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 su libertad,
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 mandatory provision of the Philippine Constitution
(Article XIV, Section 6): “The national language of the Philippines is Filipino...the Government shall take
steps to initiate and sustain the use of Filipino as a medium of official communication and as language of
instruction in the educational system.”
2. Using Filipino as a medium of instruction in college will only be effective if Filipino is taught as a
subject/discipline too.
3. Expanding and further developing what students have learned in junior and senior high school is
necessary. Hence, there is a need for at least a Filipino subject in college, as a number of subjects in the
senior high school curriculum have parallel or related subjects in the new General Education Curriculum.
Senior High School Subjecrs2 Parallel or Related Subjects in the
New GEC as per CMO No. 20,
Series of 2013
Oral Communication Purposive Communication3
Reading and Writing
English for Academic and Professional Purposes
Research in Daily Life 1
Research in Daily Life 2
Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino NONE
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik
Pagsulat sa Iba’t Ibang Larangan
Contemporary Philippine Arts from the Regions Art Appreciation
Understanding Culture, Society, and Politics The Contemporary World
General Mathematics Mathematics in the Modern World
Statistics and Probability

1
For identification purposes only: Associate Professor, De La Salle University-Manila; Board Member, Pambansang
Samahan sa Linggwistika at Literaturang 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 Wikang Filipino/Alliance of Defenders of the Filipino Language (TANGGOL WIKA)
2
From 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 most universities. As there is also a need for an
English subject in college for very obvious reasons, it is a good policy to teach Purposive Communication in English,
and design a separate college subject for Filipino which should not be necessarily merely parallel with Purposive
Communication, considering that proponents of Filipino subjects have submitted a number of more creative
proposals.
Earth and Life Science Science, Technology and Society
Physical Science
Earth Science
Disaster Readiness and Risk Reduction

4. Skills for Filipino language and Philippine literature are included in the College Readiness Standards
(CRS) contained in CHED’s Resolution No. 298-2011, hence including Filipino language and literature
subjects in college is a must, if the CRS is to be genuinely useful. Such subjects will ensure that skills
learned in high school will be further developed in college.
5. The National Achievement Test (NAT) results4 for Filipino are still below DepEd’s own standards for
mastery. Hence, retaining Filipino as a college subject will ensure that the necessary task of improving
students’ facility of the Filipino language beyond the secondary level is accomplished.

6. The content of the Filipino senior high school curriculum cannot cover all content and skills currently
taught in college. (see ANNEX A)

7. Filipino is the national language and language of political democratization as it is spoken by 99% of
the population. It is the soul of our country’s identity and culture. Giving it some space in all levels of
education is a must. Obliterating it is obliterating ourselves 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 of the mandatory core courses in their college curriculum, as emphasized in the
PSLLF’s position paper.

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

10. The inclusion of the national language in the college curriculum is a relatively new thing, compared
with the inclusion of the English language and literature in the college curriculum. It is about time this
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’s degree and/or master’s degree are also offered). Obliterating the space for
Filipino and Philippine Studies at the tertiary level in Philippine colleges and universities will certainly
negatively affect the status of Filipino as a global language.

4
From http://netrc.sysportal.net/Frame.aspx?id=2027
40 Philippine Schools Overseas (PSOs) with 27,500 students in 10 countries Where Filipino is Taught

1. Bahrain
2. China
3. East Timor
4. Greece
5. Kuwait
6. Libya
7. Oman
8. Qatar
9. Kingdom of Saudi Arabia
10. United Arab Emirates

Universities Abroad Teaching Filipino Language and/or Philippine Studies

1. University of Hawaii-Manoa
2. University of Michigan
3. Osaka University
4. Kyoto University
5. Sorbonne University (France)
6. University of Melbourne
7. University of Pennsylvania
8. University of Washington
9. Beijing University
10. University of California, Los Angeles (UCLA)
11. University of California, Berkeley
12. University of Queensland (Australia)
13. Universiti Brunei Darussalam
14. University of Malaya (Malaysia)
15. University of Wisconsin-Madison
16. Loyola Marymount University (USA)
17. Columbia University (USA)
18. Tokyo University of Foreign Studies
19. Moscow State University
20. St. Petersburg State University
21. Northern Illinois University
22. Yale University
23. University of San Francisco (USA)
24. University of Chicago
25. University of Winnipeg (Canada)
26. Universităt Luzern (Switzerland)
27. University of Pittsburgh (USA)
28. Simon Fraser University (Canada)
29. University of California, San Diego
30. Stanford University
31. University of Arizona
32. Cornell University
33. Brigham Young University (USA)
34. California State University-East Bay
35. University of Wollongong in Dubai (mother unit in Australia)
36. North West Community College (Sydney)
37. Michigan State University
38. University of Utah
39. California State University Long Beach
40. University of Iowa
41. Loyola University (USA)
42. East Tennessee State University
43. SWCollege (USA)
44. Cuyamaca College (USA)
45. Alliant International University (USA)
46. San Diego State University (USA)

Other Overseas Institutions That Teach Filipino Language

1. Filipino Language and Culture School of Calgary (FLCSC)
2. 70 high schools in San Diego, California
3. 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 OLD GEC

Subjects in The Topics Covered Subjects in Senior Topics Covered Topics in The Current College
Current College High School5 Curriculum Not Covered by The
Curriculum Senior High School Curriculum
Komunikasyon sa Batayang Kaalaman sa Komunikasyon Komunikasyon at Mga Konseptong Pangwika Pagsulat ng Reaksyon/Repleksyon
Filipinolohiya at Wika (Basic Knowledge on Language Pananaliksik sa Wika (Language Concepts) (Writing Reaction/Reflection Papers)
(Communication and Communication) at Kulturang Pilipino 1. Wika (Language)
on Philippine (Communication and 2. Wikang Pambansa (National Isyu sa Filipino (Issues on Filipino
Studies) Pagsulat ng Reaksyon/Repleksyon Research on Filipino Language) Language)
(Writing Reaction/Reflection Papers) Language and 3. Wikang Panturo (Medium of
Culture) Instruction) Paghahambing at Pagsusuri ng
Kasaysayan, Kahulugan, Isyu, at Anyo 4. Wikang Opisyal (Official Sampling ng Register ng Wika Batay
ng Filipino (History, Meaning, Issues Language) sa Heograpiya (Comparative
on, and Forms of Filipino) 5. Bilinggwalismo (Bilingualism) Analysis of a Sampling of Language
6. Multilinggwalismo Register Based on Geography)
Paghahambing at Pagsusuri ng (Multilingualism)
Sampling ng Register ng Wika Batay sa 7. Register/Barayti ng wika Introduksyon sa Filipinolohiya
Heograpiya (Comparative Analysis of a (Language Register/Variety) (Introduction to Philippine Studies)
Sampling of Language Register Based 8. Homogenous
on Geography) 9. Heterogenous Paglalahad ng Mga Pangunahing
10. Linggwistikong komunidad Ideya/Argumento ng Sanaysay
Introduksyon sa Filipinolohiya (Linguistic Community) (Expressing/Explaining the Main
(Introduction to Philippine Studies) 11. Unang wika (First Language) Ideas/Arguments of the Essay)
12. Pangalawang wikaat iba pa
Paglalahad ng Mga Pangunahing (Second Language etc.) Pagbuo ng Iba’t Ibang
Ideya/Argumento ng Sanaysay Pagpapakahulugan/Pagbasa sa
(Expressing/Explaining the Main Gamit ng Wika sa Lipunan Teksto (Meaning-Making)
Ideas/Arguments of the Essay) (Functions of the Language in
Society): Ang Papel ng Wika sa Edukasyon
Pagbuo ng Iba’t Ibang 1. Instrumental (Language’s Role in Education)
Pagpapakahulugan/Pagbasa sa Teksto 2. Regulatoryo (Regulatory)
(Meaning-Making) 3. Interaksyonal (Interactional) Pagtukoy sa Tesis ng Sanaysay at
4. Personal Pagbubuod (Identifying the Essay’s
Ang Papel ng Wika sa Edukasyon at 5. Hueristiko (Heuristic) Thesis Point, and Summarizing)
Lipunan (Language’s Role in Education 6. Representatibo (Representative)

5
http://deped.gov.ph/index.php/resources/curriculum-guides/shs-core-subjects
 and Society)
Pagtukoy sa Tesis ng Sanaysay at
Pagbubuod (Identifying the Essay’s
Thesis Point, and Summarizing)
Ang Bukal at Kahulugan ng Pilipinong
Identidad sa Loob ng Pilipinas (Sources
and Meanings of Filipino Identity in the
Philippines)
Pagsusuri ng Mga Simbolong Kultural
(Analyzing Cultural Symbols)
Pilipinong Identidad sa Labas ng
Pilipinas/Diaspora (Filipino Identity
Outside the Philippines/Diaspora)
Pagsulat ng Tesis at Pagbabalangkas
(Thesis Point Writing and Outlining)
Pag-oorganisa ng Lektyur-Forum
(Organizing a Lecture-Forum)
Pag-unawa sa Kulturang Popular
(Understanding Popular Culture)
Diskors ng Kasarian (Gender Discourse)
Pagsulat ng Sanaysay
Nangangatwiran o Naglalahad (Writing
Argumentative or Illustrative Essays)
Filipino: Pagbasa Pundasyon ng Pagpapahayag-Akademik
at Pagsulat sa (Foundation of Academic Expression)
Iba’t Ibang
Disiplina at Wika at Ang Wika sa Akademya
Larangan (Language and The Language in/of The
(Filipino: Reading Academe)
and Writing in
Ang Bukal at Kahulugan ng
Kasaysayan ng Wikang Pambansa Pilipinong Identidad sa Loob ng
Sa Panahon ng Kastila Hanggang Pilipinas (Sources and Meanings of
sa Kasalukuyan (History of the Filipino Identity in the Philippines)
National Language From the
Colonial Era To The Present) Pagsusuri ng Mga Simbolong
Kultural (Analyzing Cultural
Mga Sitwasyong Pangwika sa Symbols)
Pilipinas (Language Situations in
the Philippines) Pilipinong Identidad sa Labas ng
Pilipinas/Diaspora (Filipino Identity
Kakayahang Komunikatibo ng Outside the Philippines/Diaspora)
mga Pilipino (Communicative
Skills of Filipinos) Pagsulat ng Tesis at Pagbabalangkas
1. kakayahang linggwistiko/ (Thesis Point Writing and Outlining)
istruktural/ gramatikal
(linguistic/structural/grammatical Pag-oorganisa ng Lektyur-Forum
skills) (Organizing a Lecture-Forum)
2. kakayahang sosyolingwistik
(sociolinguistic skills) Pag-unawa sa Kulturang Popular
3. kakayahang pragmatik (Understanding Popular Culture)
(pragmatic skills)
4. kakayahang diskorsal (discourse Diskors ng Kasarian (Gender
skills) Discourse)
Introduksyon sa Pananaliksik sa Pagsulat ng Sanaysay na
Wika at Kulturang Pilipino Nangangatwiran o Naglalahad
(Introduction to Research on (Writing Argumentative or
Filipino Language and Culture Illustrative Essays)
na
Pagbasa at Pagsusuri Pagbasa at Pagsusuri ng Iba’t Pundasyon ng Pagpapahayag-
ng Iba’t Ibang Teksto Ibang Teksto (Reading and Akademik (Foundation of Academic
Tungo sa Pananaliksik Analyzing Various Texts Towards Expression)
(Reading and Analysis Research)
of Various Texts 1. Impormatibo (Informative) Wika at Ang Wika sa Akademya
Towards Research) 2. Deskriptibo (Descriptive) (Language and The Language in/of
3. Persuweysib (Persuasive) The Academe)
Various Intelektwalisasyon ng Filipino 4. Naratibo (Narrative)
Disciplines and (Intellectualization of the Filipino 5.Argumentatibo (Argumentative) Intelektwalisasyon ng Filipino
Fields) Language) 6. Prosidyural (Procedural) (Intellectualization of the Filipino
Language)
Pagsasalin at Pagpapayaman ng Register Pagsulat ng Pananaliksik (Writing
(Translation and Enriching/Expanding a Research Paper) Pagsasalin at Pagpapayaman ng
the Language Register) • Pagpili ng paksa (Choosing a Register (Translation and
Topic) Enriching/Expanding the Language
Pagbuo ng Term Paper para sa • Pagsulat ng tentatibong Register)
Larangan/Disiplina (Drafting a balangkas (Writing a Tentative
Disipline-Based Term Paper) Outline) Ang Documentary Films BilanG
• Pagbuo ng tentatibong Riserts (Documentary Films as
Ang Documentary Films BilanG Riserts bibliograpi (Preparing a Tentative Research)
(Documentary Films as Research) Bibliography)
• Pagbuo ng konseptong papel Pagpapayaman ng Bokabularyo sa
Pagpapayaman ng Bokabularyo sa Mga (Drafting a Concept Paper) Mga Disiplina (Enriching/Expanding
Disiplina (Enriching/Expanding • Pangangalap ng datos (Data Vocabulary in Various Disciplines)
Vocabulary in Various Disciplines) Collection)
• Pagsulat ng unang draft (Writing Leksikograpiya sa Mga Disiplina
Leksikograpiya sa Mga Disiplina the First Draft) (Lexicography in Various
(Lexicography in Various Disciplines) • Pagsasaayos ng dokumentasyon Disciplines)
(Organizing the Documentation)
Pagsasalin: Simulain, Proseso, Kritiking • Pagbuo ng pinal na draft Pagsasalin: Simulain, Proseso,
ng Pagsasalin, at Worksyap (Preparing the Final Draft) Kritiking ng Pagsasalin, at Worksyap
(Translation: Principles and Process, (Translation: Principles and Process,
Critiquing and Workshop) Critiquing and Workshop)

Imersyon sa Disiplinang Inhenyeriya Imersyon sa Disiplinang Inhenyeriya

(Immersion in the Engineering (Immersion in the Engineering
Discipline) Discipline)

Imersyon sa Ekonomiks (Immersion in Imersyon sa Ekonomiks (Immersion

Economics) in Economics)

Imersyon sa Agham Panlipunan Imersyon sa Agham Panlipunan

(Immersion in Social Sciences) (Immersion in Social Sciences)
ANNEX B: DRAFT SILABUS OF FILPAN o Panitikang Filipino at Pagbabagong
Panlipunan

SILABUS
Pamantasang De La Salle, Maynila

KOLEHIYO: Malalayang Sining DEPARTAMENTO: Filipino

COURSE CODE: FILPAN
ISKEDYUL: ____________________ 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 na nakatuon sa kabuluhang panlipunan ng mga tekstong literari
sa iba’t ibang bahagi ng kasaysayan ng bansang Pilipinas. Sinasaklaw nito ang mga isyung panlipunan
na tinalakay ng mga akdang Filipino tulad ng kahirapan, 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 manlilikha ng Nakasusulat ng iskolarli at masining na
karunungan; papel na nagsusuri sa kabuluhang
panlipunan ng isang akdang pampanitikan.
May pananagutang panlipunan at
kolaboratibong mamamayan; Nakasusulat ng sariling akdang
pampanitikan na tumatalakay sa isang
May prinsipyong moral at pinunong suliraning panlipunan
inspirado ng pananampalataya;

Komunikador na sensitibo sa dibersidad;

May kakayahang propesyunal.

AWTPUT SA KURSO:
LEARNING OUTCOME AWTPUT PETSA NG
PAGPAPASA/
PAGSASAGA
WA
Nakasusulat ng sariling akdang Akdang Pampanitikan (apat na Ikalabintatlong
pampanitikan na tumatalakay sa tula, isang sanaysay, o isang Linggo
isang suliraning panlipunan. maikling kwento)

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 Midterm

1. 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

LEARNING PAKSA LINGGO MGA GAWAING

OUTCOME PAMPAGKATUTO
Pagpapakilala Una Malayang Talakayan
Oryentasyon Indibidwal at
Pagtukoy sa mga Batayang panggrupong gawain
Kaalaman Hinggil sa
Panitikang Filipino
Batayang Kaalaman sa Ikalawa-Ikatlo
Panunuring Pampanitikan
Mga piling sanaysay sa mga
sumusunod na aklat:

“Kilates : Panunuring
Pampanitikan ng Pilipinas”
ni Rosario Torres-Yu

“Writing the nation = Pag-

akda ng Bansa”
ni Bienvenido Lumbera

“Sarilaysay: Danas at
Dalumat ng Lalaking
Manunulat sa Filipino” nina
Rosario Torres-Yu at Alwin
C. Aguirre

“Sarilaysay: Tinig ng 20
Babae sa Sariling Danas
Bilang Manunulat” ni
Rosario Torres-Yu

“Gitnang Uring Fantasya at

Materyal na Kahirapan sa
Neoliberalismo: Politikal na
Kritisismo ng Kulturang
Popular” ni Rolando B.
Tolentino

“Bayan at Lipunan: Ang

Kritisismo ni Bienvenido L.
Lumbera” ni Rosario Torres-
Yu

“Muling-Pagkatha sa Ating
Bansa: O Bakit
Pinakamahabang Tulay sa
Buong Mundo Ang Tulay
Calumpit” ni Virgilio S.
Almario

Panitikan Hinggil sa Ikaapat

Kahirapan

Mga akda mula sa alinman

sa mga sumusunod na
antolohiya:

“Panitikan ng Kahirapan”
(Ani, Vol. 26, CCP)

“Mga Agos sa Disyerto”

nina Efren Abueg et al.

“Langaw sa Isang Basong

Gatas at Iba Pang Kuwento”
ni Amado V. Hernandez
(inedit ni Rosario Torres-
Yu)

Panitikan Hinggil sa Ikalima

Karapatang Pantao

Bahagi ng o isa sa mga

sumusunod na aklat:

“Desaparesidos” ni Lualhati
Bautista (nobela)

“Poetika/Politika” ni
Bienvenido Lumbera (mga
tula)

“Ka Amado” ni Jun Cruz

Reyes (biograpiya)

“Pitong Sundang: Mga Tula

at Awit” ni Ericson Acosta

Panitikan Hinggil sa Isyung Ikaanim

Pangmanggagawa,
Pangmagsasaka, at
Pambansa

Bahagi ng o isa sa mga

sumusunod na aklat:

“Ang Aso, Ang Pulgas, Ang

Bonsai, at Ang Kolorum” ni
Jose Rey Munsayac (nobela)

“Kabyawan” ng Kilometer
64 (mga tula)

“Mga Ibong Mandaragit” ni

Amado V. Hernandez
(nobela)

“Sanaysaging” ni Epifanio
G. Matute

“Muog: Ang Naratibo Ng

Kanayunan Sa Matagalang
Digmaang Bayan Sa
Pilipinas” ni Gelacio
Guillermo (iba’t ibang
sulating prosa)

“Hijo y Hija de Puta at Iba

Pang Mga Tula” ni Rogelio
L. Ordoñez

“Simulain: Dulambayan ng
Manggagawa sa Konteksto
ng Militanteng Kilusang
Unyonismo,1980-1994” ni
Apolonio Bayani Chua

“Bayan Ko: Mga Tula ng

pulitika at Pakikisangkot” ni
Jose Corazon de Jesus
(inedit ni Monico M.
Atienza)

“Daluyong” ni Lazaro
Francisco (nobela)

Panitikan Hinggil sa Isyung Ikapito

Pangkasarian

Bahagi ng o isa sa mga

sumusunod na aklat:

“Walo at Kalahating Dekada

ng Isang Buhay” ni
Genoveva Edroza-Matute
(nobela)

“Sa Ngalan ng Ina:

Sandaang Taon ng Tulang
Feminista sa Pilipinas, 1889-
1989” ni Lilia Quindoza
Santiago

“Mga Liham ni Pinay” ni

Ruth Elynia Mabanglo (mga
tula)

“Amapola” at “Para Kay B”

ni
Ricky Lee (mga nobela)

“Rampa: Mga Sanaysay” ni

Danton Remoto

“Kulay Rosas Ang Pintig ng

Puso: Mga Maikling
Kuwento” ni Gerardo Z.
Torres

“Talong/Tahong: Mga
Kuwentong Homoerotiko”
inedit nina Rolando
Tolentino et al.

“Laglag-Panty, Laglag-
Brief: Mga Kuwentong
Heterosexual” inedit nina
Rolando Tolentino et al.

Panitikan Hinggil sa Ikawalo

Sitwasyon ng Mga Pangkat
Minorya

Bahagi ng o isa sa mga

sumusunod na aklat:

“Sikami'n Lumad: Bagong

Panitikan ng Katubong
Mindanaw” ng Mindanawon
Initiatives for Cultural
Dialogue (iba’t ibang akdang
pampanitikan)

“Isang Mahabang-mahabang
Paglalakbay Pauwi” ni Levy
Balgos de la Cruz (mga
maikling kwento)

“Ang Katutubo at Dalawa

Pang Dula” ni Nonilon V.
Queano

“Mga Kuwento ni Datu

Lubay” ni Alex C. Delos
Santos

Panitikan Hinggil sa Isasiyam

Diaspora/Migrasyon

Bahagi ng o isa sa mga

sumusunod na aklat:

“Pamilya, Migrasyon,
Disintegrasyon” ni Fanny
Garcia (mga sanaysay)

“Diaspora at Iba Pang Mga

Kwento” ni Genoveva
Edroza Matute

“Nasa Puso ang Amerika:

Isang Kasaysayan ng Buhay
ni Carlos Bulosan” nina
Carolina S. Malay ay Paula
Carolina S. Malay

Worksyap sa Pagsulat ng Ikasampu-

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

Rebisyon at Pagpapasa ng Ikalabintatlo-

Awtput Ikalabing-apat
Mga patakaran sa klase (NB: Basahin ang student handbook para sa mga pangkalahatang 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.
 18

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

Year Required Filipino Subjects for Required English Subjects for Required Filipino Required English Subjects
HUSOCOM Majors HUSOCOM Majors Subjects for non- for Non-HUSOCOM
HUSOCOM Majors Majors
1906 - 1940 NONE English Language and Literature NONE English Language and
Required Literature Required
1940-1944 National language required for English Language and Literature NONE English Language and
two semesters in second year Required Literature Required
college of Education majors
(e.g. would-be teachers)
1944-1946 National language required English was prohibited by the National language English was prohibited by
Japanese-sponsored republic required the Japanese-sponsored
republic
1946-1975 NONE English Language and Literature NONE English Language and
Required Literature Required
1975 National language required English Language and Literature National language English Language and
Required required Literature Required
1996 9 units of Filipino language are 9 units of English are required 9 units of Filipino 9 units of English language
required language are required are required
English texts covered by 3 units
Filipino texts covered by 3 units of Literatures of The Philippines)
of Literatures of The Philippines
3 units of Literatures of The
World
1997 9 units of Filipino are required 9 units of English are required 6 units of Filipino are 6 units of English are
required required
Filipino texts covered by 3 units English texts covered by 3 units
of Literatures of The Philippines of Literatures of The Philippines) Filipino texts covered Filipino texts covered by 3
by 3 units of Literatures units of Literatures of The

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.
 19

3 units of Literatures of The of The Philippines Philippines

World
3 units of Literatures of
The World
2016 (start of ZERO ZERO (but in most schools, ZERO ZERO (but in most schools,
implementation of Purposive Communication, a 3- Purposive
CMO No. 20, unit subject will be mainly Communication, a 3-unit
Series of 2013 handled by English Departments subject will be mainly
or English-speaking handled by English
Departments) Departments or English-
speaking Departments)