Issue No: 001

Effectivity: August 2022

Revision No: 000

Revision ---
Date:

PAMANTASAN NG LUNGSOD NG MUNTINLUPA

University Road, Poblacion, Muntinlupa City, Philippines

UNDERGRADUATE COURSE SYLLABUS

MUNTINLUPA CITY VISION

We envision Muntinlupa City as one of the leading investments hubs in the country with educated, healthy and God-loving people living
peacefully and securely in a climate change adaptive and disaster resilient community under the rule of transparent, caring, and accountable
leadership.

MUNTINLUPA CITY MISSION

● To promote a broad-based economic growth and business-friendly environment for sustainable development;

● To protect every person from natural and man-made hazards by ensuring strict enforcement of necessary safety measures;

● To provide quality social services that include education, health care, livelihood and employment, socialized housing, and social
assistance, among others; and

● To institutionalize community participation in local governance, environmental protection, and economic development.

PLMUN VISION

A dynamic and highly competitive higher education institution committed to people empowerment towards building a humane society

PLMUN MISSION

To provide quality, affordable and relevant education responsive to the changing needs of the local and global communities through effective
and efficient integration of instruction, research, and extension; to develop productive and God-loving individuals in the society.

COLLEGE VISION

The College of Teacher Education envisions itself as one of the Centers of Excellence in teacher education in the country, with the task of
transforming and establishing a professional growth process among future teachers with marked intentions of achieving quality performance.

COLLEGE MISSION

The College of Teacher Education shall…

• Provide a dynamic and relevant education through the use of appropriate instructional strategies;

• Initiate a training program for learners that will produce quality education; and

• Nurture the teaching-learning process for an enhanced output of the teacher’s craft and for a remarkable projection of the learner’s
acquisition of knowledge and skills.

A. COURSE INFORMATION

Course Code:
Course Title: Instructional Adaptations in Language Literacy Instruction
Course Units: 3
 Prerequisites: 2SNED
Department: Special Education
College: College of Teacher Education
Semester: Second Semester
Academic Year: 2023-2024
Instructor/s: Pol F. Galang., LPT.,M.DIV
Venue: TBA
Section: 2SNED
Schedule: TUESDAY 2:30 AM- 5:30 PM

COURSE DESCRIPTION

This 18-week course digs into the intricate tapestry of language and literacy education in the Philippines.
We'll navigate the multifaceted linguistic landscape, examining the interplay of mother tongue languages,
Filipino, English, and diverse dialects. The course equips future educators with practical strategies and
resources to design inclusive and effective learning environments for all students, catering to their unique
backgrounds, learning styles, and abilities.

WHERE IS THE COURSE SITUATED IN THE FRAMEWORK

OF THE PLMUN CURRICULUM?
GROUNDING: Establishing fundamental knowledge, skills, and values
IMMERSING: Deepening understanding and engaging localities
EXPLORING: Reconnoitering globalities and rethinking the complex world
POSITIONING: Forging identity toward sustainability, justice, and social transformation

B. PROGRAM LEARNING OUTCOMES

PROGRAM LEARNING OUTCOMES

PLO1: Analyze the Philippine language policy and its influence on pedagogical practices.
Critically evaluate various theoretical frameworks for language acquisition and literacy
PLO2:
development.
Note: from CMO No.75,s.2017 p.4

C. COURSE LEARNING OUTCOMES

By the end of the course, students should be able to

COURSE LEARNING OUTCOMES

Identify and appreciate the richness of linguistic and cultural diversity present in Philippine
CLO1:
classrooms.
CLO2: Design, implement, and assess instructional adaptations for diverse learners and learning needs.
CLO3: Utilize a range of assessment tools and strategies to monitor and support student progress.
Advocate for equitable and inclusive language and literacy education practices in the
CLO4:
Philippines.

ALIGNMENT OF THE COURSE LEARNING OUTCOMES

TO THE PROGRAM LEARNING OUTCOMES

PLO1 PLO2
CLO1
CLO2
D. COURSE OUTLINE

WEE COURSE TOPICS AND INTENDED LEARNING CLOs

K REFERENCES OUTCOMES
1-2 Introduction to the Philippine  Articulate the key CLO1
Language Landscape: components of the
Philippine language policy
 Unpacking the Philippine
and its historical context.
language policy and its historical
context  Describe the multilingual
realities of the Philippines,
 Exploring the multilingual reality
including mother tongue
of the Philippines: Mother tongue
languages, Filipino, English,
languages, Filipino, English, and
and other languages/dialects.
other languages/dialects
 Discuss the impact of
 Understanding the impact of
linguistic diversity on
linguistic diversity on education
education in the Philippines.
in the Philippines
 Reflect on personal
 Engaging in critical reflection on
experiences and biases
personal experiences and biases
related to language.
around language
3-4 Theoretical Frameworks for Language  Explain key theories of CLOs 1- 2
Acquisition and Literacy language acquisition
Development: (Krashen's Input Hypothesis,
Vygotsky's Sociocultural
 Digging into key theories of
Theory, Cummins'
language acquisition: Krashen's
Interdependence
Input Hypothesis, Vygotsky's
Hypothesis).
Sociocultural Theory, Cummins'
Interdependence Hypothesis  Analyze prominent theories
of literacy development
 Examining prominent theories of
(whole language, balanced
literacy development: whole
literacy, schema theory).
language, balanced literacy,
schema theory  Evaluate the implications of
these frameworks for
 Analyzing the implications of
language and literacy
these frameworks for language
instruction in the Philippine
and literacy instruction in the
context.
Philippine context
5-6 Assessing Language and Literacy  Demonstrate proficiency in CLOs 1-2
using formal and informal
 Needs: assessment tools for
language and literacy skills.
 Mastering formal and informal
assessment tools for language and  Identify diverse learner
literacy skills needs, considering linguistic
differences, learning styles,
 Identifying diverse learner needs:
cultural backgrounds, and
linguistic differences, learning
disabilities.
styles, cultural backgrounds,
disabilities  Implement culturally
responsive assessment
 Implementing culturally
practices.
responsive assessment practices

7 Instructional Adaptations for  Design strategies to support CLOS 1-2

Multilingual Learners: mother tongue development
alongside Filipino and
 Exploring strategies for
English.
supporting mother tongue
development alongside Filipino  Implement Content and
and English Language Integrated
Learning (CLIL) approaches
 Implementing Content and
effectively.
Language Integrated Learning
(CLIL) approaches  Utilize translanguaging as a
pedagogical tool.
 Embracing “translanguaging” as
a pedagogical tool  Support vocabulary and
academic language skills
 Building vocabulary and
development across
academic language skills across
languages.
languages
8 Instructional Adaptations for  Apply Differentiated CLOs 1-2
Learners with Diverse Learning Instruction and Universal
Needs: Design for Learning (UDL)
principles in practice.
 Putting Differentiated Instruction
and Universal Design for  Adapt materials and
Learning (UDL) principles into curriculum for learners with
practice reading difficulties,
disabilities, and other
 Adapting materials and
challenges.
curriculum for learners with
reading difficulties, disabilities,  Integrate assistive
and other challenges technology and resources to
empower diverse learners.
 Leveraging assistive technology
and resources to empower diverse
learners
9 MIDTERM PERFORMANCE CLO 1-2
● Demonstrate mastery of the
EXAMINATION
concepts, perspectives,
approaches, and methods
INSTRUCTIONAL
 ADAPTATIONS IN
LANGUAGE LITERACY
INSTRUCTION
10 – 11 Engaging and Interactive Literacy  Design culturally relevant CLOs 3
Activities: and meaningful literacy
activities for various age
 Designing culturally relevant and
groups.
meaningful literacy activities for
various age groups  Integrate technology and
digital tools into literacy
 Integrating technology and digital
instruction in engaging
tools into literacy instruction
ways.
 Fostering creativity, critical
 Foster creativity, critical
thinking, and collaboration
thinking, and collaboration
through diverse and engaging
through diverse literacy
literacy experiences
experiences.

12-15 Assessment and Feedback in Language  Provide effective feedback CLOs 3-4
Literacy Instruction: to students to promote
learning and engagement.
 Mastering effective feedback
practices for promoting learning  Utilize formative and
and engagement summative assessment
strategies for language and
 Utilizing formative and
literacy skills.
summative assessment strategies
for language and literacy skills  Analyze assessment data to
inform instruction and
 Analyzing assessment data to
differentiation.
inform instruction and
differentiation
16-17 16-17: Culminating Activities:  Implement and evaluate CLOs 3-4
designed instructional
 Group project presentations:
adaptations for specific
Implementing and evaluating
learner groups.
designed instructional adaptations
 Reflect on personal learning
 Individual portfolio submissions
journey and professional
(optional)
development (optional
portfolio).

18 FINAL EXAMINATION CLOs 3-4

● Demonstrate mastery of the
concepts, perspectives,
approaches, and methods
INSTRUCTIONAL
ADAPTATIONS IN
LANGUAGE LITERACY
INSTRUCTION

E. ASSESSMENT AND RUBRICS

 Each student will be graded based on the following requirements:

ASSESSMENT TASK WEIGHT CLOs

Class Participation 15% CLOs 1-2

Both options encourage active participation, collaboration, and critical

thinking. They allow students to apply theoretical knowledge about
instructional adaptations to practical scenarios, fostering deeper understanding
and real-world relevance. Additionally, they promote communication skills,
peer feedback, and reflection on the complexity of addressing diverse needs in
language and literacy education.
Midterm Performance 35% CLOs 1-2

Design Challenge and Peer Review:

 Challenge: Divide the class into small groups and assign each group a
specific learner profile with diverse needs (e.g., multilingual learner,
student with reading difficulties, gifted learner).
 Design: Each group develops a 5-7 minute presentation showcasing
an instructional adaptation tailored to their assigned learner profile.
This could involve adapting a lesson plan, creating engaging activities,
utilizing specific technology tools, or addressing assessment
considerations.
 Peer Review: Groups present their adaptations to the class, followed
by peer feedback sessions using a pre-defined rubric focusing on
creativity, effectiveness, accessibility, and alignment with learner
needs.
 Reflection: Each student submits a personal reflection paper (2-3
pages) analyzing one of the peer-reviewed adaptations. The reflection
should address its strengths and weaknesses, potential challenges in
implementation, and broader insights gained about designing
responsive instruction for diverse learners.
Final Performance Requirement 50% CLOs 3-4

Case Study Analysis and Discussion:

 Case Studies: Provide the class with several real-world case studies of
successful instructional adaptations implemented in different
Philippine classrooms. These cases can feature diverse learner groups,
challenges addressed, and specific adaptation strategies used.
 Group Analysis: Divide the class into small groups and assign each a
different case study. Groups delve into the case, analyzing the
rationale behind the adaptation, its effectiveness in meeting learner
needs, and potential transferable applications to other contexts.
  Class Debate: Organize a class debate where groups present their
analyses and argue for the strengths and limitations of their assigned
adaptations. Encourage critical thinking, respectful disagreement, and
consideration of diverse perspectives.
 Individual Synthesis: Each student writes a concise essay (2-3 pages)
synthesizing key learnings from the case studies and the class debate.
They should reflect on the importance of context-specific adaptations,
challenges educators face in diverse classrooms, and strategies for
promoting inclusive and effective language and literacy instruction in
the Philippines.
TOTAL 100%

RUBRIC FOR ASSESSMENT:

See the attached rubrics to be used as applicable

F. TEACHING-LEARNING ACTIVITIES

WEEK TEACHING-LEARNING ACTIVITIES AND METHODS CLOs

1-2 Introduction to the Philippine Language Landscape: CLO1
 Interactive Mapping: Students map the linguistic diversity of
their own communities and regions, showcasing mother tongue
languages, dialects, and Filipino/English usage patterns.
 Debate: Divide students into groups debating the merits and
challenges of the Philippine language policy.
 Personal Narrative Writing: Students write about their own
experiences with language acquisition, biases, and communication
challenges.
3-4 Theoretical Frameworks for Language Acquisition and Literacy CLOs 1 and 2
Development:
 Simulation Activity: Students simulate language acquisition
scenarios for different ages and language backgrounds, applying
key theories (e.g., Krashen's Input Hypothesis).
 Literature Analysis: Analyze children's literature from the
Philippines through the lens of different literacy theories (e.g.,
whole language, schema theory).
 Expert Panel Discussion: Invite local researchers or educators to
share their insights on language acquisition and literacy
development in the Philippines.
5-6 Assessing Language and Literacy Needs: CLOs 1-2
 Role-playing: Students role-play scenarios where they assess
diverse learner needs in literacy activities.
 Developing Rubrics: Collaboratively design rubrics for specific
 literacy skills, considering cultural and linguistic factors.
 Case Studies: Analyze case studies of students with diverse
learning needs and discuss appropriate assessment methods.
7 Instructional Adaptations for Multilingual Learners:
 Mother Tongue Storytelling: Students create and share stories in
their mother tongue languages, highlighting their cultural
significance and language features.
 CLIL Design Challenge: Groups design engaging activities that
integrate content and language learning for specific multilingual
learner groups.
 Translanguaging Activities: Conduct creative exercises where
students utilize multiple languages (translanguaging) to explore
concepts and express themselves.
8 Instructional Adaptations for Learners with Diverse Learning Needs: CLOs 1-2
 UDL Lesson Planning: Plan and present sample lessons designed
using Universal Design for Learning principles to cater to diverse
learner needs.
 Assistive Technology Showcase: Invite students to research and
present different assistive technologies that can support literacy
learning for students with disabilities.
 Differentiated Book Club: Students choose from a variety of
culturally relevant books adapted for different reading levels and
discuss literacy challenges faced by diverse learners.
9 CLOs 1-2
● PERFORMANCE MIDTERM EXAMINATION

11-12 Engaging and Interactive Literacy Activities: CLO 3

 Technology Integration Showcase: Groups design and present
engaging literacy activities that integrate technology in creative
and meaningful ways.
 Cultural Literacy Scavenger Hunt: Students participate in a
scavenger hunt on campus or in their communities, exploring
literacy artifacts and cultural expressions related to language and
literacy.
 Poetry Slam Event: Students create and perform original poems
or spoken word pieces that celebrate linguistic diversity and the
power of words.
13-14 Assessment and Feedback in Language Literacy Instruction: CLOs 3-4
 Peer Feedback Workshop: Practice providing constructive and
effective feedback on written and oral work, considering linguistic
and cultural backgrounds.
 Data Analysis Activity: Analyze student assessment data and
discuss its implications for individualizing instruction and
 differentiation.
 Formative Assessment Design Challenge: Design and present
formative assessment tools for specific literacy skills that are
culturally responsive and engaging.
15-17 Culminating Activities: CLOs 3-4
 Group Project Presentations: Students present their designed
instructional adaptations for specific learner groups, evaluating
their effectiveness and sharing insights.
 Optional Portfolios: Students compile evidence of their learning
journey and professional development throughout the course,
reflecting on their growth in understanding and promoting
inclusive language and literacy practice in the digital age.
18 PERFORMANCE FINAL EXAMINATION CLOs 3-4

G. COURSE READINGS AND REFERENCES

Philippine Language Policy and Context:
 DepEd Order No. 14 s. 2017: Implementing the Enhanced Basic Education Curriculum (K to 12)
 Commission on Filipino Language (ComFil): https://kwf.gov.ph/
 Magsaysay Center for Public Services: http://www.mihca.com.ph/
 Philippine American Educational Foundation
(PAEF): https://www.devex.com/organizations/philippine-american-educational-foundation-
fulbright-paef-140715
2. Theoretical Frameworks and Literacy Development:
 Alcantara, E. & Tabao, O. (2020). Mother Tongue-Based Multilingual Education in the Philippines:
Pedagogical Practices, Challenges, and Possibilities. Springer Nature.
 Constantino, P. (2004). Literacy and National Liberation: Historical and Political Issues in Philippine
Languages. Ateneo de Manila University Press.
 Del Rosario, O. (2010). Language Policy and Planning in the Philippines: History, Controversies,
and Prospects. UP Press.
 Cummins, J. (2014). Language Proficiency and Academic Achievement: Breakthroughs and
Controversies. Multilingual Matters.
3. Assessment and Instruction for Diverse Learners:
 Department of Education - Bureau of Special Education (DepEd-
BSE): https://support.lis.deped.gov.ph/support/Manuals/QuickGuides/
EBEISUserManual_SchoolProfile.pdf
 Gonzales, A. & De Leon, L. (2018). Inclusive Education in the Philippines: Challenges and
Opportunities. De La Salle University Press.
 Lorenzo, F. & Garcia, E. (2016). Assessment for Learning in the Philippine Context. Rex Book
Store.
 Universal Design for Learning (UDL) Philippines: https://www.upou.edu.ph/home/
4. Engaging and Interactive Literacy Activities:
 Agcaoili, L. & Ramos, J. (2015). Literacy and Learning in the 21st Century: Innovative Practices and
Technologies. Rex Book Store.
 Department of Education - Bureau of Curriculum Development (DepEd-
BCD): https://files.eric.ed.gov/fulltext/EJ1095725.pdf
 Philippine Association of Teacher-Librarians (PATLI): https://www.facebook.com/patlsofficial/
 TeacherPH Resources: https://www.teacherph.com/
5. Additional Resources:
 DepEd K to 12 Curriculum
Framework: https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
  National Reading Month Celebration: https://www.officialgazette.gov.ph/2011/11/02/deped-
declares-november-as-reading-month/
 Philippine Educational Theater Society (PETs): https://petatheater.com/
 Ateneo Center for Language Learning: https://www.facebook.com/AteneoALLC/

H. GRADING SYSTEM

The grading system for undergraduate students at the end of every semester is as follows:

GRADE RATING LETTER GRADE REMARK

97-100 1.00 A+ Passed
94-96 1.25 A Passed
91-93 1.50 B+ Passed
88-90 1.75 B Passed
85-87 2.00 B- Passed
82-84 2.25 C+ Passed
79-81 2.50 C Passed
76-78 2.75 C- Passed
75 3.00 P Passed
4.00 INC Incomplete
74 and below 5.00 F Failed
6.00 UW Unauthorized Withdrawal
Notes:
1. A student is marked “AW” if he/she followed the Authorized Dropping procedure prescribed by the Office of the Registrar.
2. A grade of 5.00 (Failed) is given for the following reasons:
a. Inability to satisfy the minimum requirements of the subjects
b. Excessive Absences
c. Cheating during major examinations
3. A base 60 transmutation table must be used in assessing student performance in examinations.

I. CLASS POLICIES

1. Attendance shall be checked regularly. University rules on lateness and absences shall be followed.
2. Proper classroom decorum shall always be observed.
3. Students are expected to conduct themselves to acknowledge and demonstrate respect for others.
4. All course requirements shall be submitted on time. Late submissions shall have corresponding
deductions.
5. Students who are caught cheating and plagiarizing in any form shall be punished by university rules.
6. Class standings shall be posted before they are released as final marks. Questions regarding grades
shall be raised during this period. Once grades are submitted at the end of the semester, they shall be
considered final. Change of grades shall be possible only if there is an error in computation.
7. Consistent with the provisions of Republic Act 11313 or the Safe Streets and Public Spaces Act of
2019, the Pamantasan as a whole and this class, in particular, will not in any way tolerate any form of
gender-based sexual harassment. Members of the classroom are expected to respect one another
regardless of sexual orientation and gender identity expression.

J. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

Pol F. Galang, [email protected] THURSDAY 3:00 AM- 6:00 PM
LPT.,M.DIV
 APPROVAL

Prepared by: Reviewed by:

Pol F. Galang, LPT Asst. Prof Ghibert Son I. Octavio

Instructor Department Chair
Recommending Approval: Approved by:

Asst. Prof. Sannie A. Jusay Dr. Marites D. Tagulao, CSPE

Dean Vice President for Academic Affairs