Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
MODULE prepared by:
Donna Claire B. Cañeza
Instructor
Module and Learning Management System
Part I. COURSE MODULE
COURSE OVERVIEW
1. Course No. EL 105
2. Course Name Language Programs and Policies in Multilingual Societies
3. Course Description This course is a three unit specialization subject for undergraduate
students of Bachelor of Secondary Education major in English language.
As a future language teachers, it is vital that you acquire fundamental
knowledge of how language policies and programs shape language
classroom practices, and how these practices can influences policies and
programs.
4. Credit Units 3
5. Contact Hours (3)(hours/units)
6. Pre-requisite None
Course Outcomes: 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 MTB-MLE; and
5. Identify issues and challenges that emerge from the various
language policies and programs.
Values Integration Sense of Sensitivity in communicating
Sense of Appreciation
Self-Confidence
Self-Reliance
Critical Thinking
C. ABOUT THE INSTRUCTOR
DONNA CLAIRE B. CAÑEZA, LPT is a part-time faculty
member at Central Bicol State University of Agriculture –
Sipocot specifically in the College of Education. She
graduated with the degree Bachelor of Secondary
Education major in English in the same university. She is
also a licensed professional teacher that teaches
language and literature subjects. She is currently
pursuing her Master of Arts in Education major in English
at Naga College Foundation. She is guided by the saying
“Trust the process, if it’s God’s will it will happen.”
A. Assessments
Assessment Type Percentage Course Learning Due Date Graduate
Outcome Attributes
Week 1-6 Performance 30% CLO 1, CLO 2
Task
Week 7-12 Performance 30% CLO 1, CLO 2
Task
Week 13-18 Test 40% CLO 1, CLO 2
MODULE 1
UNIT 1: MULTILINGUALISM AND LANGUAGE POLICY
Understanding Multilingualism
[Week 2-3]
I. INTRODUCTION
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.
II. PRE-COMPETENCY CHECKLIST
If you have questions, don’t hesitate to ask.
ENGAGING: Putting Things in the Right Perspective
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?
IV. EXPLORE
MODULE 1
LESSON DISCUSSION
Understanding Multilingualism
Whether the story of the Tower of Babel is true or not, the multiplicity of
languages in the world is definitely real. Also known as “linguistic diversity”, the
multitude of languages that exist 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 rule.
Multilingualism- is a natural phenomenon. Cenoz (2013), on her article on
“Defining Multilingualism,” clearly presented in the article about multilingualism as
a phenomenon. Work on the process questions that follow.
WHY MULTILINGUALISM IS 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.
Languages are “unevenly distributed”; speakers of minority language groups
need to learn and use the language of the majority groups;
We have immigrants who speak their first language and who need to acquire and
speak the language of the host (or new) country, and
We learn additional languages, like English, for better social and economic
opportunities.
Multilingualism is considered as a RULE or a “common phenomenon.” What do you
think prompts or drives people to become multilingualism?
What does a multilingual mean to you at this point?
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 examples on how each factor
has influenced the spread of multilingualism.
Provide a specific example on how the factors has
FACTORS
influenced the spread of multilingualism
Globalization
Transnational Mobility of
the Population
Spread of New
Technology
Cenoz (2013) also listed a number of definitions for multilingualism/multilingual
individuals, and to quote:
“A multilingual individual is anyone who can communicate in more than one
language, 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-to-day
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 the key concepts of
multilingualism, complete the graphic organizer below.
MULTILINGUALISM
Individual Multilingualism vs. Receptive vs. Productive Multilingualism Bilingualism vs. Multilingualism
Societal Multilingualism
V. DISCUSSION BOARD
At this point, it must be clear to you that linguistic diversity is inherent in any
society. Not everyone, though, accepts such reality. Many researches 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. Provide your explanation here.
(What is the handle of your argument?) (Cite your source)
Argument 1
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 languages.
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
long-term survival.
VI. POST-COMPETENCY
CHECKLIST Post-Test (Formative
Assessment)
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 or against the
arguments presented.
Criteria for Grading the reaction essay:
Content 15 points
Idea Organization 10 points
Grammar and mechanics 5 points
TOATAL 30 points
Reaction Essay
