A Course Module for Language Programs and Policies in Multilingual Societies
A Course Module for Language Programs and Policies in Multilingual Societies is a self- instructional material for future high school teachers of English. The module consists of learning activities that will enable students to build their knowledge and understanding of “local and international basic education language policies and programs that account for issues and considerations relevant to the engagement of teachers in school settings” (CHED Memorandum Order No. 75, series of 2017, on the Policies, Standards and Guidelines for Bachelor of Secondary Education, Annex B, p. 43). It is vital that students acquire fundamental knowledge of how language policies and programs shape classroom practices, and how these de facto practices can influence policies and programs. This knowledge should help students better comprehend the complexity of language learning and teaching and guide them to make sound, practical, and effective pedagogical decisions in their future language classes. In this course module, the learning experiences are designed to stimulate critical thinking using the “Activate-Analyze-Abstract-Apply” instructional model, where students are provided with opportunities to explore concepts individually and collaboratively with their peers, with the primary goal of increasing their responsibility for learning. Each lesson concludes with a performance task where students are challenged to demonstrate their understanding of various language programs and policies by completing authentic tasks that relate the concepts learned to actual language situations in social domains, particularly in schools.
ABOUT THE AUTHOR
Jonna Marie A. Lim
She is an educator and a graduate of the Bachelor of Secondary Education major in English from the Philippine Normal University. She holds a PhD in Applied Linguistics and an MA in Teaching English Language from De La Salle University-Manila (DLSU). She is currently a part-time faculty member of DLSU’s graduate school and the high school principal of St. Scholastica’s College-Manila, where she began her career as a high school English teacher 14 years ago. Her research interests include language teaching and assessment, sociolinguistics, language acquisition, and psycholinguistics. She recently published a course module on purposive communication for Rex Book Store, Inc.
ABOUT THE COORDINATOR
Dr. Pawilen earned his Master of Arts in Education and Doctor of Philosophy in Education, major in Curriculum Studies at the University of the Philippines-Diliman. He also completed his Master of Education in Curriculum Development and his postdoctoral study on Gifted Education in Science at Ehime University in Japan. He served as an associate professor of Curriculum Studies at UP-Diliman and as a member of the Commission on Higher Education (CHED) Technical Committee for Educational Leadership and Foundations. Currently, he teaches at the College of Human Ecology (CHE) and is the director of the Office for Institutional Development in Higher Education (OIDHE), UP-Los Baños. Greg Tabios Pawilen
2025 Higher Education Learning Solutions for the Teacher Education Program 392
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