PATRIA SABLE CORPUS COLLEGE

Santiago City

Philosophy
The Patria Sable Corpus College believes that its vital role is the development of persons: to equip them with knowledge and skills, imbued with Christian values in a democratic atmosphere to prepare them to
be productive and active in the economic, socio – cultural and technological growth of the country and the world.

Vision
The Patria Sable Corpus College is a dynamic educational institution committed to provide the highest quality and affordable education and skills training to its clientele and the larger society.

Mission
The Patria Sable Corpus College endeavors to educate and train the students and discover their potentials necessary to meet the demands of the changing society.
Course Syllabus in Language, Culture and Society
I. Course Code: EL 103

II. Course Description: An introduction to the world of language and linguistics. Students explore the great diversity of world languages and develop an understanding of the genetic and
geographical ties among them. They learn to appreciate language as an object of scientific study and to apply their new knowledge to everyday social interactions in their own lives and
communities. They examine the relationship of linguistic variation to social and cultural identity. Topics include multilingualism, language learning and preservation, spelling reform, and language
policy.

Credit Units : 3 units

Contact Hours : 3 hour lecture thrice a week
Classification/ Field : Major Subject
III. Student Outcomes (SO)

Student Outcomes
PEO1 PEO2 PEO3
The graduates of the program shall be able to:

SO1 Apply the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning. x

Display a deep and principled understanding of the educational and learning processes (including curriculum development, lesson planning,
SO2 materials development, educational assessment, and teaching approaches) and the role of the teacher in facilitating these processes in their x x
students related to larger historical, social, cultural, and political processes.

SO3 Demonstrate and practice the professional and ethical requirements of the teaching professions. x x

SO4 Facilitate learning of diverse types of learners, in various types of learning environments, using a wide range of teaching knowledge and skills. x x x

Course-Student Outcome Map

I – Introductory
E – Enabling A B C D
D - Demonstrative
D E D D
IV. Course Outcomes

At the end of the course, the students shall be able to:

COs Description A B C D
CO1 3 1 1 3

CO2 3 2 1 1

CO3 3 3 1 1

CO4 3 3 1 1

1 – CO has minor contribution to the SO 2 - CO has moderate contribution to the SO 3 - CO has major contribution to the SO

V. Course Content:
 VM ILO TOPICS COs No. of TLAs Graded Activities
Meetings/
CO1 CO2 CO3 CO4 CO5
Hours

PRELIM
VISION
At the end of the periodic I. Nature of Language 3 1 2 1 3 Think-Pair-Share Exercises
The College of
coverage, the students are 7 hours
Education II. Social Functions of Brainstorming
expected to: 3 2 2 2 3 Recitation
envisions to Language
bring forth 1. explain how language, Socratic Method
3 2 2 2 3 Quizzes
committed and whose primary III. Dialects, Sociolects and
globally function is to serve Registers
competitive as an instrument of
Teacher communication,
Professionals serves secondarily
to help establish
empowered by
aspects of the social
God and identity of its
imbued with speakers.
genuine love for 2. list aspects of social
service to identity that
others, and to correlate with
help build a linguistic identity—
national, ethnic,
peaceful,
class, geographical,
progressive, sexual, educational
and humane —and give specific
society examples of how
these aspects of
social identity are
MISSION supported or
The college reinforced by
seeks to fulfill its language use.
3. explain the status of
vision by
geographical
providing a well- variations in a
balanced language—dialects,
educational as well as the social
program for the equivalent of such
holistic variation
formation of the At the end of the chapter, the IV. Multilingualism 3 3 2 3 3 Reading Aloud Exercises
individual to be students are expected to: 1 hour
V. Language Policy and 2 2 2 1 1 2 hours Discussion Oral Reading
God-fearing,
1. give specific Language Planning 2 hours
globally examples of how a
competitive, Quizzes
large portion of the VI. Descriptivism and Illustrative Method
productive, and world’s population 2 2 2 2 2
1 – Topic has minor contribution to the CO 2 – Topic has moderate contribution to the CO 3 – Topic has major contribution to the CO

VI. CO Assessment Tools (AT)

COs Assessment Tools Standards

CO1 Exercises 100% of the students will get a grade of at least 75%.

CO2 Oral Reading / Rubrics 100% of the students will get a grade of at least 75%

CO3 Quizzes 100% of the students will get a grade of at least 75%

CO4 Seat works 100% of the students will get a grade of at least 75%

CO5 Examinations 100% of the students will get a grade of at least 75%

VII. Computation of Scores

The grading system is based on the following criteria:

Class Standing (Quizzes, Assignments, Projects, Seat Works) = 60%

Examinations (Prelim, Midterm, Final) = 40%
________
100%

PRELIM: = (Class Standing X 60%) + (Prelim Exam X 40%)

MIDTERM: = (Midterm Average X 60%) + (Prelim Grade X 40%)

Where: Midterm Average = (Class Standing X 60%) + (Midterm Exam X 40%)

FINAL: = (Final Average X 60%) + (Midterm Grade X 40%)

Where: Final Average = (Class Standing X 40%) + (Final Exam X 60%)

VIII. References
Main Reference
1. Buendicho, Flordeliza C., Developmental reading 2, First Edition, Rex Bookstore, 2010

Other References
1. Marquez, Servillano T. et. al., Developmental Reading 2, Lolimar Publishing Co., Inc. 2009
2. Aquino, Gaudencio V., Effective Teaching, Third Edition. National bookstore. 2003

Prepared by: Noted: Approved:

GILBERT N. BERSOLA, LPT, MAEd NOVELYN L. MITRA, LPT AISEN FAITH C. MARRERO, LPT, MPA

Instructor Program Head, Teacher Education Vice President for Academics