WS A: Reading the Globe:   Teaching Reading in Multicultural Contexts
Ms. Jhoanna Michelle Paterno and Ms. Shiela Java-Guinal
      Reading is a gateway to literacy but it takes more than simple decoding skills to make one a fluent reader. In spite of the advances of our technological society, there is yet no way students can do without the skills of inferring meaning from a text, understanding main ideas, predicting outcomes, linking concepts and propositions and evaluating meanings, unless they know how to read.
       In this workshop, we revisit the key principles involved in teaching more effective reading skills while taking into consideration the multicultural backgrounds of students.  We will re-examine the foundations of reading in order to understand the processes that help students deal more flexibly with the variety of texts that confront them in the classroom.  This is not a workshop on reading within, between, and beyond the lines.  Rather, it is careful and systematic understanding of the cognitive processes that we need to draw on to help students become more strategic and independent readers of academic texts.
WS B: Enhancing Oral Communication Skills in Multilingual Classrooms:  Pedagogical Paradigms & Multimodal Materials
Dr. Maria Luz Elena Canilao & Mr. Robin Reyes
                  How do you help students become more confident in expressing themselves in specific communication contexts? How do you challenge them to think more critically in discussing relevant issues in today’s world? How do you draw out their creativity in conducting oral presentations for various purposes? How do you inspire them to appreciate their own culture and raise their intercultural awareness in multilingual classrooms?
This workshop addresses these key questions by exploring pedagogical paradigms that guide teachers in designing their materials for developing multilingual students’ oral communication skills. It examines conventional positions and offers alternative perspectives that participants may consider in examining their teaching principles and improving their instructional strategies.  They are given a venue to reflect on their own learning and teaching experiences and share their best practices with their colleagues. The culminating task provides them opportunities to produce their own multimodal materials, using the OBE (Outcomes Based Education) framework.                                  
WS C: The challenges of grammar in the multilingual classroom: Towards a pedagogy for writing
Dr. Priscilla Angela Cruz & Ms. May Lynn Tabar
This workshop builds a linguistic toolkit for exploring, studying, and addressing grammar problems that occur in students’ written work. Drawing on functional perspectives of grammar, this workshop will build teachers’ knowledge about language (Rose and Martin, 2012) by inviting them to engage with theories on the meaning-making or semantic properties of language and, at the same time, explore how problem areas in the teaching of grammar can be studied and addressed. In this way, theory and practice can work hand in hand toward guiding teachers who may experience the difficulty of teaching correct forms but at the same time, wish to respect their students’ multilingual repertoires. In addressing the challenges of the in-between space between grammatical correctness and multilingual competence, this workshop will attempt to arm teachers with theoreticallybased but applicable tools that will make language teaching more enjoyable.
WS D: The OBE Framework in a Multilingual Classroom: Assessing Communication Skills
Dr. Elineth Elizabeth Suarez & Ms. Jennifer Joy Chiongson
This seminar-workshop highlights the theories and principles that inform the critical role of assessment in teaching and developing the students’ communication skills “with the ends in mind”. The participants are expected to (1) articulate key performance indicators appropriate to their students, subject or program; (2) critique their own sample syllabi, rubrics, and other instructional materials and assessment tools; and (3) reflect on and evaluate their current practices in planning instruction, preparing or choosing instructional materials, and determining instructional techniques and strategies in accordance with the OBE Framework in a multilingual classroom.
This is intended for the teachers across grade/ year levels.  Administrators and other interested educators are also welcome to take part in this workshop
WS E:  Exploring Concepts of Region and Ethnicity in Teaching Philippine Literature
Mr. Danilo Francisco Reyes & Ms. Lilia Abregana Cotejar
In our country’s literature, the construct of the “region” brings together separate facets of the natural world, language, folk and popular practices, material activities, as well as representations of people and outlooks that are particular to local communities.
This workshop introduces participants to explore representations of ethnicity in Philippine Literature following certain systematic categories. This way, we become more conscious of a “grammar of ethnicity” informing literary expression. This approach looks at regional culture as a sign system—like language, a metastructure that directs the shaping of literary and cultural meanings. Workshop activities will focus on surveying imaginative representations of ethnicity and culture through selected writings from the regions.  The module presents some ideas and practical approaches that teachers could use (even as they speak different languages) to attain a comfortable perspective in tackling Philippine writings from the regions. It examines the limitations and potentials of a multilingual approach to regional literature while fostering a concept of the region that honors both imagination and material history. Necessarily, translation becomes an effective way to promote this particular genre.