ELS 131 Language Policies and Program

Republic of the Philippines
COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY

Barangay Doroluman, Arakan, Cotabato
Telefax No. (064) 577-1343
email address cfcstedu@gmail.com website: www.cfcst.edu.ph
COURSE SYLLABUS
Second Semester 2019– 2020
Vision: CFCST: haven of intellectuals in 2023
Mission: CFCST shall endeavor to be a potent vehicle in uplifting the socio-economic status of its clientele and neighboring communities through the provision of custodial
care services, access to education and relevant training in science and technology.
Core Values: Culture-Sensitive; Adherent to Laws; Relevant and Responsive; Efficient and Effective; and Spiritually-oriented (CARES)
Course Name EL104 Language Programs and Policies in Multilingual Societies

Course Credit 3 units
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 (EK1, ES2, EA2). Also offers exploration on how language is
Course Description
used in multilingual and monolingual speech communities, and the reasons for language change, and identify the social and
contextual factors conditioning various linguistic responses.
Contact Hours/week 3 hours/ week
Prerequisite EL 103 – Principles and Theories of Language Acquisition and Learning
Program Educational Objectives. After 3-5 years of completing all academic requirements, the BSEd English graduates would:
A. become pedagogically, technically, and content knowledge oriented teachers in their field of specialization;
B. pursue higher/post graduate education; and
C. become culture-sensitive and spiritually-oriented teachers in the practice of the teaching profession.
Program Outcome Code Program Outcomes
PO1 1. Possess broad knowledge of language and literature for effective learning.
PO2 2. Use English as a glocal language in multilingual context as it applies to the teaching of language and literature.
PO3 3. Acquire extensive reading background in language, literature, and allied fields.
Form No. : FM -DPM- CFCST PRS—01

Issue Status 01
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Date Effective : 30 September, 2017
Approved by : President
Telefax No. (064) 577-1343
PO4 4. Demonstrate proficiency in oral and writing communication.

PO5 5. Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies.
PO6 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
PO7
literature
PO8 8. Display skills and abilities to be a reflective and research – oriented language and literature teacher.
Course Outcome
After completion of the course, the students should be able to: PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO1 Discuss the different language policies and language use I/P I/P I/P P P D P/D I/P
CO2 Identify language programs practiced by local and international institutions I/P I/P P/D P/D P/D P/D P/D P/D
Differentiate sociolinguistic concepts I/P I/P P D P/D P/D P/D P/D
CO3
I – Introduce, P – Practice, D-Demonstrate
COURSE OUTLINE AND TIME FRAME (3 hours a week, 54 hours)
Week 1 Language Policies in Theoretical and Historical Perspective

3 hours
Week 2-3 Language Policies and Language Use in the Philippines
6 hours  Language Access and Influence
 English: The Language of Choice?
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 Mother Tongue-Based Multilingual Education

Week 5-6 Language Policy and Program in the Philippines
6 hours  Language Policy and Use in Philippine Constitution
 MTB-MLE Bilingual Policy and Language Preference in the Philippines
 English for the Globalized Filipino
Week 7-8 Language Policy in Multilingual Countries
6 hours  International Covenants and Resolutions on National Language Policies
 Overt and Covert Language Policies
 Language Policies and Practices in Institutions
 Social Interpretation and Translation Policies and Practices in Contexts of Integration
 Contesting and Reconstructing Monolingual Policies from Below
MIDTERM EXAM
Week 9-11 Language Choice in Multilingual Communities
9 hours  Diglossia
 Code-Switching or Code-Mixing
National, Regional, and Social Dialects
 National and Official Languages
 Regional Variation
 Social Dialects
Week 12-14 Language Maintenance and Shift
9 hours  Language Shift in Different Communities
 Language Death and Language Loss
 Factors Contributing to Language Shift
Language Change
 Variation and Change
 Reasons for Language Change
Week 15-18 Language, Cognition and Culture
12 hours  Language and Perception
 Whorf
 Discourse Patterns and Culture
 Language, Social Class and Cognition
Analyzing Discourse
 Pragmatics and Politeness Theory
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 Interactional Sociolinguistics
 Conversation Analysis
 Critical Discourse Analysis
FINAL TERM EXAM
Learning Plan
Desired Learning Course Content/ Textbooks/ Teaching and Assessment Task Resource Time Table
Outcomes(DLO) Subject matter References Learning (ATs) Materials (54 hours)
Activities (TLAs) Theory Based Practice Assessment
Based Schedule
At the end of the Symaco, Lorraine Pe. Discussion Journals, Week 1
chapter, the students Language Policies in Education, Articles 3hours
must have: Theoretical and Language Policy, Group activity
Historical Perspective Summative Laptop
and Language Use in Every after
CO1,CO2 test
the Philippines. the LCD
a. Identify the CRICE, University of Essay Writing Chapter Projector
different Malaya
language policies
in Philippine
setting throughout
history
b. Differentiate
theories on
language policies
CO1, CO2 Language Policies Symaco, Lorraine Pe. Small group Every after Week 3-4
and Language Use in Education, exercises Summative the LCD 6hours
a. Differentiate language the Philippines Language Policy, test Chapter Projector
use in the Philippines Whole class
and Language Use in
discussion
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b. Identify factors  Language the Philippines.

affecting language Access and CRICE, University of Oral
access and influence Influence Malaya Presentation
 English: The
c. Appreciate the Language of Lecture
importance of English Choice?
 Mother
language as Lingua
Tongue-Based
franca used in discourse Multilingual
Education
c. Analyze the shift of
basic education from
traditional to MTB-MLE
CO1, CO2 Language Policy and Symaco, Lorraine Pe. Journals, Week 5-6
a. Identify the policies Program in the Education, 6hours
and programs set Philippines Language Policy, Oral Presentation Summative Every after Laptop
 Language test
under the Philippine and Language Use in the
Policy and Use Discussion LCD
Constitution. in Philippine the Philippines. Chapter Projector
Constitution CRICE, University of
b. Review the language  MTB-MLE Malaya
preferences in Bilingual Policy
Philippine setting. and Language
Preference in
the Philippines
c. Assess English as
 English for the
language of Globalized
globalization and Filipino
modernity.
CO1,CO2 Language Policy in Symaco, Lorraine Pe. Journals, Week 7-8
Multilingual Countries Education, 6hours
Laptop
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a. Identify the  International Language Policy, Oral Presentation Summative Every after
evolving Covenants and and Language Use in test the LCD
sociolinguistic Resolutions on the Philippines. Chapter Projector
theories of National
CRICE, University of
planned Language Lectures
macro/one-size- Policies Malaya
fits-all models to  Overt and Forum Discussion
more small-scale, Covert
grassroots and Language
context related Policies
models  Language
Policies and Press Briefing
Practices in
b. Determine
Institutions
different
 Social
Language policies
Interpretation
throughout Asia,
and Translation
America and
Policies and
Europe
Practices in
Contexts of
c. Identify various Integration
impacts of Contesting and
language policies Reconstructing
Monolingual
d. Assess the impact Policies from
of monolingual Below
versus multilingual
practices
MIDTERM EXAM
CO1, CO2 Language Choice in Holmes, J. (2013). An Every after Journals, Week 9-11
Multilingual Introduction to Summative the Books 6hours
Communities Sociolinguistics (4th Oral Discussion test Chapter
 Diglossia Laptop
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a. Familiarize with  Code- Revised Ed.) Toronto:

concepts of Switching or Pearson Education LCD
Code-Mixing Ltd. (Longman). ISBN: Lectures Projector
Diglossia and
National, Regional,
Code-Switching 978-1-4082-7674-7.
and Social Dialects
b. develop  National and
understanding of Official Panel Discussion
sociolinguistic Languages
methods through  Regional
Variation
illustrations from a
 Social Dialects
variety of
languages, as well
as applications
within speech
community
c. develop the
ability to critically
think about hard
questions in a
disciplined way.
CO1, CO3 Language Holmes, J. (2013). An Journals, Week 12-
a. Identify various Maintenance and Shift Introduction to Books 14
language shift in  Language Shift Sociolinguistics (4th Every after 9 hours
in Different Lectures Summative Laptop
different Revised Ed.) Toronto: the
Communities test
communities  Language Pearson Education Chapter LCD
b. Determine the Death and Ltd. (Longman). ISBN: Projector
different dead Language Loss 978-1-4082-7674-7.
languages and  Factors Oral Paper
Contributing to Presentation
Language Shift
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reasons for Language Change

language death  Variation and
c. Familiarize with Change
 Reasons for
key sociolinguistic
Language
concepts Change
CO1, CO3 Language, Cognition Holmes, J. (2013). An Lectures Journals, Week 15-
1. analyze socio- and Culture Introduction to Every after 18
linguistic features  Language and Sociolinguistics (4th Summative the Laptop 12 hours
Perception Forum test
and provide Revised Ed.) Toronto: Chapter
 Whorf Discussion LCD
implications of the  Discourse Pearson Education Projector
same to the Patterns and Ltd. (Longman). ISBN: Brain storming
practice of Culture 978-1-4082-7674-7.
profession.  Language, Conversation
Social Class Analysis
2. Conduct linguistic and Cognition
Analyzing Discourse Critical
analysis
 Pragmatics Discourse
(Conversation and Politeness Analysis
Analysis/Discourse Theory Group activit
Analysis) on any  Interactional
text guided by Sociolinguistics
theories and
concepts
discussed in class
FINAL TERM EXAMINATION e.g. Multiple e.g. Test paper, Week ___
Choice TOS, 1 hour
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Questions Attached assessment

(TOS must be GRASP rubric or
provided) criteria
Suggested Readings and References

Course Requirements a. Research work and assignment
b. On-Time submission of written exercises /Worksheets
c. Conversation Analysis
d. Critical Discourse Analysis
Grading System Following the Quality Policy Manual of the College of Education, the grading system below shall be used:
Examination (Midterm and Final Exam) 30%

Conversation Analysis/ Critical Discourse Analysis 20%
Performance 40%
- Quizzes/Assignment 20%
- Group Activities/ Panel Discussion/ Press Briefing 20%
- Attendance /participation 10
TOTAL 100%
Final Rating = (Final Term Grade x 2) plus Mid-Term Grade divided by 3 or FR = FT (2) + MT
3
Classroom Policies 1. Maintain cleanliness and orderliness of the physical classroom environment.
2. Students who are late 15 minutes and beyond are considered absent.
3. Students with four absences without valid reason are automatically dropped.
4. Students who are not in proper uniform are considered absent.

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5. Any form of cheating is strictly prohibited. If caught cheating, the student will be automatically marked FAILED on that
particular examination/quiz.
6. No using of cellphones or gadgets when the class is going on unless necessary.
Submitted by:
JR G. REQUITA
Course Instructor
Checked by: RIZZA RHEA V. RINGCONADA

BSEd Program Head
Noted by: Recommending Approval: Approved:
DR. BAINORIE A. MANTAWIL DR. HARRIS M. SINOLINDING DR. HELEN A. PUNO

Dean, College of Education Director for Instruction Vice Pres. for Academic Affairs

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Republic of the Philippines

COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY

Course Name EL104 Language Programs and Policies in Multilingual Societies

Program Outcome Code Program Outcomes

Form No. : FM -DPM- CFCST PRS—01

PO4 4. Demonstrate proficiency in oral and writing communication.

I – Introduce, P – Practice, D-Demonstrate

COURSE OUTLINE AND TIME FRAME (3 hours a week, 54 hours)

Week 1 Language Policies in Theoretical and Historical Perspective

 Mother Tongue-Based Multilingual Education

b. Identify factors  Language the Philippines.

a. Familiarize with  Code- Revised Ed.) Toronto:

reasons for Language Change

Questions Attached assessment

Suggested Readings and References

Examination (Midterm and Final Exam) 30%

Form No. : FM -DPM- CFCST PRS—01

Checked by: RIZZA RHEA V. RINGCONADA

Noted by: Recommending Approval: Approved:

DR. BAINORIE A. MANTAWIL DR. HARRIS M. SINOLINDING DR. HELEN A. PUNO

Form No. : FM -DPM- CFCST PRS—01

Form No. : FM -DPM- CFCST PRS—01

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