000			03276nam a22003497a 4500
003			OSt
005			20250922154407.0
008			230317b |||||||| |||| 00| 0 eng d
020			_a9786210422085 (paperback)
040			_cFoundation University _erda _bEnglish
041			_aeng
050			_aP 115.25 _b.2021 L56
100			_aLim, Jonna Marie A. _923275 _eauthor
245			_aA Course module for language programs and policies in multilingual societies / _cJonna Marie A. Lim, Greg Tabios Pawilen, coordinator.
250			_a2021 edition
260			_aManila, Philippines _bRex Book Store, _cc2021.
300			_avi, 92 pages : _billustrations ; _c25 cm
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
490			_aTEACH series
500			_aOBE : Outcomes-Based Education -- Front cover.
504			_aIncludes bibliographical references and index.
505			_aUnit I: Multilingualism and language policy -- Unit II: Language-in-education policy -- Unit III: Bilingual education programs -- Unit IV: Mother tongue-based education.
520			_a"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 own knowledge and understanding of the “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 language classroom practices, and how these de facto practices can also influence policies and programs. This knowledge should help students better comprehend the complexity of language learning and teaching, and hopefully, guide them to arrive at 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 students responsibility for their own learning. Each lesson caps with a performance task where students are challenged to demonstrate their understanding of the various language programs and policies by completing authentic tasks that will help them relate the concepts learned to actual language situations in the social domains, most especially in schools."--Back cover
650		0	_aBilingualism _934290
650		0	_aMultilingualism _934291
650		0	_aEducation, Bilingual _93158
658			_aLanguage Programs and Policies in Multilingual Societies ; _cEDU134
856			_uhttps://drive.google.com/file/d/16aR5wxDiYoUBHWb7kc58uBmhuW856j_7/view?usp=sharing _yClick here to view the table of contents
942			_2lcc _cBK _e2021 edition _hP 115.25 _i.2021 L56 _k(CoE) _n0
999			_c4992 _d4992