AN OUTCOMES BASED LEARNING PROGRAM

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

Second Semester, A.Y. 2020-2021

VISION The President Ramon Magsaysay State University shall be a progressive learner-centered research university
recognized in the ASEAN Region.

MISSION The President Ramon Magsaysay State University shall primarily provide instruction, undertake research and
extension, and provide advanced studies and progressive leadership in agriculture, forestry, engineering,
technology, education, arts, sciences, humanities, and other fields as may be relevant to the development of the
Province.

GOALS OF THE COLLEGE 75% of the graduates will pass the Licensure Examination/ or above the national percentage rate and
Graduates of the Teacher Education Program shall have the ability to:
1. Relate education to the larger historical, social, cultural and political processes;
2. Use wide range of teaching methodologies to effectively facilitate learning in various types of
environment;
3. Devise alternative teaching approaches for diverse learners
4. Plan lessons with appropriate instructional materials to effective delivery and assessment of learning
outcomes.
5. Build a strong character reflecting professional and ethical standards; and
6. Grow in person and in profession through the pursuit of lifelong learning.

NON DISCRIMINATION The PRMSU values diversity and seeks talented students, faculty, and staff from diverse backgrounds. The
STATEMENT PRMSU does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, creed,
national, or ethnic origin, citizenship status, age, disability, veteran status or any other legally protected class
status in the administration of its admissions, financial aid, educational or athletic programs, or other University
administered programs or in its employment practices. Questions or complaints regarding this policy should be
directed to the Vice President of Academic and Student Affairs and Director of Student Affairs, PRMSU, Iba,

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 Zambales
I. Course Code Major 4
II. Course Title Principles and Theories of Language Acquisition and Learning
Principles and Theories of Language Acquisition and Learning examines principles, factors and contexts of
III. Course Description
language acquisition and learning based on theories and research findings (CMO No. 75 s. 2017)
IV. Credit 3 units
V. Contact Hours per 3 hours (54 Hours)
Week:
VI. Place of the Course in Major/Specialization
the Program
VII. Prerequisite Major 2 Language, Culture and Society
VIII. Course General At the end of the semester 75% of the students have attained 80 % proficiency level on:
Objectives  Identify the different principles and theories of language acquisition and learning
 Give classroom scenario regarding principles and theories of language acquisition and learning
 Apply actual experience in educational researches regarding principles and theories of language
acquisition and learning
IX. Course Outline and Timeframe
WEEK TOPICS
1 Vision and Mission of President Ramon Magsaysay State University
Goals and Objectives of College of Teacher Education
Orientation on the Subject Code and Description
Course Policies and Subject Requirements
Principles of Language Acquisition and Learning
2 Chapter I. Language and Identity
What is a Speech Community?
3 Coercive vs. Collaborative Relations
4 Chapter II. Who are English Learners?
Reflection Model
5 Inclusive Pedagogy; A Conceptual Framework for Educating Students of Diversity
6 Critical Learning Domains; Unique Characteristics of English Learners
7 Chapter III. Understanding the Theory

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 Communication, Pattern, and Variability; A Second Language Literacy Framework for Mainstream Teachers
(Part A)
8 Five Curriculum Guidelines; A Second Language Literacy Framework for Mainstream Teachers (Part B)
Indicators of the Standards for Effective Pedagogy
9 MIDTERM EXAMINATION
10 Chapter IV. Input in Language Acquisition
Input and Second Language Acquisition
11 The Interdependence Hypothesis
Proficiency Levels Defined
12 The Threshold Hypothesis
Vocabulary Development and Language Transfer
Theories of Language Acquisition and Learning
13-14 Chapter V. Language Acquisition Theory
The History of Language Acquisition Theory
Three Popular Language Acquisition Theories
Stages of Language Acquisition Theory
15-16 Language Acquisition Theory and the Brain
Second Language Acquisition Theory
Sign Language & Language Acquisition Theory
17 Language Acquisition Theory & Artificial Intelligence
Neurocognitive Research on Language Acquisition Theory
How to Improve Your Child’s Language Acquisition
Chapter VI. Theories of Language Acquisition
18 FINAL EXAMINATION
X. Suggested Reading Christian D. (1994). Vernacular dialects and standard American English in the classroom [annotated
bibliography]. Washington D.C.: ERIC Clearinghouse on Languages and Linguistics.
Clandinin, D.J. & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative
research. San Francisco: Jossey-Bass Publishers.
Duranti, A. (1997). Linguistic anthropology. Cambridge, England: Cambridge University Press.
Gleason, J.B. (1997). The development of language, 4th Ed. Boston: Allyn and Bacon.
Hawkins, M.R. (1997). Positioning, power, and the construction of knowledge in groupwork in a

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 graduate second language teacher education course. Unpublished Dissertation University of
Massachusetts Amherst.
Labov, W. (1969). A study of non-standard English. Washington, DC: ERIC Clearinghouse for
Linguistics.
Linde, C. (1993). Life stories: The creation of coherence. New York: Oxford University Press.
Ogbu, J. (1995). Understanding cultural diversity and learning (pp. 582–593). In J.A. Banks and
C.A.M. Banks (Eds.) Handbook of Multicultural Education. New York: McMillan Publishing, USA.
Ogbu, J. (1999). Beyond language: Ebonics, proper English, and identity in a Black-American speech
community. American Educational Research Journal, 36(2), 147–84.
Owens, R. E., Jr. (2001). Language development: An introduction, 5th Ed. Boston: Allyn and Bacon.
Shaffer, D.R. (1999). Developmental psychology: Childhood and adolescence, 5th Ed. Pacific Grove,
CA: Brooks/Cole Publishing.
Wolfram, W., Adger, C. T. , & Christian, D. (1999). Dialects in schools and communities. Mawah, NJ:
Lawrence Earlbaum Associates, Publishers.
XI. Suggested References Teemant, A. & Pinnegar, S. E. (2019). What Is a Speech Community? Why Should Teachers Care? In
B. Allman (Ed.), Principles of Language Acquisition. EdTech Books. Retrieved from
https://edtechbooks.org/language_acquisition/speech_communities
Previous Versions
Teemant, A. & Pinnegar, S. (2007). Understanding Langauge Acquisition Instructional Guide.
Brigham Young University-Public School Partnership.
https://www.tesol.org/docs/default-source/books/14077_sam.pdf?sfvrsn=2&sfvrsn=2
https://www.colorincolorado.org/article/language-acquisition-overview.
XII. Teaching – Learning 1. Lecture Discussion
Approaches 2. Modular Approach
3. Flexible Learning (Asynchronous)
1. Major Examinations
XIII. Course Requirements 2. Quizzes/Unit Tests
3. Reflection Notebook
4. Portfolio (Compilation of Course Exercises-Modules)
XIV. Grading System Class Standing 50%
(course works, tasks, quizzes report/recitation/reflection,)
Major Examination 30%

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 (Mid-Term and Final Examinations)
Project 20%
(worksheets, instructional materials, portfolio,etc,) _____
100%
1. Fifty percent (50%) level of proficiency in all course requirements is required in order to pass the
subject.
2. Course requirements are to be complied on or before the end of the semester to avoid an Incomplete
(INC) grade.
3. Students must attend/participate so that online classes may begin promptly.
4. Students must read all assigned readings before class and go over the lecture notes multiple times.
5. Students must submit all requirements indicated in the Course Syllabus.
XV. Course Policies 6. Students must take all required examinations.
7. Students must be respectful of other students and the instructor by not interfering while the instructor
or another student is contributing to the class.
8. If any of the students are having hard time to cope with the lesson during this semester, do not
hesitate to reach me out for better understanding.
*Refer to Student Manual
XVI. Class Schedule 9:30-11:00 am/Tuesday/Thursday
XVII. Consultation Hour 1:00-2:30 pm/Tuesday/Thursday

Prepared by: Checked by: Reviewed by: Approved:

MARY ANTONETTE C. NIEVERA ANTHONY M. MON, MA. Ed. SANNY BOY M. MISTICA, MA. Ed. NOEL B. MERIN
Instructor Campus Section Head Program Coordinator, BSE O.IC.
Date: Date: Date: Date:

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 AN OUTCOMES BASED MACRO CURRICULUM FRAMEWORK
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
Second Semester, A.Y. 2020-2021

PRMSU Graduate Attributes Program Intended Learning Outcomes (PILO)

Institutional Intended Learning Outcomes (IILOs)
When one has fully completed the BSED
PRMSU Graduate is expected to be an EXCELLENT: Major in English Program, he/she:
1. Strong network leader, who is committed, Can demonstrate and practice the professional and ethical requirements
morally upright, and responsible, and who of the teaching professions;
proactively governs in the specific field of
specialization
LEADER 2. Visionary leader, who effectively manages Are willing and capable to continue learning in order to better fulfill
and optimizes human capital toward their mission as teachers.
sustainable development
3. Strong and effective communicator, who Have deep and principled understanding of the learning processes and
COMMUNICATOR has the power to express himself/herself the role of the teacher in facilitating these processes in their students;
orally and in writing, and other appropriate Have a meaningful and comprehensive knowledge of the subject
modes of expression matter they will teach;
4. Competitive and lifelong learner, whose Have a deep and principled understanding on how educational
excellence in services towards local and processes relate to larger historical, social, cultural, and political
global needs processes;
5. Research-oriented individual, who uses Can be creative and innovative in thinking of alternative approaches,
scientific process to create knowledge take informed risks in trying out these innovative approaches, and
INNOVATOR necessary to address varied societal needs evaluate the effectiveness of such approaches in improving student-
towards inclusive growth and sustainable learning;
development

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 6. Critical thinker and problem solver, who is Have the basic and higher-level literacy, communication, numeracy,
equipped in research methods and utilizes critical thinking, learning skills need for higher learning;
empirical evidence and scientific approach to
knowledge creation and utilization through
knowledge transfer

LEARNING PLAN
Course Intended Learning
Outcomes Course Contents Learning Methodology Learning Resources Assessment
(CILO)
Week 1 Vision and Mission of Flexible and Blending
President Ramon Magsaysay Learning
State University Activities, exercises,
Goals and Objectives of  Modular Approach reflection
 Asynchronous and Readings, videos,
College of Teacher Education
Synchronous links
Orientation on the Subject
Code and Description Learning Midterm exam
Course Policies and Subject
Requirements
Principles of Language Acquisition and Learning
Week 2 Flexible and Blending
At the end of this chapter 1.1, the Learning Measuring an
students should be able to: individual's
1. Define speech community.  Modular Approach participation in
CHAPTER I  Asynchronous and Readings, videos,
2. Create a comprehensive Language and Identity
the social
Synchronous links
report regarding their What is a Speech Community? group/speech
speech community. Learning community

Week 3 Coercive vs. Collaborative Flexible and Blending Readings, videos, Classroom scenario
At the end of this chapter 1.2, the Relations Learning links portraying the two-
students should be able to: model chart on

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 1. Differentiate the coercive coercive and
and collaborative relations  Modular Approach collaborative
2. Explain the two-chart  Asynchronous and relations chart uses
model of Cummins researcher-
Synchronous
3. Create a classroom oriented language,
Learning
scenario portraying the the other chart is
two-chart model of directed at
Cummins teachers.

At the end of this chapter 2.1, the Flexible and Blending Descriptive essay
students should be able to: Learning regarding the
1. Define the composition of English Learners
reflection model.
CHAPTER II  Modular Approach (Filipino Leaners)
Who are English Learners?  Asynchronous and Readings, videos,
2. Justify thru learner’s from the Basic
Synchronous links
example the different Reflection Model Education
Learning Curriculum (BEC)
composition of reflection
model. to K to 12
Curriculum
At the end of this chapter 2.3, the Flexible and Blending
students should be able to: Learning
Research Report.
1. Identify the different
Critical Learning Domains  Modular Approach Research on
Critical Learning Domains;
Unique Characteristics of  Asynchronous and Readings, videos, different Taxonomy
Unique Characteristics of
Synchronous links of Objectives in
English Learners English Learners
Learning Teaching Language
and Literature

At the end of this chapter 3.1, the CHAPTER III Flexible and Blending Readings, videos, Lesson plan/daily
students should be able to: Understanding Theory Learning links lesson log from
Enumerate the three SL literacy Grade 7-10 English
concepts: Communication, Pattern, Communication, Pattern, and  Modular Approach subject. Copy the
Variability  Asynchronous and
and Variability full script of the

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 teacher and identify
Synchronous the Communication,
A Second Language Literacy
Learning Pattern, and
Framework for Mainstream
Teachers (Part A)
Variability use in
the lesson plan/daily
lesson log.

At the end of this chapter 3.2, the Flexible and Blending

students should be able to: Learning
1. Understand the five- Activities, exercises,
curriculum guideline in Five Curriculum Guidelines  Modular Approach reflection
A Second Language Literacy  Asynchronous and Readings, videos,
teaching English the
Framework for Mainstream Synchronous links
Second Language Teachers (Part B)
Learning Midterm exam

At the end of this chapter 3.3, the

Flexible and Blending
students should be able to: Venn Diagram in
Learning
1. Analyze the different presenting the
indicators of the Standards  Modular Approach similarities and
for Effective Pedagogy  Asynchronous and Readings, videos, differences between
Indicators of the Standards for the different
2. Apply the different Synchronous links
Effective Pedagogy Indicators of the
indicators of the Standards Learning
for Effective Pedagogy in a Standards for
micro-demonstration lesson Effective Pedagogy.
planning.
MIDTERM EXAMINATION
At the end of this chapter 4.1, the CHAPTER IV Flexible and Blending Readings, videos, Create an activity
students should be able to: Inputs in Language Acquisition Learning links that used Strategies
1. Describe the second for Providing
language acquisition Input and Second Language  Modular Approach Comprehensible
Acquisition  Asynchronous and
through Krashen's Model Input. Elaborate it

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 2. Create an activity that used Synchronous
strategies for providing Learning through directions
comprehensible input and paper and
pencil assessment
At the end of this chapter 4.2, the
Flexible and Blending
students should be able to:
Learning Narrate on your
1. Describe the second
own experience on
language acquisition  Modular Approach
The Interdependence Hypothesis how the possibility
through Krashen's Model  Asynchronous and Readings, videos,
Proficiency Levels Defined would happen the
2. Identify the proficiency Synchronous links
Interdependence
level and interdependence Learning Hypothesis
hypothesis.
(Cummins, 1981).
3. Give an example of
interdependence hypothesis.
At the end of this chapter 4.3, the Flexible and Blending Site many instances
students should be able to: Learning that Threshold
1. Differentiate the Threshold
Hypothesis,
Hypothesis, Vocabulary The Threshold Hypothesis
 Modular Approach
Vocabulary
Development and Language  Asynchronous and Readings, videos,
Vocabulary Development and Development and
Transfer Synchronous links
Language Transfer Language Transfer
2. Site instances that Learning happen in the process
Vocabulary Development and of Language
Language Transfer happen
Acquisition
THEORIES OF LANGUAGE ACQUISITION AND LEARNING

At the end of this chapter 5.1, the Flexible and Blending Readings, videos, Site a scenario to
students should be able to: CHAPTER V Learning links
Language Acquisition Theory determine a good
1. Define Language
Acquisition Theory and its  Modular Approach example for each
stages  Asynchronous and
Synchronous Stages of Language
2. Narrate the History of

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 Language Acquisition
Theory
3. Differentiate the three Learning
Popular Language Acquisition Acquisition Theory.
Theories
4. Explore the different
researched on Language
Acquisition Theory
At the end of this chapter 5.2, the
students should be able to: Flexible and Blending Venn Diagram.
1. Identify the theories of Learning Create a Venn
Language Acquisition
Diagram in
(Behaviorism, Innateness CHAPTER VI  Modular Approach
presenting the
and Cognitive Theory) THEORIES OF LANGUAGE  Asynchronous and Readings, videos,
similarities and
2. Create a Venn Diagram ACQUISITION links
Synchronous differences between
regarding the theories of Learning the different Theories
Language Acquisition of Language
(Behaviorism, Innateness Acquisition
and Cognitive Theory)
FINAL EXAMINATION

Prepared by: Checked by: Reviewed by: Approved:

MARY ANTONETTE C. NIEVERA ANTHONY M. MON, MA. Ed. SANNY BOY M. MISTICA, MA. Ed. NOEL B. MERIN
Instructor Campus Section Head Program Coordinator, BSE O.IC.
Date: Date: Date: Date:

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