El-108-language-programs-and-policies-in-multilingual-societies-revised-mapladia.pdf

COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

Republic of the Philippines

TARLAC STATE UNIVERSITY

VISION

Tarlac State University is envisioned to be a premier university in Asia and the Pacific.

Tarlac State University commits to promote and sustain the offering of quality and programs in higher and advanced education ensuring equitable access to education for people empowerment, professional development, and global competitiveness. Towards this end, TSU shall:

MISSION

1. Provide high quality instruction trough qualified, competent and adequately trained faculty members and support staff. 2. Be a premier research institution by enhancing research undertakings in the fields of technology and sciences and strengthening collaboration with local and international institutions. 3. Be a champion in community development by strengthening partnership with public and private organizations and individuals.

CORE VALUES

Form No.: TSU-COD-SF-15

E - xcellence Q - uality U - nity I - ntegrity T - rust in God, Transparency & True Commitment Y - earning for Global Competitiveness

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COEd OBTL Plan

Course Name Course Credits Course Description

EL 108 – Language Programs and Policies in Multilingual Societies

(EL 108) Language Programs and Policies in Multi Lingual Societies 3 units This course provides 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 settings. This course focuses on research done on the nature and processes involved in English language teaching in multilingual environment and in drawing up policies for the implementation of plans. It approaches these issues through the dual lenses of educational linguistics (especially psycholinguistics, sociolinguistics, and the discipline of anthropology) and language policy (especially the sociology of language and the general field of educational policy).

Contact Hours/Week Prerequisite Course Outcomes

Form No.: TSU-COD-SF-15

3 hours/week (EL 103) Principles and Theories of Language Acquisition and Learning Upon completion of this course, the students as future teachers are able to: 1. Appreciate how language planning and policy practices are ideologically and socio-politically informed; 2. Critically engage with the range of issues and perspectives involved in the study of language planning and policy; 3. Articulate and justify – orally and in writing – an informed position on language planning and policy issues based on readings and drawing from their own knowledge and experience. 4. Uncover the origins of Language Planning Policy 5. Examine properties of Language Planning Policy 6. Familiarize oneself to Current Language Planning and Policy Issues

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COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

COURSE OUTLINE AND TIMEFRAME Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Week 11

Week 12

Week 13

Form No.: TSU-COD-SF-15

Course Content/Subject Matter A. Vision, Mission, Goal, and objectives (VMGO) of TSU B. Introduction to the Course C. Language Planning and Policy D. Language Planning and Policy Theories and Perspectives E. Language Planning and Policy Theories and Perspectives F. Language Planning and Policy Theories and Perspectives G. Current Language Planning and Policy Issues H. Current Language Planning and Policy Issues I. Language Planning and Policy in the Philippines and other postcolonial/ multilingual contexts J. Language Planning and Policy in the Philippines and other postcolonial/ multilingual contexts K. Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices L. Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains M. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices N. Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains O. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices P. Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains Q. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices Revision No.: 00__

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COEd OBTL Plan

Week 14

Week 15

Week 16

Week 17

One week ( or an equivalent of three hours)

EL 108 – Language Programs and Policies in Multilingual Societies

R. Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains S. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices T. Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains U. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices V. Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains W. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices X. Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains Y. Mini-Conference Theme: “Language Planning Policy: Changes, Challenges, and Choices Z. Allotted for the Midterm and Final Exams

Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives Appreciate how language planning and policy practices are ideologically and socio-politically informed;

Form No.: TSU-COD-SF-15

Summative Assessment Task Analysis and evaluation of theories and perspectives CRITERIA: Manner (delivery) 10 points Matter/ Method (analysis and evaluation) 20 points TOTAL 30 points

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Details Students work on assigned topics and conduct an oral presentation that focus on the following: 1. Summary of the assigned text/s 2. Critical analysis and evaluation of the assigned texts (e.g. discussion of the main arguments presented in the text/s; strong and weak points in the arguments, the text/s relevance to the language planning policy field,

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COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

possible counterarguments/ extension of arguments; applications to your own context) Critically engage with the range of issues and perspectives involved in the study of language planning and policy;

Panel discussion and open forum CRITERIA: Manner (delivery) Matter/ Method (analysis and evaluation) TOTAL

10 points 20 points 30 points

Articulate and justify – orally and in writing – an informed position on language planning and policy issues based on readings and drawing from their own knowledge and experience.

Presentation of position papers CRITERIA: Manner (delivery) Matter/ Method (analysis and evaluation) TOTAL

10 points 20 points 30 points

Final Paper CRITERIA: Substantiation Organization Unity Level of insight TOTAL

Form No.: TSU-COD-SF-15

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20 points 5 points 5 points 20 points 50 points

Students tackle assigned language planning policy issues in a panel discussion. Assigned student panellists discuss the issues based on the required readings and share their views. In the open forum, the other student participants respond to the points raised by the panellists. Students take turns as panellists and open forum speakers. Students select topics on language planning policy in the Philippines and/ or other postcolonial/ multilingual contexts in small groups. Each group composes a position paper that clearly presents their advocacy on a particular language planning policy issue. The position papers are presented in the class. Students work on a language planning policy topic they are interested in.

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COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

LEARNING PLAN Desired Learning Outcomes (DLOs) Demonstrate awareness , acceptance, and appreciation of the Vision, Mission, Goal and objectives of the University/College Uncover the origins of Language Planning Policy Examine properties of Language Planning Policy

Analyze and evaluate Language Planning and Policy Theories and Perspectives

Course Content/Subj ect Matter Vision, TSU Charter Mission, TSU Code Goal, and TSU Graduate Journal Objectives (VMGO) of TSU Introduction to the Course Language Planning and Policy

Language Planning and Policy Theories and Perspectives

Form No.: TSU-COD-SF-15

References

Teaching and Learning Activities Brainstorming Discussion Web

Bright, W. (1992). Language Policy. International Encyclopedia of Linguistics Vol. IV:310-311. Cooper, R. L. (1989). Language planning and social change. Cambridge, England: Cambridge University Press. Goundar , Prashneel Ravisan The Characteristics of Language Policy and Planning Research: An Overview Submitted: September 8th 2016 Reviewed: February 27th 2017 Published: July 5th 2017 DOI: 10.5772/intechopen.68152

Hornberger, N. (2006). Frameworks and models in language policy and panning. In T. Ricento (Ed.) An Introduction to Language Policy: Theory and Method (pp. 24-41). New York: Blackwell Publishing. Ricento, T. (2010). Globalization and language policy. In N. Coupland (Ed.), The Handbook of Language and Globalization (pp. 123-141). London: Wiley-Blackwell.

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Resource Materials

Time Table

Enumerate school/classroom activities that help in the fulfillment or attainment of the university’s VMGO

Course Syllabus Journal University Charter Copy of the VMGO

1.5 hrs.

Identify goals and expectations

Reflection Paper

1.5 hrs.

Team Planning

Analysis and Evaluation of Theories and Perspectives

Book, handouts, research outputs Books laptop, LCD projector, or LED TV, handouts

Book, laptop, LCD projector or LED TV, PPT presenter, handouts

9 hrs.

Presentations

Assessment Tasks

Individual and team assignments for panel discussion Open Forum Team Preparations: Analysis and Evaluation Analysis and of Theories and Evaluation of Perspectives Theories and Perspectives

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3 hrs.

COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

Spolsky, B. (2005). Language policy. In Cohen, J., McAlister, K.T., Rolstad, K, & MacSwan, J. (Eds) Proceedings of the $th International Symposium on Bilingualism (pp. 2152-2164). Somervile, MA: Cascadilla Press. Spolsky, B. (2007) Towards a theory of language policy. Working pPapers in Educational Linguistics (22)1: 1-14 Tollefson, J.W. (2007). Schlarships and activism on language. Language Research Bulletin (22). Retrieved from http://web.icu.ac.jp/lrb/vol_22/Tollefson%20LRB%20V22.pdf. United Nations Educational, Scientific, and Cultural Organization (UNESCO). (1953). The Use of Vernacular Language in Education. .Paris: UNESCO United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2003). Education in a multilingual world. .Paris: UNESCO

Familiarize oneself to Current Language Planning and Policy Issues

Current Language Planning and Policy Issues

Wiertlewska, J. (2012). Language planning and language policy in ecological perspective. Glottodidacctica. XXXIX(1):117-126. Canagarajah, A.S. (2005). Dilemmas in planning English/ vernacular relations in postcolonial communities. Journal of Sociolinguistics, 9(3): 418-447. Canagarajah, A.S. (2013). Introduction. Translingual practice: Global Englishes and cosmopolitan relations (pp. (1-18). New York: Routledge.

Individual and Team Planning Open Forum

Panel Discussion

Book, research outputs, handouts

Garcia, O. (2009a). Education, multilingualism and translanguaging in the 21st century. In. A.K. Mohanty, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 140-158). New Delhi: Orient Blackswan Shelton, L., (2007). Importing Canagarajah’s global English theories. English Teaching: Practice and Critique 6(2):58-71.

Form No.: TSU-COD-SF-15

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6 hrs.

COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

Shohamy, E. (2009). Language teachers as partners in crafting educational language policies. Ikala 14 (22): 45-67. Vorster, H. (2008). Investigating a scaffold to code-switching as strategy in multilingual classrooms. Pythagoras, 67, 33-41.

Critically engage with the range of issues and perspectives involved in the study of language planning and policy

Language Planning and Policy in the Philippines and other postcolonial/ multilingual contexts

Webb, L. (2012). Conflicting perspectives of power, identity, access and language choice in multilingual teachers’ voices. 12th International Congress on Mathematical Education Program, COEX, Seoul, Korea. Bernardo, A.B. I. (2004). McKinley’s questionable bequest: Over 100 years of English in Philippine Education. World Englishes, 23, 17-31. Burton, L.A. (2013). Mother Tongue-Based Multilingual Education in the Philippines: Studying Top-Down Policy Implementation from the Bottom-Up (Doctoral Dissertation). University of Minnesota, Minneapolis, MN. Retrieved from https://conservancy.umn.edu/bitstream/handle/11299/152603/Burton_umn_0130E_13 632.pdf?sequence=1

Planning of position papers Individual presentations Brainstorming for the final paper

Cena, D. (1958). The local dialects as the medium of instruction in the primary grades. Philippine Studies 6(1), 115-120. Ateneo de Manila University.

Presentation of position papers

Book, laptop, LCD projector or LED TV, PPT presenter, handouts, worksheets, speaker , teacher-made tests

Department of Education. (2009). Institutionalizing Mother Tongue-Based Multilingual Education (MLE). Enclosure No. 1 to DepEd Order No. 74, s. 2009. Retrieved from http://www.deped.gov.ph/sites/default/files/order/2009/DO_s2009_74.pdf Department of Education. (2012). Department of Education Order No. 16, s. 2012. Guidelines on the implementation of the Mother-Tongue Based Multilingual Education (MTBMLE). Retrieved from http://multilingualphilippines.com/wpcontent/uploads/2012/03/DO-No.-16-s.-2012.pdf Department of Education. (2012). Department of Education Order No.31. Policy guidelines on the implementation of Grades 1-10 of the K to 12 Basic Education

Form No.: TSU-COD-SF-15

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6 hrs.

COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

Curriculum (BEC) effective School Year 2012-2013. Retrieved from http://ceap.org.ph/upload/download/201210/1714521500_1.pdf Gonzales, A. (2003). Language planning in multilingual countries: The case of the Philippines. Retrieved from http://www01.sil.org/asia/ldc/plenary_paers/andrew_gonzales.pdf Kosonen, K. (2009). Language in education policies in Southeast Asia: an overview, In Kesonen, K. & Young, C. (Eds.), Mother tongue as a bridge of language instruction: policies and experiences in Southeast Asia (pp. 8-14). Bangkok: The Southeast Asian Ministers of Education Organization Secretariat. Retrieved from http://siteresources.worldbank.org/EDUCATION/Resources/2782001099079877269/547664-1099079993288/Language_of_Instruction_SAR1.pdf Kosonen, K. & Young, C. (2009). Introduction. In Kosonen, K. & Young, C. (Eds.), Mother tongue as a bridge of language instruction: policies and experiences in Southeast Asia (pp. 8-14). Bangkok: The Southeast Asian Ministers of Education Organization Secretariat. Retrieved from http://siteresources.worldbank.or/EDUCATION/Resources/2782001099079877269/547664-1099079993288/Language_of_Instruction_SAR1.pdf Lee, E. & Norton, B. (2009) The English language, multilingualism, and the politics of location. International Journal of Bilingual Education and Bilingualism 12(3): 277-290 Malone, S. (2007). Mother tongue-based multilingual education: Implications for education policy. Seminar on Education Policy and the Right to Education: Towards More Equitable Outcomes for South Asia’s Children. Kathmandu Makoe, P. & McKinney, C. (2009). Hybrid discursive practices in a South African multilingual primary classroom: A case study. English Teaching Practice and Critique*(2): 80-95.

Form No.: TSU-COD-SF-15

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EL 108 – Language Programs and Policies in Multilingual Societies

Nolasco, R.M. (2008). The prospects of multilingual education and literacy in the Philippines. Retrieved from http://www.seameo.org/_ld2008/documents/Presentation_document/NolascoTHE_PR OSPECTS_OF_MULTILINGUAL_EDUCATION.pdf Nolasco, R.M. (2012, July &). Starting from where the teachers are. Philippine Daily Inquirer. Retrieved from http://opinion.inquirer.net/32547/starting-from-where-theteachers-are Paulson Stone, R. (2012). A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards MTBMLE, (Doctoral Dissertation). University of Massachusetts Amherst. Open Access Dissertations. Retrieved from http://scholarworks.umass.edu/open_access_dissertations/592. Paper 592. SEAMEO INNOTECH [Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology], (2012), K to 12 toolkit: Resource guide for teacher educators, school administrators and teachers. Retrieved from http://www.gov.ph/downloads/2012/201209-K-to-12-Toolkit.pdf Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36(5), 447-466. Setati, M. (2006). Access to mathematics versus access to the language of power: In Novotna, J., Moraova, H., Kratka, M. & Stehlikova, N. (Eds.). Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education. (pp. 97-104). Prague: PME. Tupas, T.R. (2011). The new challenge of the mother tongues: the future of the Philippine postcolonial language politics. Kritika Kultura 16, 108-121. Retrieved from http://journals. Ateneo.edu/ojs/index.php/kk/article/view/1437/1463 Articulate and justify – orally and in writing – an

Research Focus

Form No.: TSU-COD-SF-15

Individual preparation of the

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Effectivity Date: August 6, 2018

Mini-Conference

laptop, LCD projector/LED TV, speaker,

Page 10 of 17

24 hrs.

COEd OBTL Plan

informed position on language planning and policy issues based on readings and drawing from their own knowledge and experience

EL 108 – Language Programs and Policies in Multilingual Societies

ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains MiniConference Theme: “Language Planning Policy: Changes, Challenges, and Choices

Readings and References

Mini-Conference and Final Paper Consultations

Submission of Final Paper

PPT presenters, handouts, worksheets, newspapers, teacher-made tests

Required Readings for Language Planning and Policy: Theories and Perspectives Hornberger, N. (2006). Frameworks and models in language policy and panning. In T. Ricento (Ed.) An Introduction to Language Policy: Theory and Method (pp. 24-41). New York: Blackwell Publishing. Ricento, T. (2010). Globalization and language policy. In N. Coupland (Ed.), The Handbook of Language and Globalization (pp. 123-141). London: Wiley-Blackwell. Spolsky, B. (2005). Language policy. In Cohen, J., McAlister, K.T., Rolstad, K, & MacSwan, J. (Eds) Proceedings of the $th International Symposium on Bilingualism (pp. 2152-2164). Somervile, MA: Cascadilla Press.

Form No.: TSU-COD-SF-15

Revision No.: 00__

Effectivity Date: August 6, 2018

Page 11 of 17

COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

Spolsky, B. (2007) Towards a theory of language policy. Working pPapers in Educational Linguistics (22)1: 1-14 Tollefson, J.W. (2007). Schlarships and activism http://web.icu.ac.jp/lrb/vol_22/Tollefson%20LRB%20V22.pdf.

on

language.

Language

Research

Bulletin

(22).

Retrieved

from

United Nations Educational, Scientific, and Cultural Organization (UNESCO). (1953). The Use of Vernacular Language in Education. .Paris: UNESCO United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2003). Education in a multilingual world. .Paris: UNESCO Wiertlewska, J. (2012). Language planning and language policy in ecological perspective. Glottodidacctica. XXXIX(1):117-126. Required Readings for Current Language Planning and Policy Issues Canagarajah, A.S. (2005). Dilemmas in planning English/ vernacular relations in postcolonial communities. Journal of Sociolinguistics, 9(3): 418-447. Canagarajah, A.S. (2013). Introduction. Translingual practice: Global Englishes and cosmopolitan relations (pp. (1-18). New York: Routledge. Garcia, O. (2009a). Education, multilingualism and translanguaging in the 21st century. In. A.K. Mohanty, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 140-158). New Delhi: Orient Blackswan Shelton, L., (2007). Importing Canagarajah’s global English theories. English Teaching: Practice and Critique 6(2):58-71. Shohamy, E. (2009). Language teachers as partners in crafting educational language policies. Ikala 14 (22): 45-67. Vorster, H. (2008). Investigating a scaffold to code-switching as strategy in multilingual classrooms. Pythagoras, 67, 33-41. Webb, L. (2012). Conflicting perspectives of power, identity, access and language choice in multilingual teachers’ voices. 12th International Congress on Mathematical Education Program, COEX, Seoul, Korea. Required Readings for Langauage Planning and Policy in the Philippines and Other Postcolonial/ Multilingual Contexts

Form No.: TSU-COD-SF-15

Revision No.: 00__

Effectivity Date: August 6, 2018

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COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

Bernardo, A.B. I. (2004). McKinley’s questionable bequest: Over 100 years of English in Philippine Education. World Englishes, 23, 17-31. Burton, L.A. (2013). Mother Tongue-Based Multilingual Education in the Philippines: Studying Top-Down Policy Implementation from the Bottom-Up (Doctoral Dissertation). University of Minnesota, Minneapolis, MN. Retrieved from https://conservancy.umn.edu/bitstream/handle/11299/152603/Burton_umn_0130E_13632.pdf?sequence=1 Cena, D. (1958). The local dialects as the medium of instruction in the primary grades. Philippine Studies 6(1), 115-120. Ateneo de Manila University. Department of Education. (2009). Institutionalizing Mother Tongue-Based Multilingual Education (MLE). Enclosure No. 1 to DepEd Order No. 74, s. 2009. Retrieved from http://www.deped.gov.ph/sites/default/files/order/2009/DO_s2009_74.pdf Department of Education. (2012). Department of Education Order No. 16, s. 2012. Guidelines on the implementation of the Mother-Tongue Based Multilingual Education (MTBMLE). Retrieved from http://multilingualphilippines.com/wp-content/uploads/2012/03/DO-No.-16-s.-2012.pdf Department of Education. (2012). Department of Education Order No.31. Policy guidelines on the implementation of Grades 1-10 of the K to 12 Basic Education Curriculum (BEC) effective School Year 2012-2013. Retrieved from http://ceap.org.ph/upload/download/201210/1714521500_1.pdf Gonzales, A. (2003). Language planning in multilingual 01.sil.org/asia/ldc/plenary_paers/andrew_gonzales.pdf

countries:

The

case

of

the

Philippines.

Retrieved

from

http://www-

Kosonen, K. (2009). Language in education policies in Southeast Asia: an overview, In Kesonen, K. & Young, C. (Eds.), Mother tongue as a bridge of language instruction: policies and experiences in Southeast Asia (pp. 8-14). Bangkok: The Southeast Asian Ministers of Education Organization Secretariat. Retrieved from http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-1099079993288/Language_of_Instruction_SAR1.pdf Kosonen, K. & Young, C. (2009). Introduction. In Kosonen, K. & Young, C. (Eds.), Mother tongue as a bridge of language instruction: policies and experiences in Southeast Asia (pp. 8-14). Bangkok: The Southeast Asian Ministers of Education Organization Secretariat. Retrieved from http://siteresources.worldbank.or/EDUCATION/Resources/278200-1099079877269/547664-1099079993288/Language_of_Instruction_SAR1.pdf Lee, E. & Norton, B. (2009) The English language, multilingualism, and the politics of location. International Journal of Bilingual Education and Bilingualism 12(3): 277-290 Malone, S. (2007). Mother tongue-based multilingual education: Implications for education policy. Seminar on Education Policy and the Right to Education: Towards More Equitable Outcomes for South Asia’s Children. Kathmandu

Form No.: TSU-COD-SF-15

Revision No.: 00__

Effectivity Date: August 6, 2018

Page 13 of 17

COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

Makoe, P. & McKinney, C. (2009). Hybrid discursive practices in a South African multilingual primary classroom: A case study. English Teaching Practice and Critique*(2): 80-95. Nolasco, R.M. (2008). The prospects of multilingual education and literacy in the Philippines. Retrieved http://www.seameo.org/_ld2008/documents/Presentation_document/NolascoTHE_PROSPECTS_OF_MULTILINGUAL_EDUCATION.pdf

from

Nolasco, R.M. (2012, July &). Starting from where the teachers are. Philippine Daily Inquirer. Retrieved from http://opinion.inquirer.net/32547/starting-from-wherethe-teachers-are Paulson Stone, R. (2012). A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards MTBMLE, (Doctoral Dissertation). University of Massachusetts Amherst. Open Access Dissertations. Retrieved from http://scholarworks.umass.edu/open_access_dissertations/592. Paper 592. SEAMEO INNOTECH [Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology], (2012), K to 12 toolkit: Resource guide for teacher educators, school administrators and teachers. Retrieved from http://www.gov.ph/downloads/2012/201209-K-to-12-Toolkit.pdf Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36(5), 447-466. Setati, M. (2006). Access to mathematics versus access to the language of power: In Novotna, J., Moraova, H., Kratka, M. & Stehlikova, N. (Eds.). Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education. (pp. 97-104). Prague: PME. Tupas, T.R. (2011). The new challenge of the mother tongues: the future of the Philippine postcolonial language politics. Kritika Kultura 16, 108-121. Retrieved from http://journals. Ateneo.edu/ojs/index.php/kk/article/view/1437/1463

Course Requirements

Form No.: TSU-COD-SF-15

• • • •

Regular class attendance Active participation in class recitation/discussion Completion of formative and summative tests (quizzes/midterm/final exams). Submission of homework and other assignments (e.g. reflections, portfolio of essays/poems/business letters, research paper)

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Grading System

EL 108 – Language Programs and Policies in Multilingual Societies

• • • •

The students will be graded for two quarters ( midterm and final rating periods) according to the following: Class Attendance 10% Participation in Class Recitation/Discussion 25% Individual Formative Tests, Homework, Reflections, Portfolio, Research Paper 25% Summative Examination (Midterm/Final Exams) 40% TOTAL 100%

The students will be given a final grade based on their average grade (AG) in the mid grading period (1st quarter of the term) and in the final grading grade (2nd quarter). Midterm average grade has a weight of 50% and the final grading period has also a weight of 50%. University Equivalent Rating 97 – 100 94 – 96 91 – 93

Classroom Policies

1.00 1.25 1.50

91 – 93 88 – 90 85 – 87

1.50 1.75 2.00

82 - 84 79 – 81 76 – 78

2.25 2.50 2.75

75 74 below Inc.

3.00 5.00 Incomplete

Students who are enrolled in this course should conform to the following class policies: A. Attendance 1. Regardless of a disability, all students are responsible for fulfilling the essential requirements of courses/programs/degrees, including attendance expectations. 2. No one is allowed to attend a class unless officially enrolled on a credit or non-credit basis with the appropriate fees paid. Students, who attend, participate and strive to complete course requirements without formal enrolment will not receive credit for their work. 3. In compliance with the University regulations governing class attendance, students who stop attending the class for five (5) or six (6) times without justifiable reasons or who have never attended class will be dropped from the class. (Attendance is defined as physical attendance, participation or presence in an academically related activity such as submission of an assignment (e.g., homework, research paper), quiz/ examination, or participation in group activities). 4. Severe consequences on students who miss term exams without a "satisfactory explanation" shall be imposed, namely, a failing grade in the course. To avoid such dire action, the policy instructs students "unable to take a midterm/final examination because of illness or other reasons over which they have no control" to notify the instructor/professor immediately. Students should be prepared to document their illness or the extenuating circumstances that caused them to miss the exam.

Form No.: TSU-COD-SF-15

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COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

5. Students are excused from classes to participate in university-approved events or competitions. Before missing classes, the participants must present their instructors with a letter signed by both the director of the Student Affairs and the faculty adviser/coach of the student. These letters confirm the dates and locations of the events. An excused absence does not excuse students from completing course work missed during their absences. 6. The University physician will provide students with a medical excuse only if the student's illness warrants such action. If a student is examined by a physician during the time he/she is ill, the physician will decide at that time if the student is too ill to attend classes. If an excuse is warranted, the physician will specify this on a medical certificate, which the student will receive and shown to the instructor upon their entrance to the class. 7. Students who face emergencies, such as a death in the family, serious illness of a family member, court appearances, hazardous weather that makes attendance impossible or other situations beyond their control that preclude class attendance should notify their instructors immediately to be excused from their class. 8. Students without notifications of absence or excuse letters will not be allowed to have make-up course work such as quiz, but will be allowed to take midterm and/or final examinations. B. Use of Electronic Devices in the Classroom Electronic devices such as cell phones may be used in the class under the direction of the instructor for instructional purposes or otherwise directed at the discretion of the instructor. Students who use their devices for non-instructional purposes will be directed to put the device away; failure to do so will be considered insubordination and referred to school administration. C. Class Participation and Behavior 1. Class participation is a very important part of the learning process in this course. Students will be evaluated on the quality of their contributions and insights 2. Any form of cheating will immediately earn you a failing grade. 3. Students are required to adhere to the behavior standards and to refrain from disrupting classes 4. If a student is disruptive, the faculty member may ask the student to stop the disruptive behavior and warn the student that such disruptive behavior can result in academic or disciplinary action. 5. A faculty member is authorized to ask a student to leave the classroom or other academic site if the faculty member deems it necessary. 6. Students must come to class on time, be attentive and engaged in class. 7. No students are allowed to eat in the classroom. 8. Passes to leave the room will be limited to emergency situations only. D. Plagiarism No students shall claim or submit the academic work of another as their own. Students are expected to do their own, original work on each assignment in the class. If found to have submitted a written assignment copied from their classmates’ works or just photocopied their papers may face an allegation of dishonesty and penalized with a failing grade.

Form No.: TSU-COD-SF-15

Revision No.: 00__

Effectivity Date: August 6, 2018

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COEd OBTL Plan

EL 108 – Language Programs and Policies in Multilingual Societies

E. Dress and Grooming Code Students should dress appropriate to their age and sex. They should wear the prescribed school uniform on regular school days. Course Title:

AY/Term of Effectivity:

(EL 108) Language Programs and Policies in Multilingual Societies

AY: 2019-2020 FIRST SEMESTER

Prepared by:

Reviewed by:

DR. NINEZ B. TULO

PROF. ELIZABETH P. BALANQUIT Chairperson, BSEd Program

DR. MARIA AGNES P. LADIA DR. CRISELDA MADRIAGA Professors

Recommending Approval:

DR. ERWIN P. LACANLALE Dean Approved:

DR. MICHAELA P. SAGUN Vice President, Academic Affairs

Form No.: TSU-COD-SF-15

Revision No.: 00__

Effectivity Date: August 6, 2018

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