Version: August 2021

LING 102

LANGUAGE, CULTURE, & SOCIETY

COURSE GUIDE

Mark Harris R. Lim, LPT, MDC

Professional Lecturer
Print and Broadcast Media Department
Bicol University, College of Arts and Letters
2021
 Tips and Advice

Earning a college degree in the past meant attending in-person courses physically, which
also raised difficulties for working people or those with complex schedules. Today, it's easier
than ever to find a degree program that provides the versatility you need, whether through
traditional in-person courses, online learning, or a combination of the two, thanks to
advancements in technology.
Online courses have many benefits; they allow you to learn anytime, wherever, and still work
best for you, making it easier to earn a degree while balancing work and family obligations.
And without having to attend classes in person, online learning allows you access to top
degree programs around the nation that would otherwise have been unavailable or incredibly
inconvenient.
However, if you're not prepared, online classes may present specific challenges. But you
can find that the courses can be an excellent alternative to a conventional classroom
environment if you build skills for efficient online learning. Here are some tips for the success
of online learning to ensure that you get the most value out of your next lesson.

1. Online Course as a “Real Course”

You need to have the discipline to sit down and say, "I'm going to work on this," as well as
the willingness to actually follow through when it comes to online courses. While you can be
versatile as to when you plan to finish your job during the week, you cannot put it off
indefinitely.

2. Accountability
At the beginning of the semester, set targets, and check in weekly with yourself. In a typical
classroom setting, you will often receive verbal or visual reminders of the upcoming due date
of an assignment. But it's up to you to make sure you've allocated enough time to complete
the job without a professor constantly reminding you, so you're not beginning an assignment
the day before it's due.
If you have trouble keeping yourself accountable, team up with a classmate, or enlist a
friend's support to check in as a partner of accountability. You can get the most from your
online class by being coordinated, constructive, and self-aware, even when life outside of
school becomes stressful.

3. Observe Time Management

One of the main attractions of taking online classes is also the freedom to build your own
schedule. But if you do not have good time management skills, the independence can also
be detrimental. You could quickly find yourself cramming before classes or handing in
subpar assignments without them.
Establish a weekly schedule that you observe, outlining specific hours to read, watch
lectures, complete assignments, research, and participate in forums every week. Commit to
making your online coursework part of your weekly schedule, and set reminders to complete
these assignments for yourself.

4. Allot a study space and be organized

Set up a dedicated study area for learning. You'll start to create a routine by regularly
completing your work there. It's important to decide what kind of atmosphere would fit best
for you, whether your workspace is your kitchen table, a library, or the corner booth in a local
coffee shop. Experiment to find out which kind of environment improves your productivity.
Always consider your internet access.

5. Eliminate Distractions
You'll face several distractions, from Netflix to social media to dishes piling up in the skink,
that can easily derail your studies. The best students online know how to reduce these
distractions and set aside time to concentrate.
Your own particular personality and circumstance will depend on just how much of a
challenge these distractions will prove to be. Some would find that by listening to music, they
can block out a noisy house. Others might opt to work to remove their desire to multitask at
home from a nearby coffee shop or library. Ultimately, a technique that works best for you
will need to be identified.

6. Figure Out Your Own Style of Learning

If you've decided where you're going to learn, consider when and how you're doing your best
job. Allow time to study the first thing if you're a morning person. More of an owl for night?
After supper, set aside an hour or two to curl up to your computer. Not everyone studies the
same way, so think about what kinds of data help you understand fresh concepts better and
use specific research strategies.
For instance, if you are a visual learner, print out transcripts of the video lectures to review.
Know by listening best? To play and replay all audio- and video-based course material,
make sure to create time into your schedule.

7. Active Participation
To help you better understand course materials and communicate with fellow classmates,
participate in the course's online community. This may include commenting on the paper of a
classmate on a discussion board or posting a question about a project on which you are
working. Read what other learners and your professor are saying, and ask for clarity if you
have a question.

8. Leverage your network

Often, online classes can make you feel like you're learning on your own, but this could not
be further from the fact. The idea of teamwork is the basis of most online classes, with
teachers and instructors actively encouraging students to work together to complete
assignments and discuss lessons.
Create relationships by introducing yourself and engaging in online discussion boards with
other students. In preparing for exams or asking for input on assignments, your peers can be
a valuable resource. Don't be afraid to turn to building a virtual study group for them.
Chances are high that as much as you can, they will appreciate it.

Introduction

Congratulations on enrolling in this course. Please read this guide carefully and absolutely
prior to everything else. It is quite a long document, but this should not scare you: I have
tried to include as much detailed information as possible to make it easier for you to
understand the general and precise directions on how to deal with this course.
I will have centered readings and references for you in this course. But you are likewise
required to contribute to class some information learned through different processes of
online research in the spirit of constructivism and information sharing. In a later portion of
your course guide, this will be addressed.
Online Classes
Virtual Online Classes and consultations will be announced 2 days prior to our
schedule. Announcements will be through emails, Facebook Group Chats, and thru SMS.
Kindly note that the schedule of online classes/consultations is based on the time and day
stipulated in your respective CORs. Note that this will not be conducted frequently. We will do
this just to check your level of progress in our given Logs. We will use google meet as an
online platform.
Logs
This is the term I’ll be using for your output from the assignment given. This is important
for me to check your understanding about the topics endorsed. Submission, formats and
details will be discussed further in this course guide.
Participation
This will be based from our conducted online sessions and your participation in the
discussion forum from the google classroom. In this semester, I will be posting some questions
that you can answer. Note that your answers in the google classroom must be clear and
concise. Minimum of 300 words. Discussion forums in the Google Classroom must be taken
into account at collegiate level, so clear opinions alone are not adequate. If you have to state
a stance, do so with sufficient proof supporting your thoughts and arguments. There is no
motivation for a clear statement of opinion without any additional help from published materials
dealing with the same topic.
Your participation in the discussion forum is to share with your colleagues your
thoughts, perspectives, and synthesis of readings. You will learn much, much more from each
other and from different sources of knowledge than you will learn from the Professor's course
alone.
Considerations on Internet Glitches
If you find difficulties in the discussion forum, online classes, and consultations- please
send an email for me to note it. We’ll see what we can do and search for alternatives.

Rubrics on Grading:

No. Requirement Grade Equivalent

1 Learning Logs 20%
2 Participation 10%
3 Midterm 30%
4 Finals 40%
5 Total 100%

Reminders:
The references mentioned at the end of each topics are unique references and are available
on the Internet for the module in question. You are responsible for digging up and accessing
these and any other references you may find as students in different libraries or on the Internet
or other sources.

Course Content and Requirements

No. Lesson/Topic Timeline Expectation

1 VMGO of the university, Week 1 Getting to know the Professional

Attributes of a BU graduate, Lecturer and Students
Student introductions, Leveling
of expectations (Validate enrolled students)

2 Discuss Language and Social Week 2-3 Submission of Log 1.

Context
3 Discuss Language and Cultural Week 4-5 Deadline: TBA
Context
4 Demonstrate Accents and Week 5-6 Submission of Film Log 2.
Dialects
5 Discuss Customs and Norms Week 7-8 Deadline: TBA
6 Discuss Communication Week 8
Accommodation & Code
Switching

7 Midterm Week 8 Submission of Midterm Exam

output. Deadline: TBA
8 Orient the meaning of Language Week 9-10 Submission of Film Log 3.
and Cultural Bias
9 Discuss Concepts on Race Week 11-12 Deadline: TBA
10 Explain Age in Society Week 13-14
11 Discuss Gender and Week 15-16 Submission of Film Log.4
Development
12 Discuss Sexual Orientation Week 17-18 Deadline: TBA
13 Discuss Cultural Adaptability Week 19
14. Finals Week 19 Submission of Final Exam output.
*Midterm and Finals will be announced

Logs

1. Learning Log No. 1 (Salient Information)

You need to submit an output indicating your noted learnings from the readings given. Below
are the formats:
A. Language in Social and Cultural Context

No. Information/Situation/Topic Description

1
2
3
*20 Items
B. Dialects Worldwide
No. Information Description
1
2
3
*10 Items

2. Learning Log No. 2 (Vlog)

This is the time where you already finished the assigned readings. The 7 Minute vlog is about
yourself (50% of the content) and a selection of one topic among the following: code switching,
cultural bias, race, and gender & development (50% of the Content). Use your creativity for
this output.
Tips:

How to create a YouTube Channel: https://www.youtube.com/watch?v=6o7qODwjEz8

Tips for Vlogging: https://www.youtube.com/watch?v=t97pfR7Y1lY
https://www.youtube.com/watch?v=_qmgl8vhrf4

For me to grade you, you’ll need to turn in the video link in our Google Classroom.

3. Learning Log No. 3 (Reflection Paper)

Check this link: https://www.youtube.com/watch?v=nIwU-9ZTTJc

Make a reflection paper based from the video endorsed. Word Count: Maximum of 500 Words,
Minimum of 300.

4. Learning Log. No. 4 (Essay)

Check this link: https://www.youtube.com/watch?v=7u_wjH3-Ge8

Xenophobia, Racism, and Ethnocentrism are some expressions of prejudice. Discuss one and
be able to provide your opinion and reflection for this matter.

Word Count: Maximum of 500 Words, Minimum of 300.

Readings:

No. Topic Details Links

1 Discuss Language and Social Communication; language and social structure; social Wintermon’s Language in Social Context
Context symbols; etc.

https://www.asj.upd.edu.ph/mediabox/archive/A
SJ-06-01-1968/wintermons-language-social-
context.pdf

https://fatchulfkip.wordpress.com/2008/03/19/la
nguage-in-social-context/

https://open.lib.umn.edu/communication/chapte
r/3-4-language-society-and-culture/

2 Discuss Language and Cultural Intercultural communication; history of culture; practice Language and Culture
Context affects language; words used; etc.
https://www.britannica.com/topic/language/Language-
and-culture

Blurring the line between Language and Culture

https://www.languagemagazine.com/blurring-the-line-
between-language-and-culture/

3 Demonstrate Accents and Various accents and dialects; Why Do Some People Have Accents?
Dialects
https://www.linguisticsociety.org/content/why-do-some-
people-have-accent

4 Discuss Customs and Norms
5 Discuss Communication
Accommodation & Code
Switching
6 Orient the meaning of Language
and Cultural Bias
7 Discuss Concepts on Race
Origin of customs; importance of customs; customs
across cultures; migration of customs; etc.
Speech accommodation theory; code choice; code
switching; etc.
Linguistic interpretation; ethical concepts of right and
wrong; ethnic and racial bias; religious beliefs; etc.
Race and identity; race and population; race and
ethnicity; etc.
Language vs Dialect vs Accent
https://www.babbel.com/en/magazine/accents-and-
dialects
Customs in Culture
https://www.thoughtco.com/custom-definition-3026171
Code Choice in Intercultural Conversation: Speech
Accommodation Theory and Pragmatics
http://www.communicationcache.com/uploads/1/0/8/8/10
887248/code_choice_in_intercultural_conversation-
speech_accommodation_theory_and_pragmatics.pdf
https://core.ac.uk/download/pdf/147103737.pdf
https://www.youtube.com/watch?v=7Na4UvRIhu4
Cultural Bias
https://www.masterclass.com/articles/understanding-
cultural-bias#what-is-cultural-bias
Race: Up-Close
 https://nmaahc.si.edu/learn/talking-about-
race/topics/race-and-racial-identity

https://www.nap.edu/read/10887/chapter/5#28

8 Explain Age in Society Demographic; social inclusions; middle age; old age; What ageing means for Society
young; cohort; etc.
https://www.ageinternational.org.uk/policy-
research/expert-voices/what-ageing-means-for-society/

Aging in Society

https://courses.lumenlearning.com/alamo-
sociology/chapter/reading-who-are-the-elderly-aging-in-
society/

9 Discuss Gender and Gender; genders In household; masculinity; femininity; Understanding Gender
Development gender discriminations; etc.
https://gsdrc.org/topic-guides/gender/understanding-
gender/

10 Discuss Sexual Orientation Sexual orientation; gender identity; gender expression; Sexual Orientation & Gender Identity
pronouns; etc.
https://www.youtube.com/watch?v=xCMmZUu07IQ&t=7
8s

11 Discuss Cultural Adaptability Culture shock; activities; recursions; etc. Culture Shock and How We can Adapt
 https://www.youtube.com/watch?v=g-ef-xhC_bU

https://www.youtube.com/watch?v=Jx-1EthJeIg

*Note that you can also explore other references for the above indicated topics
References:

1. American Psychological Association, “Supplemental Material: Writing Clearly and Concisely,” accessed June 7,
2012, http://www.apastyle.org/manual/supplement/redirects/pubman-ch03.13.aspx.

2. Crystal, D., How Language Works: How Babies Babble, Words Change Meaning, and Languages Live or Die (Woodstock, NY:
Overlook Press, 2005), 155.

3. Dindia, K., “The Effect of Sex of Subject and Sex of Partner on Interruptions,” Human Communication Research 13, no. 3 (1987): 345–
71.

4. Dindia, K. and Mike Allen, “Sex Differences in Self-Disclosure: A Meta Analysis,” Psychological Bulletin 112, no. 1 (1992): 106–24.

5. Exploring Constitutional Conflicts, “Regulation of Fighting Words and Hate Speech,” accessed June 7,
2012, http://law2.umkc.edu/faculty/projects/ftrials/conlaw/hatespeech.htm.

6. Gentleman, A., “Indiana Call Staff Quit over Abuse on the Line,” The Guardian, May 28, 2005, accessed June 7,
2012, http://www.guardian.co.uk/world/2005/may/29/india.ameliagentleman.

7. Giles, H., Donald M. Taylor, and Richard Bourhis, “Toward a Theory of Interpersonal Accommodation through Language: Some
Canadian Data,” Language and Society 2, no. 2 (1973): 177–92.
8. Kwintessential Limited, “Results of Poor Cross Cultural Awareness,” accessed June 7, 2012, http://www.kwintessential.co.uk/cultural-
services/articles/Results of Poor Cross Cultural Awareness.html.

9. Lustig, M. W. and Jolene Koester, Intercultural Competence: Interpersonal Communication across Cultures, 2nd ed. (Boston, MA:
Pearson, 2006), 199–200.

10. Martin, J. N. and Thomas K. Nakayama, Intercultural Communication in Contexts, 5th ed. (Boston, MA: McGraw-Hill, 2010), 222–24.

11. McCornack, S., Reflect and Relate: An Introduction to Interpersonal Communication (Boston, MA: Bedford/St Martin’s, 2007), 224–25.

12. Nadeem, S., “Accent Neutralisation and a Crisis of Identity in India’s Call Centres,” The Guardian, February 9, 2011, accessed June 7,
2012, http://www.guardian.co.uk/commentisfree/2011/feb/09/india-call-centres-accent-neutralisation.

13. Pal, A., “Indian by Day, American by Night,” The Progressive, August 2004, accessed June 7,
2012, http://www.progressive.org/mag_pal0804.

14. Publication Manual of the American Psychological Association, 6th ed. (Washington, DC: American Psychological Association, 2010),
71–76.

15. Southern Poverty Law Center, “Hate Map,” accessed June 7, 2012, http://www.splcenter.org/get-informed/hate-map.

16. Varma, S., “Arbitrary? 92% of All Injuries Termed Minor,” The Times of India, June 20, 2010, accessed June 7,
2012, http://articles.timesofindia.indiatimes.com/2010-06-20/india/28309628_1_injuries-gases-cases.

17. Waltman, M. and John Haas, The Communication of Hate (New York, NY: Peter Lang Publishing, 2011), 33.

18. Wetzel, P. J., “Are ‘Powerless’ Communication Strategies the Japanese Norm?” Language in Society 17, no. 4 (1988): 555–64.
19. Wierzbicka, A., “The English Expressions Good Boy and Good Girl and Cultural Models of Child Rearing,” Culture and Psychology 10,
no. 3 (2004): 251–78.
About the Professional Lecturer

Mark Harris R. Lim, LPT, MDC

Mr. Lim is a graduate of Bachelor of Arts in

Journalism at Bicol University. He was an active
student leader and publication writer during his stay
in College of Arts and Letters. He finished his
Masters of Development Communication at the
University of the Philippines last 2019 and now
pursuing Doctorate in Communication in the same
institution.
Mr. Lim is a licensed professional teacher and took
his Professional Education Major in English at the
University of Sto. Tomas- Legazpi. He also has
units in Bachelor of Science in Psychology at Ago
Medical and Educational Center, Bicol Christian
College of Medicine.
He has worked at the Department of Tourism (DOT) Central Office under Policy Formulation
& International Cooperation & Relations Division as a Tourism Operations Officer and has
handled series of communication work focused on tourism with ASEAN, APEC, and United
Nations. After his stint in DOT, he worked at the Department of Environment and Natural
Resources Region V as the Ecotourism Focal person that allowed him to lead various
productions such as film, infomercials, and PR collaterals.
After DENR V from the past 4 years, he worked at the Department of Education Central Office
under the Disaster Risk Reduction and Management Service as the Program Chief of Mental
Health and Psychosocial Support Services where he facilitated conduct of trainings,
international relations, production of communication collaterals & campaign, and helped in
monitoring and evaluation.
At present, he is working under the United States Agency for International Development
(USAID) as International Youth Development Coordinator for the Opportunity 2.0 Program in
the Philippines.
Contact information: makilim0712@gmail.com