Why Filipino Should Be Used As Medium of Instruction in College and Why Filipino Subjects Must Be Included in the College Curriculum

David Michael M. San Juan1

“Uno y otro os olvidais de que mientras un pueblo conserve su idioma, conserva la prenda de sulibertad, como el hombre su independencia mientras conserva su manera de pensar. El idioma

es el pensamiento de los pueblos .”- Simoun in Chapter VII of Jose Rizal’s “El Filibusterismo”

1. Filipino as medium of instruction at all levels is a mandatoryprovision of the Philippine Constitution (Article XIV, Section 6):“The national language of the Philippines is Filipino...the Governmentshall take steps to initiate and sustain the use of Filipino as amedium of official communication and as language of instruction in theeducational system.” 2. Using Filipino as a medium of instruction in college will only beeffective if Filipino is taught as a subject/discipline too.3. Expanding and further developing what students have learned injunior and senior high school is necessary. Hence, there is a need forat least a Filipino subject in college, as a number of subjects in thesenior high school curriculum have parallel or related subjects in thenew General Education Curriculum. Senior High School Subjecrs2 Parallel or Related

Subjects in the New GECas per CMO No. 20,Series of 2013

Oral Communication Purposive Communication3

1 For identification purposes only: Associate Professor, De La SalleUniversity-Manila; Board Member, Pambansang Samahan sa Linggwistika atLiteraturang Filipino (PSLLF), Ink.; Executive Council Member, NCCA-NCLT;Public Information Officer, Alliance of Concerned Teachers-Private Schools(ACT Private); Convenor, Alyansa ng Mga Tagapagtanggol ng WikangFilipino/Alliance of Defenders of the Filipino Language (TANGGOL WIKA)2From http://deped.gov.ph/index.php/resources/curriculum-guides/shs-core-subjects and http://deped.gov.ph/index.php/resources/curriculum-guides/shs-contextualized-subjects 3 English is the default language of purposive communication in mostuniversities. As there is also a need for an English subject in college forvery obvious reasons, it is a good policy to teach Purposive Communication in

Reading and WritingEnglish for Academic and ProfessionalPurposesResearch in Daily Life 1Research in Daily Life 2Komunikasyon at Pananaliksik sa Wika atKulturang FilipinoPagbasa at Pagsusuri ng Iba’t Ibang TekstoTungo sa PananaliksikPagsulat sa Iba’t Ibang Larangan

NONE

Contemporary Philippine Arts from theRegions

Art Appreciation

Understanding Culture, Society, and Politics The Contemporary WorldGeneral MathematicsStatistics and Probability

Mathematics in theModern World

Earth and Life SciencePhysical ScienceEarth ScienceDisaster Readiness and Risk Reduction

Science, Technology andSociety

4. Skills for Filipino language and Philippine literature are includedin the College Readiness Standards (CRS) contained in CHED’sResolution No. 298-2011, hence including Filipino language andliterature subjects in college is a must, if the CRS is to begenuinely useful. Such subjects will ensure that skills learned inhigh school will be further developed in college.

English, and design a separate college subject for Filipino which should notbe necessarily merely parallel with Purposive Communication, considering thatproponents of Filipino subjects have submitted a number of more creativeproposals.

5. The National Achievement Test (NAT) results4 for Filipino are stillbelow DepEd’s own standards for mastery. Hence, retaining Filipino asa college subject will ensure that the necessary task of improvingstudents’ facility of the Filipino language beyond the secondary levelis accomplished.

4From http://netrc.sysportal.net/Frame.aspx?id=2027

6. The content of the Filipino senior high school curriculum cannotcover all content and skills currently taught in college. (see ANNEXA)

7. Filipino is the national language and language of politicaldemocratization as it is spoken by 99% of the population. It is thesoul of our country’s identity and culture. Giving it some space inall levels of education is a must. Obliterating it is obliteratingourselves and our collective identity.

8. In K to 12 countries such as the United States of America,Malaysia, and Indonesia, national language and literature are part ofthe mandatory core courses in their college curriculum, as emphasizedin the PSLLF’s position paper.

9. Filipino subjects designed in a multi/interdisciplinary way arefeasible, as proven by the dozens of proposals submitted to CHED byvarious institutions and organizations. The author is also submittinghis own sample syllabus of the subject FILPAN/Panitikang Filipino atPagbabagong Panlipunan/Filipino Literature and Social Transformation(see ANNEX B)

10. The inclusion of the national language in the college curriculumis a relatively new thing, compared with the inclusion of the Englishlanguage and literature in the college curriculum. It is about timethis historical injustice is remedied. (see ANNEX C)

11. Filipino is a global language taught in more than 80 schools,institutions, and universities abroad (in some cases, full bachelor’sdegree and/or master’s degree are also offered). Obliterating thespace for Filipino and Philippine Studies at the tertiary level inPhilippine colleges and universities will certainly negatively affectthe status of Filipino as a global language.

40 Philippine Schools Overseas (PSOs) with 27,500 students in 10 countries Where Filipinois Taught

1. Bahrain2. China3. East Timor4. Greece5. Kuwait6. Libya7. Oman8. Qatar9. Kingdom of Saudi Arabia10. United Arab Emirates

Universities Abroad Teaching Filipino Language and/or Philippine Studies1. University of Hawaii-Manoa2. University of Michigan3. Osaka University4. Kyoto University5. Sorbonne University (France)6. University of Melbourne7. University of Pennsylvania8. University of Washington9. Beijing University10. University of California, Los Angeles (UCLA)11. University of California, Berkeley12. University of Queensland (Australia)13. Universiti Brunei Darussalam14. University of Malaya (Malaysia)15. University of Wisconsin-Madison16. Loyola Marymount University (USA)

17. Columbia University (USA)18. Tokyo University of Foreign Studies19. Moscow State University20. St. Petersburg State University21. Northern Illinois University22. Yale University23. University of San Francisco (USA)24. University of Chicago25. University of Winnipeg (Canada)26. Universităt Luzern (Switzerland)27. University of Pittsburgh (USA)28. Simon Fraser University (Canada)29. University of California, San Diego30. Stanford University31. University of Arizona32. Cornell University33. Brigham Young University (USA)34. California State University-East Bay35. University of Wollongong in Dubai (mother unit in Australia)36. North West Community College (Sydney)37. Michigan State University38. University of Utah39. California State University Long Beach40. University of Iowa41. Loyola University (USA)42. East Tennessee State University43. SWCollege (USA)44. Cuyamaca College (USA)45. Alliant International University (USA)46. San Diego State University (USA)

Other Overseas Institutions That Teach Filipino Language1. Filipino Language and Culture School of Calgary (FLCSC)2. 70 high schools in San Diego, California3. Converse International School of Languages (USA)4. Philippine Language School of Victoria (Australia)6. Council for Teaching Filipino Language and Culture (USA)

ANNEX A: CONTENT OF FILIPINO SUBJECTS IN SENIOR HIGH SCHOOL VIS-A-VIS FILIPINO IN THE OLDGEC

Subjects inThe CurrentCollegeCurriculum

Topics Covered Subjects inSenior HighSchool5

Topics Covered Topics in The CurrentCollege Curriculum NotCovered by The SeniorHigh School Curriculum

KomunikasyonsaFilipinolohiya(Communication onPhilippineStudies)

Batayang Kaalaman saKomunikasyon at Wika (BasicKnowledge on Language andCommunication)

Pagsulat ngReaksyon/Repleksyon(WritingReaction/Reflection Papers)

Kasaysayan, Kahulugan,Isyu, at Anyo ng Filipino(History, Meaning, Issueson, and Forms of Filipino)

Paghahambing at Pagsusuring Sampling ng Register ngWika Batay sa Heograpiya(Comparative Analysis of aSampling of LanguageRegister Based onGeography)

Komunikasyon atPananaliksik saWika atKulturangPilipino(Communicationand Research onFilipinoLanguage andCulture)

Mga Konseptong Pangwika(Language Concepts)1. Wika (Language)2. Wikang Pambansa (National Language)3. Wikang Panturo (Medium of Instruction)4. Wikang Opisyal (Official Language)5. Bilinggwalismo (Bilingualism)6. Multilinggwalismo (Multilingualism)7. Register/Barayti ng wika (Language Register/Variety)8. Homogenous9. Heterogenous10. Linggwistikong komunidad (Linguistic Community)11. Unang wika (First Language)

Pagsulat ngReaksyon/Repleksyon(WritingReaction/ReflectionPapers)

Isyu sa Filipino (Issueson Filipino Language)

Paghahambing at Pagsusuring Sampling ng Registerng Wika Batay saHeograpiya (ComparativeAnalysis of a Sampling ofLanguage Register Basedon Geography)

Introduksyon saFilipinolohiya(Introduction toPhilippine Studies)

Paglalahad ng Mga

5 http://deped.gov.ph/index.php/resources/curriculum-guides/shs-core-subjects

Introduksyon saFilipinolohiya(Introduction to PhilippineStudies)

Paglalahad ng MgaPangunahing Ideya/Argumentong Sanaysay(Expressing/Explaining theMain Ideas/Arguments ofthe Essay)

Pagbuo ng Iba’t IbangPagpapakahulugan/Pagbasa saTeksto (Meaning-Making)

Ang Papel ng Wika saEdukasyon at Lipunan(Language’s Role inEducation and Society)

Pagtukoy sa Tesis ngSanaysay at Pagbubuod(Identifying the Essay’sThesis Point, andSummarizing)

Ang Bukal at Kahulugan ngPilipinong Identidad saLoob ng Pilipinas (Sourcesand Meanings of FilipinoIdentity in thePhilippines)

12. Pangalawang wikaat iba pa (Second Languageetc.)

Gamit ng Wika sa Lipunan (Functions of the Language in Society):1. Instrumental2. Regulatoryo (Regulatory)3. Interaksyonal (Interactional)4. Personal5. Hueristiko (Heuristic)6. Representatibo (Representative)

Kasaysayan ng WikangPambansa Sa Panahon ngKastila Hanggang saKasalukuyan (History ofthe National LanguageFrom the Colonial EraTo The Present)

Mga Sitwasyong Pangwikasa Pilipinas (LanguageSituations in thePhilippines)

Kakayahang Komunikatibong mga Pilipino

PangunahingIdeya/Argumento ngSanaysay(Expressing/Explainingthe Main Ideas/Argumentsof the Essay)

Pagbuo ng Iba’t IbangPagpapakahulugan/Pagbasasa Teksto (Meaning-Making)

Ang Papel ng Wika saEdukasyon (Language’sRole in Education)

Pagtukoy sa Tesis ngSanaysay at Pagbubuod(Identifying the Essay’sThesis Point, andSummarizing)

Ang Bukal at Kahulugan ngPilipinong Identidad saLoob ng Pilipinas(Sources and Meanings ofFilipino Identity in thePhilippines)

Pagsusuri ng MgaSimbolong Kultural(Analyzing CulturalSymbols)

Pagsusuri ng Mga SimbolongKultural (AnalyzingCultural Symbols)

Pilipinong Identidad saLabas ng Pilipinas/Diaspora(Filipino Identity Outsidethe Philippines/Diaspora)

Pagsulat ng Tesis atPagbabalangkas (ThesisPoint Writing andOutlining)

Pag-oorganisa ng Lektyur-Forum (Organizing aLecture-Forum)

Pag-unawa sa KulturangPopular (UnderstandingPopular Culture)

Diskors ng Kasarian (GenderDiscourse)

Pagsulat ng Sanaysay naNangangatwiran o Naglalahad(Writing Argumentative orIllustrative Essays)

(Communicative Skillsof Filipinos)1. kakayahanglinggwistiko/istruktural/ gramatikal(linguistic/structural/grammatical skills)2. kakayahangsosyolingwistik(sociolinguisticskills)3. kakayahang pragmatik(pragmatic skills)4. kakayahang diskorsal(discourse skills)

Introduksyon saPananaliksik sa Wika atKulturang Pilipino(Introduction toResearch on FilipinoLanguage and Culture

Pilipinong Identidad saLabas ngPilipinas/Diaspora(Filipino IdentityOutside thePhilippines/Diaspora)

Pagsulat ng Tesis atPagbabalangkas (ThesisPoint Writing andOutlining)

Pag-oorganisa ng Lektyur-Forum (Organizing aLecture-Forum)

Pag-unawa sa KulturangPopular (UnderstandingPopular Culture)

Diskors ng Kasarian(Gender Discourse)

Pagsulat ng Sanaysay naNangangatwiran oNaglalahad (WritingArgumentative orIllustrative Essays)

Filipino:Pagbasa at

Pundasyon ng Pagpapahayag-Akademik (Foundation of

Pagbasa atPagsusuri ng

Pagbasa at Pagsusuri ngIba’t Ibang Teksto

Pundasyon ngPagpapahayag-Akademik

Pagsulat saIba’t IbangDisiplina atLarangan(Filipino:Reading andWriting inVariousDisciplinesand Fields)

Academic Expression)

Wika at Ang Wika saAkademya (Language and TheLanguage in/of The Academe)

Intelektwalisasyon ngFilipino(Intellectualization of theFilipino Language)

Pagsasalin at Pagpapayamanng Register (Translationand Enriching/Expanding theLanguage Register)

Pagbuo ng Term Paper parasa Larangan/Disiplina(Drafting a Disipline-BasedTerm Paper)

Ang Documentary FilmsBilanG Riserts (DocumentaryFilms as Research)

Pagpapayaman ng Bokabularyosa Mga Disiplina(Enriching/ExpandingVocabulary in VariousDisciplines)

Leksikograpiya sa MgaDisiplina (Lexicography in

Iba’t IbangTeksto Tungo saPananaliksik(Reading andAnalysis ofVarious TextsTowardsResearch)

(Reading and AnalyzingVarious Texts TowardsResearch)1. Impormatibo(Informative)2. Deskriptibo(Descriptive)3. Persuweysib(Persuasive)4. Naratibo(Narrative)5.Argumentatibo(Argumentative)6. Prosidyural(Procedural)

Pagsulat ngPananaliksik (Writing aResearch Paper)• Pagpili ng paksa(Choosing a Topic)• Pagsulat ngtentatibong balangkas(Writing a TentativeOutline)• Pagbuo ng tentatibongbibliograpi (Preparinga TentativeBibliography)• Pagbuo ng konseptongpapel (Drafting aConcept Paper)• Pangangalap ng datos(Data Collection)

(Foundation of AcademicExpression)

Wika at Ang Wika saAkademya (Language andThe Language in/of TheAcademe)

Intelektwalisasyon ngFilipino(Intellectualization ofthe Filipino Language)

Pagsasalin atPagpapayaman ng Register(Translation andEnriching/Expanding theLanguage Register)

Ang Documentary FilmsBilanG Riserts(Documentary Films asResearch)

Pagpapayaman ngBokabularyo sa MgaDisiplina(Enriching/ExpandingVocabulary in VariousDisciplines)

Leksikograpiya sa MgaDisiplina (Lexicography

Various Disciplines)

Pagsasalin: Simulain,Proseso, Kritiking ngPagsasalin, at Worksyap(Translation: Principlesand Process, Critiquing andWorkshop)

Imersyon sa DisiplinangInhenyeriya (Immersion inthe Engineering Discipline)

Imersyon sa Ekonomiks(Immersion in Economics)

Imersyon sa AghamPanlipunan (Immersion inSocial Sciences)

• Pagsulat ng unangdraft (Writing theFirst Draft)• Pagsasaayos ngdokumentasyon(Organizing theDocumentation)• Pagbuo ng pinal nadraft (Preparing theFinal Draft)

in Various Disciplines)

Pagsasalin: Simulain,Proseso, Kritiking ngPagsasalin, at Worksyap(Translation: Principlesand Process, Critiquingand Workshop)

Imersyon sa DisiplinangInhenyeriya (Immersion inthe EngineeringDiscipline)

Imersyon sa Ekonomiks(Immersion in Economics)

Imersyon sa AghamPanlipunan (Immersion inSocial Sciences)

ANNEX B: DRAFT SILABUS OF FILPAN o Panitikang Filipino at Pagbabagong Panlipunan

SILABUSPamantasang De La Salle, Maynila

KOLEHIYO: Malalayang Sining DEPARTAMENTO: FilipinoCOURSE CODE: FILPANISKEDYUL: ____________________ SILID: _________INSTRUKTOR:

Contact details: _________________________________ Oras at araw ng konsultasyon: ____________________

Deskripsyon ng Kurso:Ang FILPAN o Panitikang Filipino at Pagbabagong Panlipunan o ay

isang kurso sa pag-aaral at paglikha ng panitikang Filipino nanakatuon sa kabuluhang panlipunan ng mga tekstong literari sa iba’tibang bahagi ng kasaysayan ng bansang Pilipinas. Sinasaklaw nito angmga isyung panlipunan na tinalakay ng mga akdang Filipino tulad ngkahirapan, malawak na agwat ng mayayaman at mahirap, reporma sa lupa,globalisasyon, pagsasamantala sa mga manggagawa, karapatang pantao,isyung pangkasarian, sitwasyon ng mga pangkat minorya at/o marginalized,at iba pa.

Mga layunin

Sa pagtatapos ng kurso, ang mga estudyante ay inaasahang:Makatupad sa mga minimum na kasanayan

...sa pamamagitan ng pagpapakita ng mga sumusunod na kaalaman/kasanayan:

Mapanuri at malikhaing Nakasusulat ng iskolarli at

manlilikha ng karunungan;

May pananagutang panlipunanat kolaboratibong mamamayan;

May prinsipyong moral atpinunong inspirado ngpananampalataya;

Komunikador na sensitibo sadibersidad;

May kakayahang propesyunal.

masining na papel na nagsusuri sa kabuluhang panlipunan ng isang akdang pampanitikan.

Nakasusulat ng sariling akdang pampanitikan na tumatalakay sa isang suliraning panlipunan

AWTPUT SA KURSO:LEARNING OUTCOME AWTPUT PETSA NG

PAGPAPASA/PAGSASAGAWA

Nakasusulat ng sariling akdang pampanitikan na tumatalakay sa isang suliraning panlipunan.

Akdang Pampanitikan (apat na tula, isang sanaysay, o isang maikling kwento)

Ikalabintatlong Linggo

Mga Pangangailangan ng Kurso:A. Midterm

1. Partisipasyon sa klase / pangkatang gawain 20%2. Maiikling pagsusulit/pagsasanay 20%3. Maiikling papel / proyekto / gawaing bahay 20%

4. Dalawang mahabang pagsusulit 20%5. Eksameng Midterm 20%

B. Grado pagkatapos ng Midterm1. Partisipasyon sa klase / pangkatang gawain 20%2. Maiikling pagsusulit / indibidwal na gawain 20%3. Maiikling papel / proyekto / gawaing bahay 20%4. Dalawang mahabang pagsusulit 20%5. Presentasyon ng panapos na papel 20%

Pinal na Grado = (Midterm na Grado + Grado Pagkatapos ng Midterm)/ 2

Daloy ng Klase

LEARNINGOUTCOME

PAKSA LINGGO MGA GAWAINGPAMPAGKATUTO

PagpapakilalaOryentasyonPagtukoy sa mgaBatayang KaalamanHinggil saPanitikang Filipino

Una MalayangTalakayanIndibidwal atpanggruponggawain

Batayang Kaalaman saPanunuringPampanitikan

Mga piling sanaysaysa mga sumusunod naaklat:

“Kilates :PanunuringPampanitikan ngPilipinas”ni Rosario Torres-Yu

“Writing the

Ikalawa-Ikatlo

nation = Pag-akdang Bansa”ni BienvenidoLumbera

“Sarilaysay: Danasat Dalumat ngLalaking Manunulatsa Filipino” ninaRosario Torres-Yuat Alwin C. Aguirre

“Sarilaysay: Tinigng 20 Babae saSariling DanasBilang Manunulat”ni Rosario Torres-Yu

“Gitnang UringFantasya atMateryal naKahirapan saNeoliberalismo:Politikal naKritisismo ngKulturang Popular”ni Rolando B.Tolentino

“Bayan at Lipunan:Ang Kritisismo niBienvenido L.Lumbera” ni RosarioTorres-Yu

“Muling-Pagkatha saAting Bansa: OBakit

PinakamahabangTulay sa BuongMundo Ang TulayCalumpit” niVirgilio S. Almario

Panitikan Hinggil saKahirapan

Mga akda mula saalinman sa mgasumusunod naantolohiya:

“Panitikan ngKahirapan” (Ani,Vol. 26, CCP)

“Mga Agos saDisyerto” ninaEfren Abueg et al.

“Langaw sa IsangBasong Gatas at IbaPang Kuwento” niAmado V. Hernandez(inedit ni RosarioTorres-Yu)

Ikaapat

Panitikan Hinggil saKarapatang Pantao

Bahagi ng o isa samga sumusunod naaklat:

“Desaparesidos” niLualhati Bautista

Ikalima

(nobela)

“Poetika/Politika”ni BienvenidoLumbera (mga tula)

“Ka Amado” ni JunCruz Reyes(biograpiya)

“Pitong Sundang:Mga Tula at Awit”ni Ericson Acosta

Panitikan Hinggil saIsyungPangmanggagawa,Pangmagsasaka, atPambansa

Bahagi ng o isa samga sumusunod naaklat:

“Ang Aso, AngPulgas, Ang Bonsai,at Ang Kolorum” niJose Rey Munsayac(nobela)

“Kabyawan” ngKilometer 64 (mgatula)

“Mga IbongMandaragit” niAmado V. Hernandez(nobela)

Ikaanim

“Sanaysaging” niEpifanio G. Matute

“Muog: Ang NaratiboNg Kanayunan SaMatagalang DigmaangBayan Sa Pilipinas”ni GelacioGuillermo (iba’tibang sulatingprosa)

“Hijo y Hija dePuta at Iba PangMga Tula” niRogelio L. Ordoñez

“Simulain:Dulambayan ngManggagawa saKonteksto ngMilitantengKilusangUnyonismo,1980-1994” ni ApolonioBayani Chua

“Bayan Ko: Mga Tulang pulitika atPakikisangkot” niJose Corazon deJesus (inedit niMonico M. Atienza)

“Daluyong” niLazaro Francisco(nobela)

Panitikan Hinggil saIsyung Pangkasarian

Bahagi ng o isa samga sumusunod naaklat:

“Walo at KalahatingDekada ng IsangBuhay” ni GenovevaEdroza-Matute(nobela)

“Sa Ngalan ng Ina:Sandaang Taon ngTulang Feminista saPilipinas, 1889-1989” ni LiliaQuindoza Santiago

“Mga Liham niPinay” ni RuthElynia Mabanglo(mga tula)

“Amapola” at “ParaKay B” niRicky Lee (mganobela)

“Rampa: MgaSanaysay” ni DantonRemoto

“Kulay Rosas AngPintig ng Puso: MgaMaikling Kuwento”ni Gerardo Z.

Ikapito

Torres

“Talong/Tahong: MgaKuwentongHomoerotiko” ineditnina RolandoTolentino et al.

“Laglag-Panty,Laglag-Brief: MgaKuwentongHeterosexual”inedit nina RolandoTolentino et al.

Panitikan Hinggil saSitwasyon ng MgaPangkat Minorya

Bahagi ng o isa samga sumusunod naaklat:

“Sikami'n Lumad:Bagong Panitikan ngKatubong Mindanaw”ng MindanawonInitiatives forCultural Dialogue(iba’t ibang akdangpampanitikan)

“Isang Mahabang-mahabangPaglalakbay Pauwi”ni Levy Balgos dela Cruz (mgamaikling kwento)

Ikawalo

“Ang Katutubo atDalawa Pang Dula”ni Nonilon V.Queano

“Mga Kuwento niDatu Lubay” ni AlexC. Delos Santos

Panitikan Hinggil saDiaspora/Migrasyon

Bahagi ng o isa samga sumusunod naaklat:

“Pamilya,Migrasyon,Disintegrasyon” niFanny Garcia (mgasanaysay)

“Diaspora at IbaPang Mga Kwento” niGenoveva EdrozaMatute

“Nasa Puso angAmerika: IsangKasaysayan ng Buhayni Carlos Bulosan”nina Carolina S.Malay ay PaulaCarolina S. Malay

Isasiyam

Worksyap sa Pagsulatng AkdangPampanitikan (apat natula, isang sanaysay, o

Ikasampu-Ikalabindalawa

isang maikling kwento)

Rebisyon at Pagpapasang Awtput

Ikalabintatlo-Ikalabing-apat

Mga patakaran sa klase (NB: Basahin ang student handbook para sa mgapangkalahatang gabay at alituntunin.)1. Iwasan ang pagpasok nang huli o ang pagliban sa klase. 2.  Pumasok sa klase nang may paghahanda: nabasa ang akdang tatalakayin, magpapasa ng proyekto, makapag-uulat nang maayos, makikilahok sa talakayan. 3. Iwasan ang distraksiyong dulot ng cellphone (dapat naka-off/silent mode). Ang klase ay para sa mga aktibidad ng klase, hindi para mag-cellphone/MP3/laptop. 4. Iwasan ang anumang makasisira sa maayos na daloy ng klase tulad ng paggawa ng mga bagay na hindi naman kaugnay ng klase (halimbawa, para sa ibang klase/kurso), pag-iingay, pribadong kuwentuhan, paglabas-labas ng klasrum para mag-CR, atbp.

26

ANNEX C: Situation of Filipino Vis-a-Vis English in the College Curriculum6

Year Required FilipinoSubjects for HUSOCOMMajors

Required EnglishSubjects for HUSOCOMMajors

RequiredFilipinoSubjects fornon-HUSOCOMMajors

Required EnglishSubjects for Non-HUSOCOM Majors

1906 - 1940 NONE English Language andLiterature Required

NONE English Languageand LiteratureRequired

1940-1944 National languagerequired for twosemesters in secondyear college ofEducation majors(e.g. would-beteachers)

English Language andLiterature Required

NONE English Languageand LiteratureRequired

1944-1946 National languagerequired

English was prohibitedby the Japanese-sponsored republic

Nationallanguagerequired

English wasprohibited by theJapanese-sponsoredrepublic

1946-1975 NONE English Language andLiterature Required

NONE English Languageand LiteratureRequired

1975 National languagerequired

English Language andLiterature Required

Nationallanguagerequired

English Languageand LiteratureRequired

6 Most data were culled from http://www.ncca.gov.ph/about-culture-and-arts/articles-on-c-n-a/article.php?igm=3&i=216; www.dlsu.edu.ph/offices/iaa/downloads/CHED-MEMO-59-1997.pdf ; www.dlsu.edu.ph/offices/iaa/downloads/iaa-cmo-no-59-series-1996.pdf ; and CMO. No. 20, Series of 2013.

27

1996 9 units of Filipinolanguage are required

Filipino textscovered by 3 units ofLiteratures of ThePhilippines

9 units of English arerequired

English texts coveredby 3 units ofLiteratures of ThePhilippines)

3 units of Literaturesof The World

9 units ofFilipinolanguage arerequired

9 units of Englishlanguage arerequired

1997 9 units of Filipinoare required

Filipino textscovered by 3 units ofLiteratures of ThePhilippines

9 units of English arerequired

English texts coveredby 3 units ofLiteratures of ThePhilippines)

3 units of Literaturesof The World

6 units ofFilipino arerequired

Filipino textscovered by 3units ofLiteratures ofThe Philippines

6 units of Englishare required

Filipino textscovered by 3 unitsof Literatures ofThe Philippines

3 units ofLiteratures of TheWorld

2016 (startofimplementation of CMONo. 20,Series of2013

ZERO ZERO (but in mostschools, PurposiveCommunication, a 3-unit subject will bemainly handled byEnglish Departments orEnglish-speakingDepartments)

ZERO ZERO (but in mostschools, PurposiveCommunication, a3-unit subjectwill be mainlyhandled by EnglishDepartments orEnglish-speakingDepartments)