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    Language Programs and Policies in Multilingual Societies

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    Edison Buenconsejo
    This document summarizes a module on language policies in multilingual societies. It discusses CHED Memorandum No. 59 from 1996 which allows Higher Education Institutions flexibility in what language they teach literature subjects. It must be a language both students and instructors are competent in and have enough instructional materials for. As a college student dealing with issues around excluding Filipino from the revised general education curriculum, it's important to understand the impact of removing an essential component. While the revised GEC has goals of producing globally competitive graduates, removing Filipino risks sacrificing its role in developing the academic community. Promoting language essentiality and engaging in discussions around national development issues are important. The document ends with a self-evaluation of learning

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    Language Programs and Policies in Multilingual Societies

    Uploaded by

    Edison Buenconsejo
    120 views2 pages
    This document summarizes a module on language policies in multilingual societies. It discusses CHED Memorandum No. 59 from 1996 which allows Higher Education Institutions flexibility in what language they teach literature subjects. It must be a language both students and instructors are competent in and have enough instructional materials for. As a college student dealing with issues around excluding Filipino from the revised general education curriculum, it's important to understand the impact of removing an essential component. While the revised GEC has goals of producing globally competitive graduates, removing Filipino risks sacrificing its role in developing the academic community. Promoting language essentiality and engaging in discussions around national development issues are important. The document ends with a self-evaluation of learning

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    MODULE 3 - LPPMS

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    This document summarizes a module on language policies in multilingual societies. It discusses CHED Memorandum No. 59 from 1996 which allows Higher Education Institutions flexibility in what language they teach literature subjects. It must be a language both students and instructors are competent in and have enough instructional materials for. As a college student dealing with issues around excluding Filipino from the revised general education curriculum, it's important to understand the impact of removing an essential component. While the revised GEC has goals of producing globally competitive graduates, removing Filipino risks sacrificing its role in developing the academic community. Promoting language essentiality and engaging in discussions around national development issues are important. The document ends with a self-evaluation of learning

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    120 views2 pages

    Language Programs and Policies in Multilingual Societies

    Uploaded by

    Edison Buenconsejo
    This document summarizes a module on language policies in multilingual societies. It discusses CHED Memorandum No. 59 from 1996 which allows Higher Education Institutions flexibility in what language they teach literature subjects. It must be a language both students and instructors are competent in and have enough instructional materials for. As a college student dealing with issues around excluding Filipino from the revised general education curriculum, it's important to understand the impact of removing an essential component. While the revised GEC has goals of producing globally competitive graduates, removing Filipino risks sacrificing its role in developing the academic community. Promoting language essentiality and engaging in discussions around national development issues are important. The document ends with a self-evaluation of learning

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    Eng Ed 11

    Language Programs and Policies in Multilingual Societies

    EDISON B. BUENCONSEJO
    BSED English 2-A

    Date: February 24, 2021

    Module 3: Statement of the Commission on Higher Education on Filipino and the


    Revised General Education Curriculum (CMO No. 20, series of 2013)

    I. Self-Assessment Activities (SAA)

    Cite at least one language policy of Commission on Higher Education, then explain
    it.

    Under CHED Memorandum No. 59, s.1996, its language policy which states
    that “At the discretion of HEIs, Literature subjects may be taught in Filipino,
    English or any other language as long as there are enough instructional materials
    for the same and both students and instructors/professors are competent in the
    language,” emphasizes the utilization of the languages such as Filipino, English,
    and/or any other language which Higher Education Institutions (HEIs) find suited in
    teaching Literature subjects depending upon the availability of instructional
    materials. This language policy also provide the opportunity to which both students
    and professors/instructors who are competent and able to use the language
    efficiently.

    II. End of Module Assessment (EMA)

    As a college student, how do you deal with the current issues mentioned in the
    readings provided. Cite a particular scenario, then explain.

    As a college student, it is important that being aware of the current issues


    regarding the exclusion of Filipino subject in the higher education curriculum,
    particularly from the revised General Education Curriculum, is to understand how it
    became impactful if one essential component in the education curriculum is
    removed, despite of its large contribution in the Philippine academic development.
    With that being said, it is natural that I put my thoughts into it and make a few
    criticisms about the issue, as I place myself on the situation on how can I learn
    effectively if one language subject is excluded from my learning list?
    Although the revised GEC has explicit goals which is parallel to K-12
    Curriculum which particularly aims to produce globally competitive and thoughtful
    graduates who are equipped with skills and intellectual competence needed in the
    globalized world, however, in order for this to realize in the Filipino society, the role
    of Filipino subject in the higher education curriculum should not be sacrificed as to
    attain such goals, but rather be enhanced and consistently improve to which part is
    needed in the further development of the academic community. My place in this
    issue is to create social awareness regarding language essentialities and
    explicably promote it while we engage in our nation’s development issues and
    concerns.

    III. Self and Module Evaluation

    Rate your learning experience in using this module according to the following
    scale. Put a check mark on your response.

    4 - I learned a lot from the module

    3 - I learned just right

    2 - I still need guidance on certain topics

    1 - I did not understand anything

    Submitted to:

    ISABEL D. PORLAJE
    Instructor, LPPMS

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