BOOK OF Language Programs AND Policies IN Multilingual Societies (Autosaved) (Autosaved) PDF

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CONTENTSPreface......................................................................................................... ............................UNIT I: MULTILINGUALISM AND LANGUAGE POLICYLESSON 1: Understanding Multilingualism.................................................................. 1L...

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CONTENTS Preface…………………………………………………………………………………………… ………………….......

UNIT I: MULTILINGUALISM AND LANGUAGE POLICY LESSON 1: Understanding Multilingualism…………………………………………………………

1

LESSON 2: Linguistic Rights and the Philippine Language Situation ………………………….. 8 LESSON 3: Language Choice as the Core of Language policy ………………………………… 14 LESSON 4: Language Policy: What Is It and What It Can Do…………………………………... 20

UNIT II: LANGUAGE-IN-EDUCATION POLICY

LESSON 1: Understanding Language-in-Education Policy……………………………………… 27 LESSON 2: Language-in- Education Policies in the Philippines through the Years…...…….. 32 LESSON 3: Language-in-Education Policies in Southeast Asia……………………………….. 37 LESSON 4: Language-in-Education Policies: Issues and Challenges…. …………………….. 42

UNIT III: BILINGUAL EDUCATION PROGRAMS

LESSON 1: Bilingual Education and the Bilingual Education Policy (BEP) in the In the Philippines…………………………………………………………………….. LESSON 2: Typology of Bilingual Education Programs……………………………………….. 59

51

LESSON 3: Effective Programs in Bilingual Education ……………………………………….. 63

UNIT IV: MOTHER TONGUE-BASED MULTINGUAL EDUCATION LESSON 1: Mother Tongue as the Foundation of Content and Second Language Learning…… 69 LESSON 2: Mother Tongue-Based Multilingual education (MTB-MLE) in the Philippines………. 74 LESSON 3: Implementing MTB-MLE: Successes, Challenges, and Potential Solutions………… 81

References……………………………………………………………………………………………………………………………………….

87

Index……………………………………………………………………………………………………………………………………………….

91

PREFACE Welcome Language Programs and Policies in Multilingual Societies course module! Language Programs and Policies in Multilingual Societies course module is a three-unit specialization subject for undergraduate students of Bachelor of Secondary Education major in English Language. As prescribed by the Commission on Higher Education (CHED), the course provided “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 setting” (CHED Memorandum Order No. 75, series of 2017, on the Policies, Standards and Bachelor of Secondary Education, Annex B, p. 43). As future language teachers, it is vital that you acquire fundamental knowledge of how language policies and programs shape language classroom practices, and how these de facto practices can also influence policies and programs. This knowledge should help you better comprehend the complexity of language learning and teaching, and hopefully, guide you to arrive at sound, practical, and effective pedagogical decisions in your future language classes. At the end of the course, you are expected to know and do the following: 1. Relate the concepts of multilingualism, linguistic diversity, and linguistic rights to language planning and policy; 2. Familiarize yourself with the different language-in-education policies of Southeast Asia; 3. Examine and evaluate bilingual education programs, both the weak and the strong forms;

4. Develop a critical understanding of the Mother Tongue-Based Multilingual Education (MTB-MLE); and 5. Identify issues and challenges that emerge from the various language policies and programs. Before you begin learning from and working on this module, it is important that you understand the purpose and design from this module. This is a self-instructional module which requires you to complete learning activities with minimal supervision from your teacher. It is divided into four units, namely: Unit I: Multilingualism and Language Policy Unit II: Language-in-Education Policy Unit II: Bilingual Education Programs Unit IV: Mother Tongue-Based Multilingual Education The module contains learning activities or tasks that will enable you to build your understanding and/or knowledge about certain topics. The tasks were designed to encourage collaboration between and among your peers and to challenge you to critically examine various information related to multilingualism, language programs and policies, and abstract knowledge based on your analysis and apply them into different situations. Each unit is divided into lessons, with the following activities: Activity 1: ACTIVATE In this activity, you will activate your prior knowledge about the topic. Activity 2: ANALYZE In this activity, you will analyze various texts like research articles and policy documents. Activity 3: ABSTRACT In this activity, you will extrapolate essential concepts or understanding based on your analysis in Activity 2. Activity 4: APPLY In this activity, you will apply your acquired skills and knowledge by completing the performance task. FINAL COURSE MODULE ASSESSMENT Your final course module assessment is a Reflective Portfolio that contains the output and/or documentation of the Final Performance Task of each lesson, specifically in the Apply activity. At the end of each lesson, you will write your “post0lesson reflection” that will summarize your learnings and insights from the previously completed learning activities. Here are some of the questions that you may use as guide for your reflection:

1. 2. 3. 4. 5.

What new knowledge and/or skills did you learn and/or acquire in this lesson? Which tasks do you find challenging? How will this lesson help you as a language teacher? Do you think you achieved the lesson’s target objectives? Are there any questions that you feel are unanswered? What are those?

Criteria for Grading the Reflective Portfolio: Post-Lesson Reflection

30 points

Completeness of the Portfolio

15 points

Organization/ Neatness

5 points

TOTAL

50 points

*The lessons’ final performance tasks are graded using the rubric or criteria for grading reflected in the Apply activity. vi l A COURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES

Unit I MULTILINGUALISM AND LANGUAGE POLICY Globalization has immensely bolstered interconnectedness between and among nations, people, and cultures. As a result, language communities come in contact more often, which makes multilingualism as the norm of the present world. In this unit, you will learn about multilingualism, linguistic rights, and the language issues inherent in a multilingual society. You will know more about the diverse factors that influence language choice, and how such choice, both of the individual and that of society, shapes language policy.

LESSON 1:

UNDERSTANDING MULTILINGUALISM LEARNING GOALS At the end of the lesson, you should be able to: 1. define multilingualism and know the factors that have invigorated the phenomenon;

2. understand and recognize the value of linguistic diversity in a multilingual society; and 3. write a reaction assay on the issue of a national language vis-à-vis its place in a multilingual environment. LEARNING ACTIVITIES: I.ACTIVATE In the biblical literature, it is said that the world original had “one shared language” until the “Tower of Babel”. The story (from Genesis) began with the people of Babel attempting to build a tower that would reach the heaven to prove that they can reach it on their own. Such arrogance greatly displeased God that he deliberately created multiple language so that the people building the tower will not understand one another and it will be impossible for them to finish the tower. Imagine that you live in a world where there is only one language. What do you think will happen? How will our world be different from what it is now? Will you consider it as a “linguistic paradise”? Why? Why not? Prepare to share your answer with the class.

II. ANALYZE Whether the story of the Tower of Babel is true or not, the multiplicity of languages in the world is definitely area real. Also known as “linguistic diversity”, the multitude of languages that exists at present is approximately at 6,000-7,000 languages worldwide (UNESCO, Education in a Multilingual World, 2003). With the exception of Iceland- the only country that is legitimately identified as linguistically homogenous or monolingual- multilingualism is a real. Multilingualism is a natural phenomenon. Cenoz (2013), on her article on ‘’Defining Multilingualism”, clearly present the concept of multilingualism and its inevitability as a phenomenon.

Below are some of the key points presented in the article about multilingualism as a phenomenon. Work on the process questions that follow. Why is multilingualism a common phenomenon?    

Because there are more languages in the world (almost 7,000) than countries. It follows that a significant number of speakers have more than one language; Because languages are “unevenly distributed”; speakers of the minority language groups need to learn and use the language of the majority groups; Because we have immigrants who speak their first language and who need to acquire and speak the language of the host (or new) country ; and Because we learn additional languages, like English, for better social and economic opportunities.

2 ǀ A COURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES Multilingualism is considered as a RULE or a “common phenomenon”. What do you think prompts or drives people to become multilinguals? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

What does a multilingual mean to you at this point? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ You may access the full article here: Cenoz, J. (2013) Defining multilingualism. Annual Review Linguistics. Retrieved August 8, 2020, from https://www.reserearchgate.net/publication/259438531_Defining_Multingualism. DOI: 10.1017/S026719051300007X

In the article, Cenoz (2013) also identified three major factors that have contributed to the “visibility of multilingualism”: (1) globalization, (2) transnational mobility of the population, and (3) the spread of new technologies (p. 4).

Based on your understanding of your reading, how can these three factors strengthen or promote multilingualism? Provide specific of your reading, how can these three factors strengthen or promote multilingualism? Provide specific examples on how each factors has influenced the spread of multilingualism. Factors

Provide a specific example on how the factor has influenced the spread of multilingualism.

Globalization

Transnational Mobility of the Population

Spread of New Technology

Unit I •MULTILINGUALISM AND LANGUAGE POLICY ǀ 3

Cenoz (2013) also listed a number of definitions for multilingual/ multilingual individual, and to quote:  

“A multilingual individual is anyone who can communicate in more than no engage, be it active or passive “(Li,2008 , p. 4 ). “Multilingualism is the ability of societies, institutions, groups and individuals to engage, on a regular basis, with more than one language in their day-to0day lives”( European Commission, 2007, p. 6).

Multilingualism is a very complex concept that it is important that you get a glimpse of the various dimensions that constitute it. Continue reading Cenoz’s (2013) article (p.5-7) and contrast key concepts of multilingualism. With a partner, complete the graphic organizer below.

MULTILINGUALISM

Individual Multilingualism vs. Societal Multilingualism

Receptive vs. Productive Multilingualism

Bilingualism vs. Multilingualism

4ǀ A COURSE MODULE FOR LAMGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES III. ABSTRACT At this point, it must be clear to you that linguistic diversity is inherent in any society.Not everyone, though, accepts such reality. Many researchers still lobby for the elimination of multilingualism and linguistic diversity as they are deemed “unnecessary, messy, costly, and inefficient” (Phillipson and Skutnabb- kangas,2009, p. 32).

Look for studies or researches that would argue against “multilingualism and linguistic diversity.” Write at least two arguments and prepare to share with the class. Make sure to cite your sources properly. Briefly state your main argument here. (What is the handle of your argument?) Argument 1

Provide your explanation here. ( Cite your source.)

Argument 2

In the same article of Phillipson and Skutnabb-Kangas, they comprehensively explained the need for linguistic diversity in their book chapter, “Politics and Policies of Language and Language Teaching” (p. 32-33). Here are some of the key points they presented on why linguistic diversity is needed:

   

Languages are “libraries of the intangible heritage of humankind” (p. 32). Human knowledge, history, and experiences are encoded and stored in language. Languages reflect an individual and a community’s culture, tradition, and identity. Diversity in languages and cultures results in more ideas and creativity for communities to collectively adapt to the changing world and find solutions to new issues that arise. The significance of linguistic diversity was compared with ecological diversity where diversity is directly related to stability, which is important for ling-term survival.

Unit I • MULTILINGUALISM AND LANGUAGE POLICY ǀ How about you? What are your thoughts? Why is linguistic diversity needed? Prepare to justify your answer.

How Multilingual Is the Philippines? As an additional task before your final work for this lesson, you will have a quick look on the linguistic diversity of the Philippines. Go to https://www.ethnologue.com/ and register (for free). Once you have activated your account, browse through the website and answer the question that follow. 1. What is the final count of established languages in the Philippines, as of date? _________________________________________________________________ 2. Browse through the listed Philippine language. Identify at least five languages that are unfamiliar to you. ___________________________________________________________________ 3. For each language listed, what can you find in the description beside it? What are those information? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. In the Status Link, you will find the different status assigned to the languages. Choose at least five from the list and explain what it means (e.g.,The first status identified is “wider communication”—What does this mean?). Do the same for the others.

a. _________________________________________________________ _________________________________________________________ _________________________________________________________ b. _________________________________________________________ _________________________________________________________ c. _________________________________________________________ _________________________________________________________ d. _________________________________________________________ _________________________________________________________ e. _________________________________________________________ _________________________________________________________ 6 ǀ ACOURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCITIES

IV APPLY Read the article of Rodriguez’ (2014) “Should we even have a national language in the first place?” and write a 700- word reaction essay for on against the arguments presented. You may access the full article here: Rodriguez, B. (2014, August 23) “Should we even have a national language in the place? Retrieved September 15, 2020, from https://www.rappler.com/move-ph/ispeak/66958filipino-national-language

Criteria for Grading the Reaction Essay: Content

15 points

Idea Organization

10 points

Grammar and Mechanics

5 points

TOTAL

30 points

Reaction Essay

Unit I • MULTILINGUALISM AND LANGUAGE POLICY ǀ

LESSON 2

LINGUISTIC RIGHTS AND THE PHILIPPINE LANGUAGE SITUATION LEARNING GOALS At the end of the lesson, you should be able to: 1. explain the concept of linguistic rights and its significance to society and individuals; 2. familiarize yourself with language situation in the Philippines; and 3. rationalize the preferred language in the different domains of the country.

LEARNING ACTIVITIES: I.

ACTIVATE In the Philippines, nearly 200 languages and dialects are spoken by an estimate of 100 million Filipinos. The language map below taken from Greenberg’s Linguistic Diversity Index shows the 10 languages that are predominantly used in various provinces.

Philippine Language Map 8 ǀ A COURSE MODULE FOR LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL SOCIETIES

For starters, try to create your class’ linguistic diversity chart. Find out from your classmates the language that they speak and/or understand. Present your data using the pie chart provided below. Our Class’ Linguistic Diversity Chart Legend:

II.ANALYZE In the previous activity, you have personally observed that diversity is even present within your class. Such inevitability presupposes that each one of us has the right to learn and cultivate our own language our own language. This is also known as one’s linguistics rights. Phillipson and Skutanabb-Kangs (2017) listed several international covenants that cover one’s linguistic rights. Read some of those treaties and discuss with your group mates the questions that follow. You may access the full article here:

Phillipson, R., & Skutnabb- Kangas, T. (2017). Linguistic human rights, past and present. Retrieved August 12, 2020, from http://www.tove-skutnabb-kangas.org/dl/129-1994-3082008-2017-Tove-Skutnabb-Kangas-Robert-Philipson-Linguistic-Human-Rights-Past-Present.pdf



The Charter of the United Nations (1945) commits its member nations in its general articles to promoting “universal respect for, and observance of, human rights and fundamental freedoms for all without distinction as to race,sex, language, or religion” (paragraph 6.11,55).



Universal Declaration of Human Rights, paragraph 2: “Everyone is entitled to all the rights and freedoms set forth in this declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property ,birth or other status.”

Unit I • MULTILINGUALISM AND LANGUAGE POLICY ǀ 

 

International Covenant on Civil and Political Rights (1966, Article 27) states: “ In those states in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with other members of their group, t...