COURSE SYLLABUS IN LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES

(Based on CMO-No.-75-s.2017-p45)
Course Descriptive Title: Language Programs and Policies in Multilingual Societies
Course Credits: 3 units
This course allows the learners to survey local and international basic education language programs and policies that accounts for
Course Description: issues and considerations relevant to the engagement of teachers in school settings. Moreover, it presents research-based content
knowledge of language policies and programs across countries to exhibit clear understanding of the design, development and
dissemination of a language curriculum and to discuss how school policies i.e.: language policies have shaped and influenced dish
language teaching in multicultural setting.
Hours/week: 7 hrs/week
Prerequisite/s: All Content Courses
Course Intended Learning At the end of the course, the students should have:
Outcomes (CILO): 1. Explained the concepts of literacies essential to the 21st century learners;
2. Examined global and intercultural issues and shared practices through the lens of different disciplines.
3. Integrated 21st century literacies in a curriculum using different approaches.
4. Connected effectively with individuals with diverse personalities and cultural backgrounds by interacting, maintaining, and
building relationships.
5. Applied principles of organization of ecological communities (i.e., ecosystems) for creating sustainable human communities.
6. Managed financial ability of not letting money or the lack of it get in the way of your happiness, reaching dreams and fulfilling
retirement.
7. Used appropriate technology and mobile devices in communicating universal ideas and information without compromising its
safety, security, and legality.
8. Critiqued curriculum in terms of the integration of the emerging 21st century literacies.
9. Created visual images and symbols using any chosen media in order to communicate universal ideas and feelings.
10. Expressed appreciation on the importance of literacy.

Intended Learning Outcomes (ILO) Course Content/ Subject Matter Outcome-Based Teaching Assessment of Learning Resource Time
and Learning Activities Material/s Allotment
(OBTL)
Identified, explained and internalized the Unit 0: Course Overview Syllabus Week 1
vision,mission, core values of the 6 hours
● Discussion ✔ Individual Output
institution A. Vision, Mission, Goals, and
policies of LLC in General

Course Syllabus in Language Programs and Policies in Multilingual Societies

 B. Unit 1: MULTILINGUALISM PowerPoint Week 2-3
● Define multilingualism and know
AND LANGUAGE POLICY Presentation 6 hours
the factors that have invigorated ✔ Oral recitation
Smart Tv
the phenomenon; Lesson 1 Laptop
● Lecture ✔ Reflection
Understanding Multilingualism
Paper
● Understand and recognize the ● Interactive class
value of linguistic diversity in a discussion
multilingual society;
● Reporting

● Write a reaction essay on the issue

of a national language vis-à-vis its Lesson 2
place in a multilingual Linguistic Right and the Philippine
environment;. Language Situation

● Explain the concept of linguistic

rights and its significance to
society and individuals;.

● Familiarize oneself with the

language situation in the
Philippines; and

● Rationalize the preferredlanguages

in the different domains of the
country.
Lesson 3 ● Individual/Group PowerPoint Week 4-5
● Relate language choice with ✔ Short Activity
Language Choice and the core of ● Reporting presentation 7 hours
sociolinguistic contexts (e.g., Language Policy Smart Tv
✔ Recitation
location, participants, and topic); Laptop
Lesson 4 Assessment
● Know the eight basic motivations Language Policy: what is it and ● Open group ✔ Teaching Demo on tool
what it can Do discussion Spolsky
Course Syllabus in Language Programs and Policies in Multilingual Societies
 in language planning and how ● Recitation (2004)Model of
these motivations influence language Policy to
language choice; real-life language

● Classify countries according to

their sociolinguistic mix;

● Demonstrate through a Language

Community Profile that language
choice is immensely influenced by
the beliefs and attitudes of the
people toward the language;

● Define language policy;and

● Understand and apply Spolsky’s

(2004) Model of Language Policy
to real-life language situation
UNIT II: LANGUAGE IN ● Discussion Laptop Week 6-7
● Identify the problems that arise ✔ Students made
EDUCATION POLICY ● Individual Smart TV 7 hours
from multilingual and its impact to presentation assessment task Assessment tool
instruction; ● Reporting ✔ Reporting
Lesson 1
● Define language-in-education Understanding in Language
Education policy
policy;

● Differentiate cover from covert Lesson 2

language policies;
Language in Education Policies in
the Philippines thought the year
● Reflect on the existing local

Course Syllabus in Language Programs and Policies in Multilingual Societies

 language policies and practices.

● Familiarize oneself with the

Philippine language policies
through the years; and

● Compare and contrast the

language policies of the country in
terms of their enactment in school
and in issues associated with the
policies.
Lesson 3 ● Open discussion Laptop Week 8-10
● Know and outline the linguistic ✔ Students made
Language in Education Policies in ● Individual/group 7 hours
situations,language policies, and Southeast Asia reporting assessment task Smart TV
LEPs of Southeast Asian nations;
✔ Midterm Assessment tool

● Analyze various types of data to

Lesson 4
better understand the linguistic ● Open discussion
Language in Education Policies:
diversity and language choices of Issues and Challenges ● Individual Reporting
this country
● Analyze an actual case of
introducing an LEP to understand
the requisite transformation in
education and the challenges
associated with it;

● Evaluate the veracity of the

reported challenges in LEP
language instruction and
multilingualism and

Course Syllabus in Language Programs and Policies in Multilingual Societies

● Research and propose viable
solution to the challenges
UNIT III: BILINGUAL PowerPoint Week 11-13
● Understand the four language
EDUCATION PROGRAM presentation 7 hours
situations that could affect a ✔ Personal account
Smart TV
bilingual education policy writing
Lesson 1 ● Individual/group ✔ Create a
● Examine the Philippine bilingual Bilingual education and the reporting
photographic
Bilingual Education Policy(BEP) in ● Open group
policy document to fully display of the
Philippines discussion
understand its goals implementing linguistic
mechanisms and challenges landscape of school
encountered in language ● Individual/group to identify the
Lesson 2
education. reporting language aim as an
Typology of Bilingual Education
academic
Philippines ● Open group institution.
● Write a personal account of your
discussion
language education experience
define key terms related to
bilingualism and bilingual Lesson 3
education Effective program in Bilingual ● Individual/group
Education reporting
● Evaluate the monological and the ● Open group
weak forms of bilingual education discussion
programs and

● Create photographic display of the

linguistic landscape of school to
identify its language aim as an
academic institution
UNIT IV: MOTHER TONGUE- Smart Tv Week 14-15
● Know the aims of bilingual
BASED MULTILINGUAL PowerPoint 7 hours
education and this aims are EDUCATION presentation
achieved by the different types of
Course Syllabus in Language Programs and Policies in Multilingual Societies
 language programs
✔ 3-minutes Public
Lesson 1
● Analyze and evaluate the strong ● Discussion Speaking speech
Mother Tongue as the Foundation
forms of bilingual education of Content and Second Language Individual/Group
programs in terms of their Learning ● Reporting
advantages and disadvantages

● Prepare a 3 minute public speech

to persuade an audience to adopt
your proposal language program
that is suitable to your local
context.

● Trace and know the history of and

the rationale behind MTL- BMLE
in the philippines

● Read and analyze a research

article about mother tongue as
foundation of content and second
language learning

● Explore other research studies that

would support and contradict
MTB-MLE
Lesson 2 PowerPoint Week 16-18
● Fully understand the goals and the ● Individual/group ✔ Reflection Paper
Mother Tongue-Based Multilingual presentation 7 hours
provisions of the MTB-MLE Education (MTB-MLE) IN THE reporting
✔ Final Exam
PHILIPPINES ● Open group
● Examine MTB-MLEs framework discussion
vis-a-vis the common of a
Course Syllabus in Language Programs and Policies in Multilingual Societies
 curriculum framework Lesson 3
Implementing MTB-MLE: Success,
Challenges, and Potential Solution.
● Gain a-depth understanding of
MTB-MLE based on interviews
from parents students and teachers

● Identify implementation successes

and challenges of the MTB-MLE
program in the country

● Formulate potential solution to the

challenges identified and

● Write an official statement as a

future language teachers to
express your stand on house bill
6125 an act suspending the use of
empty in early grade instructions

Course Requirement/s: 1. Learned about the Language Program and Policy in Multilingual Societies
2. Use of the English language appropriately
3. Individual Reporting
4. Attendance and Participation in class
Grading System: Class Standing 60% ; Major Exams 40 % (Skills 1/3)

Course Syllabus in Language Programs and Policies in Multilingual Societies

Classroom Policies: Students are expected to:
o Observe EOP (English Only Policy)
o Respect is a must for this class; respect for yourself and others.
o Come to class with a willing and positive attitude.
REFERENCES: Lim Ph.D.,J.M.(2021). A Course Model for Language Programs and Policies in Multilingual Societies. Rex Book Store,Inc.

Prepared by: Recommending Approval: Approved by:

___________________________________________ ___________________________________________ ___________________________________________

Professor, College of Education Program Head, College of Education Dean, College of Education

Course Syllabus in Language Programs and Policies in Multilingual Societies