SYL EL118 Language Learning Materials Development

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Republic of the Philippines

Municipality of Abuyog
ABUYOG COMMUNITY COLLEGE
COLLEGE OF ARTS, SCIENCES, AND EDUCATION

OUTCOMES-BASED TEACHING-LEARNING SYLLABUS


_________________________
2nd semester, AY 2023-2024

I. LOCAL COLLEGE INFORMATION

A. Vision A renowned local learning institution in Eastern Visayas which is receptive to the dynamic needs of the
local and global communities.

B. Mission Development of people imbued with technical and manual skills for the mastery of their trades and crafts
through the provision of diversified, inclusive, and innovative basic, technical-vocational, tertiary, and
post-graduate programs that enable the graduates to be Competent, Analytical, Resilient, Environmentally-
responsive and Service-Oriented individuals (CARES)

C. Core Values Competitive

Analytical

Resilient

Environmentally responsive

Service-Oriented Individuals

D. Goals 1. Design and implement progressive, relevant, and diversified curriculum aligned to industry and
community needs.
2. Enforce continuous professional development programs that will promote commitment to teaching
excellence.
3. Institute definite programs of operations and supervision that will ensure efficient governance and
administration.
4. Engage in community partnerships and linkages through research and extension that will exhibit the
embodiment of the ACCian core values.
5. Extend support services to graduates in finding employment and economic stability.

II. PROGRAM INFORMATION

Name of the Program Bachelor of Secondary Education major in English

CHED CMO Reference CMO 75, series of 2017

Program Educational Objectives (PEOs)

The minimum standards for the BSEd degree program are expressed in the following set of learning outcomes.

1. Integrate the relationship of language, literature, culture, and society in the teaching-learning process
2. Critique selected literary pieces using appropriate literary theories
3. Incorporate features of English as a glocal language in the design of the curriculum, learning activities, and materials
4. Prepare original compositions in expository and creative writing
5. Employ a variety of innovative teaching approaches, methodologies, and strategies
6. Design learning plans following expectations of the curricula for Grades 7-10
7. Perform one independent and one supervised teaching demonstration
8. Design computer-assisted language and literature learning tasks
9. Prepare one indepedent and one supervised technology-based lesson
10. Conduct an analysis of assessment results to improve teaching and learning in the language classroom
Program Outcomes and Relationship to Program Educational Objectives

Program Outcomes (POs) Program Educational Objectives (PEO)

1 2 3 4 5 6 7 8 9 10
a. Articulate and discuss the latest developments in the
specific field of practice (PQF level 6 descriptor)

b. Effectively communicate in English and Filipino, both


orally and in writing.
c. Work effectively and collaboratively with a substantial
degree of independence in multidisciplinary and
multicultural 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 RA 7722)
f. Articulate the rootedness of education in philosophical,
socio-cultural, historical, psychological, and political
contexts.
g. Demonstrate mastery of subject matter/discipline.

h. Facilitate learning using various teaching methodologies


and delivery modes appropriate to specific learners and
their environment.
i. Develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse learners.

j. Apply skills in developing and utilizing ICT to promote


quality, relevant, and sustainable educational practices.

k. Demonstrate various thinking skills in planning,


monitoring, assessing, and reporting learning processes
and outcomes.

l. Practice professional and ethical teaching standards


sensitive to local, national, and global realities.

m. Pursue lifelong learning for personal and professional


growth through varied experiential and field-based
opportunities.

n. Possess broad knowledge of language and literature for


effective learning
o. Use English as a glocal language in a multilingual
context as it applies to the teaching of language and
literature
p. Acquire extensive reading background in language,
literature, and allied fields
q. Demonstrate proficiency in oral and written
communication
r. Shows competence in employing innovative language
and literature teaching approaches, methodologies, and
strategies
s. Use technology in facilitating language learning and
teaching
t. Inspire students and colleagues to lead relevant and
transformative changes to improve learning and
teaching language and literature
III. COURSE INFORMATION
Course Code EL1178

Course Title Language Learning Materials Development

Prerequisite EL105, EL111

Credit 3

Semester Offered 2nd Semester of the School Year

Number of Hours 3 hours

Course Description This course engages the pre-service English teachers in the selection, development, production, and evaluation
of variety of language teaching and learning resources based on the identified K to 12 learning competencies.
Through these activities, they are able to demonstrate content knowledge on the principles and procedures of
language materials development. Students show competence in employing innovative strategies on the design
and development of contextualized and localized instructional materials that provide opportunities for
meaningful, purposeful language use thereby facilitate language learning and teaching.

Course Outcomes (COs) and Relationship to Program Outcomes (POs)

After completing this course, the student must be able to Program Outcomes Code
perform the following COs: a b c d e f g h i j k l m n o p q r s t
CO1. Demonstrate content knowledge on the principles
and procedures of designing and developing I D E I E D I D
contextualized and localized materials
CO 2. Show competence in the selection and I D D I I D
development of language learning materials.

Note:
CO's Relationship to PO’s (curriculum map) uses the following:
● (I) - Introductory – an Introductory Course to an outcome
● (E) - Enabling – an Enabling Course or a course that strengthens the outcome
● (D) - Demonstrated – a Demonstrative Course or a course demonstrating an outcome.

IV.COURSE CONTENT AND PLAN


Week Topics Learning Outcomes Learning Activities Learning Evaluation
Resources

1-3 Introduction to Materials


Development

1. Defining materials and


materials development a. discuss what “materials Group Discussion Handouts, Oral Engagement/
development” and Students discuss the Learning Participation Note
2. Current trends and “materials” are; answers to the Activity and present the
issues in materials following questions: Sheets, & group’s ideas on
development b. cite examples of language PowerPoint the following
learning materials used in the What is Materials Presentation discussion points.
3. Who should develop the classroom; Development?
materials ▪ Learning Log
c. point out the negative and What are ‘materials’? Students write
4. Principles of second positive trends of materials their takeaways
language acquisition (SLA) development; What do others say
about the current based from the
relevant to the discussion of their
development of materials d. relate the principles and (positive and negative)
theories of language learning trends of materials groupmates and
5. Principles and to the development of development? the teacher.
Procedures of Materials appropriate language learning
Development materials; and What should drive
materials development?
e. provide example materials
that corresponds to each ▪ Brainstorming
principle of SLA. Students discuss on the
following points:

▪ Every teacher is a
materials developer’
(English language
Centre, 1997) who
Week Topics Learning Outcomes Learning Activities Learning Evaluation
Resources

needs to be able to
evaluate, adapt and
produce materials so as
to ensure a match
between their learners
and the materials they
use.

▪ The most effective


ways of ‘helping
teachers to understand
and apply theories of
language learning – and
to achieve personal and
professional
development – is to
provide monitored
experience of the
process of developing
materials’ (Tomlinson,
2001).

▪ ‘Materials’ ‘include
anything which can be
used to facilitate the
learning of a language.
(Tomlinson, 2001).

4 Materials Evaluation

1. Definition and principles a. evaluate language learning ▪ Pass the Pointer Handouts, ▪ Oral
in materials evaluation 2. materials used in a basic Learning Engagement/
education classroom using The teacher projects
Qualities each unit of Activity Participation
material should reflect 3. the principles in materials images of various
Sheets, & Students identify
Types of materials evaluation; instructional materials
PowerPoint key
evaluation on the screen and asks
Presentation features/qualities
b. examine the K to 12 for volunteers to
English curriculum and cite temporarily borrow the of an effective
materials used to facilitate laser pointer to identify material
mastery of a specific key features/qualities of
competency; and an effective material. ▪ Students provide
a list of the
c. list down specific ▪ Brainstorm a list of universal criteria
competencies from the K to universal criteria when evaluating
12 English curriculum and Students may language learning
identify possible language brainstorm the universal materials.
learning materials to be used criteria which would
for these competencies. apply to any language ▪ They compare
learning materials and take note of
anywhere for any these criteria to
learners. that presented by
their teacher.
▪ The teacher presents
*media-specific
the assessment
criteria *content-
points/criteria when
specific criteria
evaluating language
*age-specific
learning materials and
criteria *local
students check if the
criteria
features/qualities they
have mentioned in the
previous activity are
listed.

5-6 Adapting Materials a. outline the process of • Vodcasting or Handouts, • Students’


materials adaptation from Vlogging Learning vodcast or vlog is
1. Teacher-centered and different points of view; Activity graded using a
learner-centered approach b. examine range of The teacher may ask Sheets, & rubric.
to adaptation technology-based materials students to create a
and tools available to vodcast/vlog on teacher
Week Topics Learning Outcomes Learning Activities Learning Evaluation
Resources

2. Key features in materials classroom language teachers; centered and learner- PowerPoint
adaptation and centered approaches to Presentation
c. apply the criteria in materials adaptation.
3. Materials and Digital selecting and evaluating They may interview
Technology language learning materials. language teachers on
how they select
materials in their
classroom.

• Let’s Explore
• Group
The teacher may ask
Presentation on
students to explore
the chosen
technology-
technology-
based/digital language
based/digital
learning materials and
language learning
tools and have these
materials
presented in the
classroom.

o Designing materials • Student Portfolio


using online tools on the different
materials they
o Creating audio and
have explored and
video materials
designed
(podcasts, vodcasts,
vlogs)

o Interactive web pages

o Language corpora and


concordancing

o Creating stories for


language learning using
ICT (vlogs, blogs,
bubblar,etc.)

o Teaching writing with


technology
(grammarman, eyercize
etc.)

o Computer-mediated
communication and
language learning
mobile-assisted
language learning
(MALL)

• Tutorial

Selected students may • Classroom


be asked to tutor the Demonstration on
class on how to use the how these
materials and tools they materials will be
have presented. used. A rubric will
be used to
evaluate students’
performance and
output.

7-18 Developing Specific Types a. select appropriate materials • Group Project Handouts, • Group Output &
of Materials for the specific Students may be Learning Portfolio
competencies/macro skills; grouped according to Activity
1. Materials for the the type of materials Sheets, & • Students
Teaching of Grammar - b. design and/or improve they will be designing. PowerPoint compile/package
Criteria (existing) contextualized and These materials will be Presentation the different
localized materials for the
2. Materials for Teaching based on the identified language learning
identified K to 12 English
Vocabulary - designing competencies/topics materials they
competencies; and
input and output activities have designed for
Week Topics Learning Outcomes Learning Activities Learning Evaluation
Resources

to encourage/help c. produce language learning from the K to 12 the identified


vocabulary learning and materials specific for the English curriculum. competencies.
fluency development teaching of grammar,
vocabulary, reading, writing,
3. Materials for speaking, listening, viewing,
Developing Reading and cultural awareness vis-a
Skills - alternative vis the K to 12 learning • Class Exhibit • Rubric on the
approach to materials for competencies
classroom
teaching reading For everyone to be able
exhibits will be
to see and explore these
used.
different language
4. Materials for learning materials, the
Developing Writing Skills teacher my ask students
- the role of writing to organize a classroom
materials - selecting exhibit showcasing the
writing materials (textbook different contextualized
and internet creative and localized materials
writing materials) (traditional and
technology-based)
which they have
created/designed
5. Developing Materials specifically for each
for Speaking Skills - competency/topic/macr
speaking skill and the need o skill.
for relevant materials -
trends in materials for
speaking skills - utilizing
verbal sources from real
life

6. Developing Materials
for Listening Skills -
intake rich activities and
multidimensional listening
skills lessons

7. Materials for
Developing Viewing Skill
- activities and materials to
strengthen viewing skills 8.
Materials for Cultural
Awareness - the culture of
language and the language
of culture.

18 Final Examination & Culminating Activity

V. Life-Long Learning Opportunities


This course provides foundational knowledge that will be useful throughout the students’ lives for their continuous development and
improvement needed for their employment and personal achievement.

VI. Contribution of Course to Meeting the Professional Component


● General Education: 0%
● Common Courses: 50%
● Professional Courses: 50%

VII. Textbook and References


Main Reference:
• Alda, R. (2018). Going to the MALL: Mobile assisted language learning in english language instruction.
International Journal of English Language Teaching. Volume 60/4 July-August 2018 Rs. 15
• Alda, R. (2018). Podcasting tasks and students’ aural-oral skills. International Journal of Language and Education.
Volume:7, Issue:4, October 2018
• K to 12 English Curriculum Guide Retrieved at www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
• Mozayan, M. (2015). Materials to develop microskills and macroskills: Are there any principles? ELT Voices.
Retrieved at http://eltvoices.in/Volume5/Issue_6/EVI_56_1.pdf
• Poetsch, S. (2016). Teaching language: Macro skills. Retrieved at
https://www.indigoz.com.au/language/teachmacro.html
• Qodir, A., Baehaqi, L., & Miftah, M. Z. (2016). “Developing materials of listening comprehension for the English
department students”. Journal on English as a Foreign Language. Retrieved at
https://www.ijlter.org/index.php/ijlter/article/download/668/287
• Stanely, G. (2013) Language Learning with Technology: Ideas for Integrating Technology in the Classroom.
Cambridge Cambridge University Press.
• Teaching material development: Speaking. Retrieved at https://rinaaghna.wordpress.com/2012/11/28/teaching-
material-development-speaking-2/
• Tomlinson, B. (2013). Developing materials for language teaching. Bloomsbury Publishing Plc Retrieved at
https://www.academia.edu/36454579/Developing_Materials_for_Language_Teaching
• Carolino, C. et.al. (2019). Instructional strategies and materials utilized in teaching viewing as macro-skill by
English teachers.Retrieved at http://psurj.org/wp-content/uploads/2019/01/4. Instructional-Strategies-and-Materials-
Utilized-in-Teaching-Viewing-as-Macro-Skill-by-English-Teachers.pdf

VIII. Course Assessment and Evaluation


Student’s performance will be based on the following:

Task Percentage

o Written Works 20%


▪ Quizzes
▪ Problem Sets
o Performance Tasks 40%
▪ Oral Recitation
▪ Board work
▪ Group Presentation
o Major Exam 40%
100%

IX.Grading System (75% Passing)


99- 100 1.0 84 2.1

97-98 1.1 83 2.2

95-96 1.2 82 2.3

93-94 1.3 81 2.4

91-92 1.4 80 2.5

90 1.5 79 2.6

89 1.6 78 2.7

88 1.7 77 2.8

87 1.8 76 2.9

86 1.9 75 3.0

85 2.0 66-74 3.1-4.0 (Conditional Failure)

0-65 4.1-5.0 (Failed)

X. Course Policies

a. Attendance Policy

Students are expected to attend every class, finish any assigned homework, and actively engage in lectures, groupworks, and exercises.
Regardless of their subject matter expertise, all students must participate as academic community members.

If students know in advance that they will miss a class, they are expected to contact the instructor to make alternative arrangements.
Students who miss a session are asked to contact the instructor quickly. It is strongly encouraged that any student who anticipates missing
more than two classes in a row leave the course and retake it in a later semester when they can attend every class.

b. Student Discipline
1. Wear the prescribed uniform and ID inside the school premises at any time.
2. Attend classes regularly and punctually. Tardiness of more than 15 minutes without justifiable reason constitutes an absence
from the course.
3. Observe proper etiquette (modesty and decency), especially on campus.
4. Observe laboratory rules and regulations while inside.
5. Leave the room quietly and orderly when dismissed or given permission to go out.
6. Protect status as a student, the good name or reputation of the college.

c. Student Conduct

The following acts and behavior constitute a violation and breach of the rules and regulations of discipline regarding behavior and
proper conduct:

1. Dishonesty, such as cheating, plagiarism, or knowingly furnishing false information to the college or staff.
2. Forging, altering, or misusing the college documents or records.
3. Obstruction or disruption of teaching, research, administration, disciplinary procedure, or other campus activities, including its
public service functions or other activities on campus.
4. Physical abuse of any person at any college functions or conduct which threatens or endangers the health and safety of any
such person.
5. Theft of school property or that of a campus visitor.
6. Unauthorized entry into or use of college facilities.
7. Use, possession, or distribution of narcotics or dangerous drugs such as shabu, marijuana, cocaine, etc.
8. Smoking within the school premises.
9. Gambling on the premises.
10. Drunkenness.
11. Grave acts of disrespect to instructors and school officials.
12. Instigating/agitating/participating in concerted unlawful activities.
13. Damage to school property, such as tearing books, defacing facilities, furniture, posters, and walls.
14. Use possession and distribution of immoral, questionable subversive publications, unauthorized leaflets, brochures, etc.
15. Behavior or acts that cause dishonor and discredit to college and her educational role.
16. Unauthorized carrying of firearms deadly and bladed weapons inside the campus.
17. Disorderly lewd, indecent, or obscene conduct or language within the college premises or any supervised college function.
18. Failure to comply with directives issued by the college officials during the performance of their duties.

d. Classroom Conduct

● Students are expected to conduct themselves in a manner conducive to learning, as directed by the instructor. Any student who
negatively impacts the opportunity for other students to learn will be warned – if disruptive behavior continues, the student will
be asked to leave the classroom.
● Students cannot bring the chairs outside the classroom at any time.
● Classroom Rules and Policies should be strictly adhered to.

e. Other Course Policies

a. Only one (1) quiz per chapter is allowed and will be announced in advance.
b. Assignments or laboratory exercises must be turned in at the times, dates, and locations they are due unless they have received
permission in advance for an extension. Students will receive a zero for assignments/laboratory exercises missed without prior
permission from the instructor. If there is a compelling reason why seeking prior authorization is not possible, the student should
contact the instructor at the earliest opportunity to consider alternative arrangements. The instructor will judge whether the reason
is compelling.
c. Students who miss a quiz/ exam should contact the instructor immediately. If it is known that a quiz will be missed, the instructor
should be reached before the examination.
d. A student absent from a summative (midterm or final) examination due to medical, compassionate, or other valid reasons may
request the instructor concerned for a deferred exam. The request must be made within three business days of the missed
examination and be accompanied by supporting documents.
e. Students who miss an examination may be allowed to take a special exam if they can present appropriate documents (medical
checkup or excuse letter signed by the parents) to justify their absence.
f. All exercises are mandatory. That is, anyone who fails to submit any activities will be given an incomplete grade (INC) if his/her
scores on other assessments are passing.
g. During a Math Class exercise, students can discuss the solution with classmates. But once caught with a verbatim (copy-paste)
solution, the score would be equally divided among the proponents.
h. Playing games or surfing the internet for topics unrelated to the course during the allotted class period would result in an invalid
class exercise.
This class policy serves as our written agreement for the whole semester. If there are any changes to enhance the class learning
opportunity within the semester, it will be communicated accordingly.
XI. Course Materials and Facilities

● Lecture Notes
● Learning Activity Sheets
● Google Classrooms
● TV / LCD/ LED Projectors and Projector Screen
● Classroom

XII. Revision History


Version no. Version Date Implementation date Highlights of Revision

01 February 26, 2024 2nd sem, 2023-2024 Outcome-Based Teaching-Learning Syllabus


Format

XIII. Instructor / Professor’s Information

Name Apple Mae L. Hermosilla

Contact No. +6399954044387

Email Address applemaehermosilla17@gmail.com

Prepared by:

APPLE MAE L. HERMOSILLA


Instructor, College of Arts, Sciences, and Education

Reviewed by

DOMER P. REGIS, Ph.D.


Dean, College of Arts, Sciences, and Education

Recommending Approval

EDITA D. VALE, Ed. D


VP, Academic Affairs

Approved

CLEMELLE L. MONTALLANA, D.M., CESE


College President

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