Philippine classroom

C. Topics/Concepts
C.1. Mainstream with ESOL Pull-out & Push-in
C.2. Sheltered English immersion (SDAIE)
C.3. Two-way immersion (TWI)
C.4. Transitional bilingual education (TBE)
C.5. Mother tongue-based multilingual education (MTB-MLE)

D. Learning Materials and Resources

D.1. Readings
“Two-Way Immersion Education: The Basics”. A toolkit of the Brown
University-Center for Applied Linguistics
de Jong, E. J., & Bearse, C. I. (2014). Dual language programs as a
strand within a secondary school: Dilemmas of a school organization and the
TWI mission. International Journal of Bilingual Education and Bilingualism,
17(1), 15-31.
Lopez, M. P. S., Coady, M., & Ekid, A. F. (2019). Rural indigenous teachers’ lived
experiences in mother tongue education in the Philippines: Counter-stories of
resistance. Journal for Critical Education Policy Studies, 17(3),
“Having their say: State of mother tongue education in 3 Southeast
Asian Countries” (2015). UNESCO Report on Education, Bangkok,
Thailand. Retrieved from
http://www.unescobkk.org/education/news/article/having-their-say-state-of-
mother-tongue-based-education-in-region/

II. INSTRUCTIONAL APPROACHES

A. Pre-Assessment
 Assess your schema. Read the given instructions before you fill in the table below
INTERPRETIVE HERMENEUTIC PROTOCOL: The purpose of this protocol is not simply to come to
understanding, but to clarify the conditions that lead to understanding.

PRE UNDERSTANDING
You are required to answer this section before reading the module content and the supplemental
readings provided above. The norm here is “This is only my current best thinking”
What I think about: English-only instruction, bilingual instruction and mother tongue- based education

What led me to think this

UNDERSTANDING
You will populate this section with your responses during the Self-Evaluation/Assessment after
reading the module content and the supplemental readings
What do I think about English-only instruction, bilingual instruction and mother tongue- based
education after reading the text

What led me to think this

NEW UNDERSTANDING
Answer this section after reading the discussion and doing the supplemental follow up activities
What do I NOW think about it, after reading the discussion and doing the other supplemental
activities?

What led me to this thinking?

B. Input

Teacher Activity Learner Activity

 Provide the input for the module: topic  Read and understand the content of the
content, readings, and other resources learning module
 Provide the Self-Evaluation: Self-check  Work on the self-check test and
test and assessment assessment
 Submit module outputs to the Course
Instructor
 Provide supplemental activities outside  Work on supplemental activities
the main content of the module and devise individually or collaboratively; negotiable
a way to follow-up assigned activities
Main Content
ESL/Bilingual Education Program Types

A. ENGLISH-ONLY INSTRUCTION

Pull-out ESL instruction

 Goal: enable ELLs to increase their English language proficiency each year and ultimately
redesigned as “fluent English proficient”
 Structure:
o A certified ESL teacher pulls small groups of ELL student out of their regular
classrooms to provide ESL instruction, typically for 30 to 60 minutes.
o Uses ESL curriculum

Push-in ESL instruction

 ESL teachers go into regular classroom to work with the ELL students.
 The ESL teachers could collaborate with the content teachers and teach content knowledge
to ELLs (ESL assistants).
 The ESL teachers could also use English language development materials with ELLs in
content subject classes.

Sheltered English Immersion (SDAIE)

 SDAIE: Specially-designed academic instruction in English
 Grade-level content-area instruction that is provided in English but in a manner that makes it
comprehensible to ELLs while in promoting their English language development
 Sheltered: simplifying the language without watering down the content
 Mainstream teachers receive specialized training regarding how to provide sheltered
instruction, such as SIOP model (CA).

B. BILINGUAL INSTRUCTION

Transitional Bilingual Education Program

 Target children who speak the same L1
 TBE is often found in primary grades of elementary school.
 Goal: transition ELLs to a mainstream English classroom as quickly as possible
 Structure of the program
o Content instruction in L1
o Year 1 (Kindergarten): 90% of language arts and content areas are in L1,
and 10% through sheltered instruction , daily ESL instruction
o Each year the amount of native language instruction decreased and the
amount of sheltered instruction increased.
o After 2 to 3 years, the students are transited to English language arts
instruction, and the following year they are placed in mainstream English-only
classroom.
Two-way/Dual Language Program
 Target 50% English speakers and 50% ELLs from the same language background
 Rationale: to develop both biliteracy and bilingualism, academic achievement in two
language and cross-cultural understanding
 Structure
o Receive sheltered content instruction in both languages
o Read and write in both languages
o Daily ESL instruction
 Goals
o Students will develop high levels of proficiency in their first language
o All students will develop a high level of proficiency in a second language
o Academic performance for both groups of students will be at or above grade level
o All students will develop positive cross-cultural attitudes and behaviors

C. MOTHER TONGUE-BASED MULTILINGUAL EDUATION

 A recent development in the field of multilingual education that is anchored on giving

importance to leaners’ L1 or native language
 Rationale: to develop students’ proficiency in L1, both as a medium of instruction and as a
separate subject in K-12
 Structure
Philippine setting and other southeast Asian settings
o Students’ L1 or mother tongue is used as medium of instruction across all subjects
from K to G3
o Students transition to the bilingual education policy with mother tongue offered as a
 D. Discussion

ENGLISH-ONLY BILINGUAL MTB-MLE

INSTRUCTION INSTRUCTION
Structure Oppressive for a Flexible for a population Higher level of leniency
population of school of school children who for school children who
children around the world are provided are provided
who are immersed in opportunities to develop opportunities to utilize
English-only classrooms proficiency in 2 or more their L1 in learning
languages
Drawback Produces monolingual Some parents prefer their Not very effective in
children who are educated children to learn more in multilingual countries
through rigid English-only English than in their own where classrooms are
instruction with L1 getting languages comprised of learners
lost with many different
languages and levels of
proficiency and of
teachers who are not
well-trained

E. Self-Evaluation
E.1. Self-Check
As future ESL teachers, it is necessary for you to reflect upon your perspectives towards the
dynamics of language use in your classroom. In the Philippines, many language teachers believe that
the use of English as a medium of instruction is very essential and practical (Mahboob & Cruz, 2013).
However, some human-rights based organizations and institutions advocate the development of
students’ skills in two or more languages for globalization (Singh, Zhang, & Besmel, 2012).
Read through the brief survey that allows you to assess your own perspectives towards
monolingualism, bilingualism, and multilingualism. Check the column where your honest assessment
of yourself on each item falls. This is a form of teacher inquiry in which you evaluate your own
mindset, beliefs, and worldviews that certainly impact your future teaching identities and dispositions
(Martin, 2018).
Use the scale below for your self-assessment:
1 – Disagree
2 – Agree
3 – Much Agree

INDICATORS OF BELIEFS AND PERSPECTIVES 1 2 3

1. I will use English as medium of instruction for 50%

class time while other languages could be used for
the other 50%
2. I will use students’ L1 as medium of throughout the
duration of the class
3. I will attempt to integrate students’ culture, previous
experiences, and traditional knowledge into the
lesson
4. I will use English as the dominant medium of
instruction in the ESL classroom
5. I make sure to utilize supplemental instructional
 materials that are multilingual and multicultural
6. I will attempt to use non-verbal cues when
explaining the lesson in English and use their L1 to
translate input
7. I will group English proficient students into one
while the lesser proficient students in another group
8. I will not allow students to write in the vernacular
for their
9. I will allow my students to respond in their L1 when
they interact with me or with their peers
10. I will supplement input explained in English with
insights using students language, culture, and
experiences

E.2. ASSESSMENT
DIRECTIONS:
1. After reading the module’s main content, read the supplemental readings identified earlier in
Section I, D.
2. Synthesize all the ideas that you acquire from the readings and the module’s content.
3. Go back to the Interpretive Hermeneutics Protocol provided in Section II, A. Respond to the box
“Understanding” based on the knowledge and concepts that you obtained from the readings and
the module content. Also, try to compare your pre-understanding of the concepts introduced in
this module with your current understanding after the input

III. TIME
 This module covers a 3-hour lecture, specifically Chapter 2, Unit 2 of the syllabus.
 You are given until June 29, 2020.

IV. DELIVERY AND LOGISTICS

 This module shall be given to students via online (email and College website) or through
printed materials that will distributed to students hometowns
 This module can be submitted either through online (email) or through a printed output which
shall be sent to MPSPC and addressed to: MARK PRESTON S. LOPEZ, Teacher Education
Department, MPSPC-Bontoc campus, Bontoc, Mountain Province, 2616

V. FOLLOW-UP/SUPPLEMENTAL MATERIALS
 Watch Reforming our Bilingual Education System by Aminah Ghanem at
https://www.youtube.com/watch?v=vvCUk9qJQmE

VI. REFERENCES
de Jong, E. J., & Bearse, C. I. (2014). Dual language programs as a
strand within a secondary school: Dilemmas of a school organization and the TWI mission.
International Journal of Bilingual Education and Bilingualism, 17(1), 15-31.

Singh, N. K., Zhang, S., & Besmel, P. (2012). Globalization and language policies of
multilingual societies: some case studies of south east Asia. RBLA, Bolo Horizonte,
12(2), 349-380.

Mahboob, A. & Cruz, P. (2013). English and mother-tongue-based multilingual

education: Language attitudes in the Philippines. Alexandria: TESOL Publications