Republic of the Philippines
CHRIST THE KING COLLEGE
COLLEGE OF TEACHER EDUCATION
Calbayog City
BACHELOR OF SECONDARY EDUCATION & BACHELOR OF ELEMENTARY EDUCATION
OUTCOMES-BASED SYLLABUS
CHRIST THE KING COLLEGE
VISION Christ the King College, a Catholic Franciscan Institution in Calbayog City, envisions itself as the centre of
the development of human resources and of Excellence in education, with the special focus on Christian
formation and preferential option for the poor, thereby contributing to the local, national and global progress.
MISSION Christ the King College commits to the integral formation of the students, the promotion of excellence among
the members of the school community, and the relevant researches and projects for the transformation of
society.
CORE VALUES Studiositas - great love for education, Fraternitas - respect to human dignity and life, Minoritas - humble
service to all God’s creation, Oratio et Devotio-moral and spiritual integration
COLLEGE OF TEACHER EDUCATION
VISION The College of Teacher Education as a centre for integral formation of Filipino teachers as models of
academic excellence and Christian leadership in education.
MISSION Train and develop quality professional elementary and secondary school teachers who are change agents,
dedicated, morally upright and highly competent.
GOALS 1. Articulate the relationship of education to larger historical, social, cultural, and political processes.
(PPST Domain 1- Content Knowledge and Pedagogy).
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
(PPST Domain 2-Learning Environment).
3. Develop alternative teaching, approaches for diverse learners. (PPST Domain 3-Diversity of Learners).
4. Apply skills in curriculum development, lesson planning, materials development, Instructional delivery
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and educational. (PPST Domain 4-Curriculum and Planning).
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting. (PPST
Domain 5-Assessment & Reporting).
6. Practice professional and ethical teaching standards to respond to the demands of the community,
(PPST Domain 6-Community Linkages and Professional Engagement).
7. Pursue lifelong learning for personal and professional growth. (PPST Domain 7-Personal Growth and
Professional Development)
A. THE BSEd & BEEd PROGRAM OUTCOMES
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1. GENERAL OUTCOMES
The graduate has the ability to:
a. Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor).
b. Effectively communicate orally in writing using both English and Filipino.
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor).
d. Act in recognition of professional, social, and ethical responsibility.
e. Preserve and promote “Filipino historical and cultural heritage.” (based on RA7722)
2. SPECIFIC OUTCOMES
BACHELOR OF SECONDARY EDUCATION (BSEd)
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners
and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational
practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and
outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
BACHELOR OF ELEMENTARY EDUCATION (BEEd)
a. Demonstrate in-depth understanding of the development of elementary learners.
b. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
c. Create and utilize materials appropriate to the elementary level to enhance teaching and learning.
d. Design and implement assessment tools and procedures to measure elementary learning outcomes.
B. GENERAL COURSE INFORMATION
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Course Title Introduction to Linguistics
Course Code ENG 101
Pre-Requisite
Course Type Major
Credit Unit 3 units
Number of Hours 3 hours per week
C. INSTRUCTOR’S INFORMATION
Name MarK Dhen Y. Sarmiento
Email Address markdhensarmiento091995@gmail.com
Contact Number 09668032536 / 09171130368
Consultation Hours
Room Assignment
D. COURSE DESCRIPTION
This course presents a thorough survey of linguistics knowledge which affects language teaching. It deals
with an introductory survey of general linguistics: its history, its fields, aspects and branches. Likewise, it
includes applied linguistics and how it helps in language teaching and learning. Furthermore, this enables
the would-be English teachers to analyse the similarities and differences of both English and Filipino
language. Such analysis is needed in the effective teaching of English courses in the basic and tertiary
levels. This course also covers theories of language development.
E. COURSE CONTENT
Teaching-
Learning Mode of Assessment
Week / Time Allotment Intended Learning Outcomes (ILOs) Content / Topic
Activities Delivery Tasks
(TLAs)
1 Explain and discuss the relevance of the Introduction and Orientation Oral Recitation Oral Recitation
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Institutional Vision-Mission Vision-Mission
Discuss the requirements of the course, Class Rules
grading system and expectations Introduction to Course
Course Requirements
2-3 Discuss the Nature and Characteristics of Nature of Human Language Word Oral
Language Nature and Characteristics of Language Tag/Clouding Presentation
State the Changes that English had Changes in the English Language
undergone Dialects vs Language Think Pair Share Pen and Paper
Distinguish some terms in Language from one Pdgin vs Creole Test
another Jargon vs Argot
Artificial vs Natural Language Rubric
Ideolects vs Sociolect (Individual
Output and
Performances)
Reflection Log
3-4 Brain and Language
Human Brain
Autonomy of Language
Language and Development
PRELIM EXAMINATION
4-6 Explain the theories and stages of first Principles and Theories of First Language (L1) Philosophical Pen and Paper
language ACQUISITION Acquisition Chairs Test
Examine different cases on how child learns
their first language The Behavioristic Approaches Case Study Group
The Nativist Approach Reporting
Cite scenarios on how, parents, and the
Cognitive Theory Video
community helped the development of a
Stages in Child Language Acquisition Presentation Rubric
child’s L1
(Individual
Output and
Performances)
Case Study
Reflective
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Essay
PRE
7-9 Principles and Theories of Second Language Video Pen and Paper
Discuss the different theories of Second
Language Acquisition (L2) Acquisition Presentation Test
The Acquisition Learning
Explain the Principles behind second language
The Natural Order Hypothesis Group Rubric
teaching and learning
-Transitional Form Facilitation (Individual
Give reactions to research findings ehere the The Monitor Hypothesis Output and
principles of L2 teaching and learning create The Input Hypothesis Case Study Performances)
impact to teachers and students The Affective Filter Hypothesis
performances.
Case Study
Reflective
Essay
MIDTERM EXAMINATION
10-12 Recognize the Common Philosophies of Principles and Theories of Language Video Pen and Paper
Education Acquisition and Learning: Philosophies of Presentation Test
Explain the involvement of Philosophies of Education
Education in developing child’s language Group Group
acquisition and learning How we view learning as teachers? Facilitation Presentation
Analyze the theories of language learning Education philosophies
presented by the proponents Idealism Case Study Rubric
Realism (Individual
Pragmatism Output and
Existentialism Performances)
Reflective
Essay
SEMI-FINAL EXAMINATION
16– 18 Discuss the varied approaches to language Approaches to Language Learning Group Pen and Paper
teaching; Present-day Teaching Method Facilitation Test
Analyze different views on language teaching o Grammar-translation
and learning o Audio-Lingualism Group
Cite specific classroom practice wherein each
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approach is applied o Cognitive Code Think Pair Presentation
Relate the principles of interactive language o Direct Method Share
teaching to classroom practices o Natural Approach Mock
o Total Physical Response Demonstration
o Suggestopedia and
Desuggestopedia Rubric
(Individual
Principles of Interactive Language Teaching Output and
Performances)
FINAL EXAMINATION
TOTAL HOURS
F. LEARNING RESOURCES
1. Electronic References 2. ICT Resources and Other Materials
o Catello, D. (2016). First Language Acquisition and Classroom Language Power Point Presentations
Learning: Similarities and Differences. Retrieved at Lecture Handouts / Modules / Learning Activity Sheets
https:www.birmingham.ac.uk/Documents/college-artslas/cels/essays/sec
ondlanguage/First-Language-Acquisition-and-Classroom-Language-
Learning-Similarities-and-Differences.pdf
o First LanguageAcquisition Retrieved at
http://pandora.cii.wwu.edu/vajda/ling201/test4materials/ChildLangAcqui
sitions.htm
o Nacamuli, M. (2015). The Benefits of a Bilingual Brain. Retrieved at
https://youtube.com/watch?v=MMmOLN5zBLY
o Allman, B. (2020). Principles of Language Acquisition Retrieved at
https://edtechbooks.org/pdfs/print/language_acquisition/_language_ac
quisition.pdf
o Brown, D.H. (2006). Principles of Language Learning and Teaching:
United States of America: Retrieved at http://angol.uni-miskolc.hu/wp-
content/media/2016/10 principles_of_language_learning.pdf
o https://www.researchgate.net/publication/
2999657306_language_acquisition_theories
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o https://ched.gov.ph/wp-content/uploads/2017/10/CMO-24-s-2017.pdf
G. CLASSROOM POLICIES
Tardiness A student will be marked “late” if he/she enters the class 5 minutes after the indicated time. Any student who
come
to class 15 minutes after the scheduled time or becomes tardy for three consecutive meetings shall be marked
“absent”.
Missed work Exam Any student who missed to give class presentation, submit a work assignment, or to take quizzes or the major
examinations should consult the concerned instructor for possible special examinations or remedial work.
Cheating and Plagiarism Any student who committed any form of academic dishonesty shall be given disciplinary actions provided in the
Student’s Handbook.
Use of Technology Cellular phones should be turned off while the class session is in progress. Using laptops, notebook PCs, smart
phones,
and tablets shall be prohibited unless the instructor is aware of the purpose and permits student’s requests.
H. COURSE ASSESSMENT
GRADING SYSTEM
A. for Professional / Major / Laboratory Subjects B. for Minor / GEC / Lecture Subjects
Class Standing (Performance Based) Class Standing (Performance Based)
Quizzes - 20% Oral Recitation - 25%
Graded Recitation - 10% Quizzes & Projects - 25%
Term Examinations - 20% Reports & Assignments - 10%
LABORATORY PERFORMANCE Exams
Practical - 30% Prelim & Semi-Final - 15%
Project - 20% Midterm & Final - 25%
TOTAL - 100% TOTAL - 100%
I. COURSE REQUIREMENTS
Each student is required to:
1. Be present during class periods except when absence is excusable and with valid reason/s;
2. Submit individual/group assignments/projects;
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3. Take quizzes, and summative tests;
4. Give a presentation of topics assigned to him/her;
5. Pass the major examinations.
Prepared by: Reviewed by: Approved by:
MARK DHEN Y. SARMIENTO ROLANDO A. CASALJAY II, LPT ELVIRA R. SALOMON ROWENA R. DIAZ, LPT, Ed. D.
Instructor’s Name & Signature BSEd Program Head BEEd Program Head CTE Dean
Course Code: Course Title: Date of Revision: Effectivity: Prepared by: Reviewed by: Approved by:
ENG 104 Principles and
Theories of ROLANDO A. CASALJAY II, LPT
Language BSEd Program Head
Acquisition and
Learning
MARK DHEN Y. SARMIENTO ELVIRA R. SALOMON ROWENA R. DIAZ, LPT, Ed.D.
Instructor’s Name & Signature BEEd Program Head CTE Dean
