COURSE

SYLLABUS
COLLEGE:
PROGRAM: BSED – 2nd yr
EDUCATION
Prepared by: Reviewed by: Approved by:

Santiago R. Kadusale Jr., LPT Santiago R. Kadusale Jr., LPT Ma. Olga DC. Alvarez
College Professor College Dean

COURSE /CODE: ELT 1 COURSE TITLE: Principles and Theories of Language

CREDIT UNIT (S): Three
LECTURE: 50 hours LABORATORY:
(3)
NAME: Santiago R. Kadusale Jr. LPT
DEGREE: Bachelor of Secondary Education-English
PRE-REQUISITE(S): NONE CONTACT NUMBER: 09451078450
EMAIL: angeliquebuned@gmail.com
CONSULTATION TIME/PLACE:
VISION
A premier learning institution in the Philippines dedicated to holistic and world-class standard of education.

MISSION

The institution is committed to the upliftment of the country by making available to the public high quality and internationally competitive education in various field
of sciences, values formation and trade skills for the effective development of future leaders, entrepreneurs and workforce in the country.

GOALS
To achieve its mission, the College aims to:
 a. Create competitive advantages in the marketplace that are not only unique and valuable but also difficult for competitors to copy or substitute
b. Invigorate curricula and teaching methods to improve learning outcomes and produce graduates that meet global demands
c. Prepare profession - ready learners who can contribute to the socio-economic development of their community
d. Ensure the GSC is a great place to learn and work
e. Ensure a diverse healthy community that reflects the mission and culture of GSC

COURSE DESCRIPTION: This course is an introduction to field of language acquisition. It aims at introduction the students to the major concepts in
fields of child language acquisition, and bi/multilingual acquisition. It discusses the different factors that influence the acquisition process as age, the
linguistic environment, cognition, the social context, motivation, and aptitude.

COURSE INTENDED LEARNING OUTCOME: At the end of this course, college students shall be able to:

1. Understand the differences and similarities between first language acquisition and second/ multi language acquisition.

2. Understand the role of different factors influencing language acquisition such as age, transfer, and the linguistic and social environment.
3. Develop and understand of how language is acquired as a first language or as a second.
4. Conduct a teaching demo either in Language or in Literature and test students’ comprehension of the lesson by testing.
5. Discuss the available recourses for second language acquisition and whether second language acquisition is acquired using the same faculties and
resources exploited by first language acquisition.
6. Discuss the different inter and intrapersonal factors influencing the successful acquisition of a second language.

COURSE LEARNING PLAN

Time Student Learning Outcome Teaching and Outcome-based
Frame (SLO) At the end of the lesson, Topics, Sub-topics Learning Resources Needed Assessment
the students are expected to: Activities (TLA) (OBA)
After the completion of the A. Introduction to PPT
chapter, students should be able language Laptop/ Quizzes
to: acquisition: Child Discuss Function Computer
language acquisition, Test with students. Reflection paper
Week 1-
bi/multilingualism Audio and/or video
2
and second language clips of various media
acquisition
 After the completion of the chapter, B. Multilingual
students should be able to: language acquisition:
Bilingual PPT Laptop/ Reaction paper and/or
development, the role PRESENTATION Computer discussion forum
Week
of age, bilingualism
3-4
and cognitive https://www.academi Audio and/or video
development a.edu/1216347/Bi- clips of various media
_and_Multilingual_La
nguage_Acquisition
After the completion of the chapter,
students should be able to: C. Language Construct grid of the Laptop/ Quiz /Activities
Acquisition: different approaches Computer
1. . Transfer and the role to language testing, Reflection
Week of the L1: A historical showing their Audio and/or video
5-6 account characteristics clips of various media
(Behaviorism/ strength and
Contrastive analysis/ Weaknesses
Error analysis)

After the completion of the chapter, D. Language Practice making a Laptop/ Quizzes/Activities
students should be able to: development in test considering the Computer
children different level of
intellectual skills of Audio and/or video
a student. clips of various media

PPT Texts from

Week
newspapers,
7-8
Sample : magazines, journals

Week After the completion of the chapter, E. Language Laptop/ Quizzes / Activities
9-10 students should be able to: acquisition and age: ABC Brainstorming Computer
critical period to Write. Reflection paper on
 hypothesis several “phone apps”
PPT Texts, video and/or used for online
Recitation audio-clips from communication
various sources

After the completion of the chapter,

students should be able to: F. Language Lecture and class Quizzes / Activities
acquisition and the discussion
linguistic Qualitative Analysis Self check
Week environment:
11-12 acculturation model, PPT Reflection
input (Krashen),
interaction and
negotiation, output,
and feedback
After the completion of the chapter, G. Development of Lecture and class Laptop/ Workplace
students should be able to: learner language discussion. Computer documents
(inter language)
Giving sample or Sample Quizzes and
actual Test of communication Activities
reading and materials from
Week Listening. different workplace
13-14 settings
Small-group
discussions

PPT

Week After the completion of the chapter, H. Language Lecture and class Laptop/ Quizzes /Activities
15-16 students should be able to: acquisition and discussion Computer
cognition:
Information Preparing a
Processing, Skill complete evaluation
acquisition theory, scale for speaking
memory and attention tests. Showing all
the component parts
 of the test.

PPT

After the completion of the chapter, I. Foreign language Lecture and PPT Presentation Quizzes and
students should be able to: learning and discussing Activities
Week
aptitude
17-18
Sample books and Reflection
Magazines
Week
FINAL EXAMINATION
19

References
1. Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2011. Print.
2. Gass, Susan M., and Larry Selinker. Second Language Acquisition: An Introductory Course. New York:
Routledge, 2008. Print.
3. The Psychology of Language: From Data to Theory. S.l.: Taylor & Francis, 2001. Print.
4. Rowland, Caroline. Understanding Child Language Acquisition. New York: Routledge, 2014. Prin

Course Requirements

a. Final Examination
b. Quizzes/Seat works/Recitations
c. Assignments
d. Active Class Participation
e. Oral Discussion
f. Regular Attendance
g. Written Reports/Outputs
h. Presentations/Projects
 Grading System

GRADING
25% Class participation and weekly assignments

25% Portfolio: reflection paper, compilation of English tests

25% Micro-teaching

25% Final exam

(Final Grade= Average of Prelim, Midterm, Pre-final, and Finals)

Prepared by: Noted and Approved by:

Santiago R. Kadusale Jr., LPT Ma. Olga DC. Alvarez

Instructor College Dean