Reference No.

PNU-MN-2016-UCM-FM-002
Issue No. 01
Rev. No. 04
Taft Ave. Cor. Ayala Blvd., Ermita, Manila 1000 Philippines Date: 09-21-2020
Trunkline: +63-2-5317-1768 ▲ www.pnu.edu.ph Page 1/4
UCM OBE Course Syllabus DC No. CC09212020-1149

OBE Course Syllabus in 2S -ENG16 (Language, Culture and Society)

PNU Philosophy Education for personal renewal and social transformation.

PNU Vision PNU shall become internationally recognized and nationally responsive teacher education university. As the established producer of
knowledge workers in the field of education, it shall be the primary source of high-quality teachers and education managers that can
directly inspire and shape the quality of Filipino students and graduates in the country and the world.
PNU Mission PNU is dedicated to nurturing innovative teachers and education leaders.
PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide leadership in teacher education and
nurture innovative teachers, education leaders, and research scholars imbued with the values of truth, excellence, and service. The
University further commits to the continual growth of its Quality Management System through compliance with International Quality
Standards and statutory and regulatory requirements. PNU shall achieve these commitments through core functions of instruction,
research, extension, and production.
Goals
The Faculty of Teacher Development promotes the University‘s mission of nurturing innovative teachers and educational leaders. It is
committed to:
1. Providing the best teacher preparation and development training to produce teachers who are strong in content, grounded in the
discipline and possess the technological and pedagogical knowledge to effectively teach and lead in the on-going educational reforms
at all levels of education;
2. Promoting quality instruction by ensuring a strong philosophical and conceptual foundations for the teacher education curriculum
programs to develop graduates with the following qualities: humane and ethical educated person, reflective and responsive specialist,
critical and creative technology expert and transformative educator;
3. Advancing research in education by providing opportunities to students and faculty members of the College to conduct research to
produce and construct knowledge about teaching- learning, reflect and make meaningful connections between theory and practice,

1
 solve problems and locate opportunities for strategic actions; and
Promoting a culture of sharing by extending scholarship and expertise to other educational institutions and agencies and establishing
partnerships with communities and organizations involved in education.
Course Number 2S- ENG 16
Course Title Language, Culture and Society

Course None
Pre-requisite

Course Description This course explores pre-service teachers‘ understanding on the comparative, ethnographic study of language (1.1.1) that is responsive to
the learners‘ linguistic and cultural backgrounds and in relation to socio-cultural contexts (3.2.1), thereby enhancing the knowledge skills
and attitudes of English majors to better prepare them for the demands of the real language classroom. As such it covers discussions,
simulations and performance of tasks required of English pre-service teachers in the ESL/EFL class. The course likewise aims to examine
how people convey social meaning and signal aspects of their social and cultural identity through language which is needed for English
pre-service to learn how to teach English through content areas like Science and Mathematics that support learner participation,
engagement and achievement. (1.7.1). Students will be brought to gain a deeper understanding of how language use is affected by
solidarity/distance and power relationships, gender, age, socio-economic class, and social networks. They are expected to document
aspects of actual language use in various contexts through multimedia forms.

Program Outcomes 1. Demonstrate thorough understanding of the theories of language, language learning, and second language acquisition.
2. Display objectivity in examining the applicability of theories to practice.
3. Show proficiency in the use of oral and written English as an international language and as a language of instruction in teaching
language and literature in multilingual contexts.
4. Display ability to work well in diverse teams in seeking/creating new knowledge.
5. Display skill in the responsible use of technology to aid instruction.
6. Display ability to work well in diverse teams in seeking/creating new knowledge.
7. Demonstrate skills in producing creative and collaborative outputs in language and literature teaching that are relevant to the needs of
the learning community.
8. Manifest sensitivity to professional and ethical standards to adapt to varied educational situations.
.
GAD Themes Gender Literacy, Gender-sensitive Language

2
 Instructional Delivery Design
Content
Session Flexible Learning Activities
Course Learning (preferably with Independent Study/
No. / Face-to- Assessment
Outcomes focusing / essential Flexible Learning
Duration Face Asynchronous
questions) Activities Synchronous
Activities
After working on the Overview of the Course
module, the pre-service Find a map of the  Online  Let‘s explore Explain the status
Module 1. Basic
teacher (PST) should be province you live in class  Let‘s expect/ILO of geographical
able to: Concepts in N/A ask ten people to variations in a
discussion  Let‘s recall
Sociolinguistics draw dialect language—
1. demonstrate boundaries on the  Let‘s think /Pre-test dialects, as well
understanding on how Unit 1. What is map, name the  Clearing  Let‘s learn/Content as the social
language serves as an Sociolinguistics? dialects, and rate house of  Let‘s check equivalent of such
instrument of them on scales of 1– ideas/Quest variation. Gather
Weeks  Let‘s do more/
communication Unit 2. Sociolinguistics 10 in terms of ion and data from your
1-2 enhancement activity
and Language Variation correctness and answer own speech and
pleasantness.  Let‘s apply that of your
2. discuss aspects of Unit 3. Language in Answer the  Let‘s talk/Feedback families and
social identity that Society questions about  Let‘s evaluate/ peers, of how
correlate with linguistic your data provided assessment individual
identity—national, ethnic, Unit 4. General Rules in the module. speakers switch
 Flexible Learning
class, geographical, and Individual Use among varieties.
sexual, educational—and Activity .
give specific examples of Unit 5 Sociolinguistic  Let‘s reflect
how these aspects of Differences  Let‘s refer
social identity are
supported or reinforced by
language use.

3
 After working on the Present through a  Online
Weeks module, the pre-service Module 2. Language Comic Strip any class  Let‘s explore Discuss and cite
3-4 teacher (PST) should be Use in Society speech of your discussion  Let‘s expect/ILO specific examples
able to: choice with speech of the two aspects
 Let‘s recall
Unit 1 Speech events components of language
1. explain and articulate Communities relating language to  Clearing  Let‘s think /Pre-test functions
the fact that all languages dialect in social house of  Let‘s learn/Content
develop to serve the needs Unit 2 Speech Acts and situations. Write ideas/Quest  Let‘s check
of their speakers, who are Speech Events your analysis below ion and  Let‘s do more/
members of particular it and much better if answer enhancement activity
societies and practitioners Unit 3 Dialects, you can cite authors
of particular cultures, and Idiolects, Sociolects to strengthen your  Let‘s apply
Discussion on
that languages can claims/statements. the answers of  Let‘s talk/Feedback
therefore not be compared Unit 4 Code Mixing and the test items  Let‘s evaluate/
in terms of their inherent Code Switching assessment
superiority or inferiority.
 Flexible Learning
. Unit 5 Register, Style
and Usage Activity
 Let‘s reflect
 Let‘s refer
You may want to  Online
After working on the Module 3. Language listen to song lyrics, class  Let‘s explore How would you try
module, the pre-service Variation in Society recorded interviews, discussion  Let‘s expect/ILO to place
teacher (PST) should be talk shows, news individuals in the
able to: Topic 1 Pidgins and reports, and so on.  Let‘s recall community in
Pidginisation The key is to access  Clearing  Let‘s think /Pre-test which you live
1. discuss issues that both unmonitored house of  Let‘s learn/Content into some kind of
Weeks
5-6 arise when more than one Topic 2 Creoles and speech, that is, talk ideas/Quest  Let‘s check social-class
language is widely spoken Creolisation. that is focused on ion and system? What
 Let‘s do more/
in a country. ‘content’ rather answer factors would you
Topic 3 Concept of than on ‗form,‘ and enhancement activity consider to
2. explain how other Standard Usage more conscious  Let‘s apply be relevant? How
Discussion on
varieties imitate the varieties, in which the answers of  Let‘s talk/Feedback would you weigh
standard form and identify Topic 4 Slangs and speakers are clearly the test items  Let‘s evaluate/ each of these?
standard language as a Cliches in trying to speak assessment What class

4
 sociolinguistic tool of Sociolinguistics Standard English.  Flexible Learning designations
measurement. Topic 5 Taboos and After you have Activity would seem to be
Profane Usage collected some data,  Let‘s reflect appropriate?
analyze what you Where would you
have. Present your  Let‘s refer place yourself?
output creatively,
maybe through
graphic organizer, or
other creative ways.
 Online
After working on the Module 4 Language Record some class  Let‘s explore Defend the
module, the pre-service Forms in Society openings and discussion  Let‘s expect/ILO statement that
teacher (PST) should be closings of ‗language is a
 Let‘s recall
able to: Unit 1 Language and telephone calls on a manipulative tool
Class call-in radio show,  Clearing  Let‘s think /Pre-test of
1. discuss how language and transcribe house of  Let‘s learn/Content every society‘.
determines class in most Unit 2 Monolingualism them. Then answer ideas/Quest  Let‘s check Carefully identify
societies. and Bilingualism the questions ion and  Let‘s do more/ the clear-cut
provided in the answer reason and
Weeks enhancement activity
2. explain Noam Unit 3 Language module. citations from
7-8  Let‘s apply
Chomsky‘s LAD in relation Contact and Discussion sociolinguits why
to multilingualism. Multilingualism  Let‘s talk/Feedback people tend to
on the
 Let‘s evaluate/ speak more
3. discuss the link existing Unit 4 Diglossia and answers of than one
assessment
among action, language Polyglottism the test language.
 Flexible Learning
and society. items
Unit 5 Language Use in Activity
Interaction  Let‘s reflect
Let‘s refer

MIDTERM EXAMINATION

5
 The pre-service teacher Module 5. Language Create a photo  Let‘s explore
(PST) should be able to: and Sociolinguistic essay/poster  Online class  Let‘s Give the reasons
Determinants addressing theme: discussion expect/ILO for language
1. discuss the basis for What does it mean differences
language ideologies in Unit 1 Language to say gender and  Let‘s recall between male and
 Clearing house of  Let‘s think
sociolinguistics Ideology sexuality are female
‗performed‘ or ideas/Question /Pre-test sex
2. assess Unit 2 Language and ‗socially and answer ·
 Let‘s
the place of English in the Geography constructed‘? learn/Content
geography of world Support your Discussion on the Discuss Tannen‘s
answers of the test  Let‘s check
languages. Unit 3 Language and explanation with theory in line with
Week s Gender some examples items  Let‘s do more/ your people‘s
9-10 and citations. enhancement social
3. explain the relationship Unit 4 Language and activity behaviours.
between language and Identity  Let‘s apply
gender. ― Eh, kasi babae,
 Let‘s
Unit 5 Language and eh, kasi lalaki.‖
4. examine and discuss Culture talk/Feedback
the relationship between  Let‘s evaluate/ Under what
language and culture as assessment circumstances do
propounded  Flexible men and women
in Sapir and Whorf Learning Activity interact as equals
Hypothesis. (or nearly so) and
 Let‘s reflect under what
Let‘s refer circumstances do
they not?

Presentation of Outputs  Online class Students present

The pre-service teacher in multimedia forms discussion documentations of
Weeks (PST) should be able to: actual language
11-12 use in various
1. to present a contexts through
documentation on the multimedia forms

6
 varied aspects of actual
language use in various
contexts through
multimedia forms.

FINAL EXAMINATION

Course References
.
Blum, Susan D. (ed.) (2012), Making Sense of Language: Readings in Culture and Communication, 2nd Edition.
http://www.oup.com/us/catalog/he/subject/Anthropology/CulturalandSocialAnthropology/LinguisticAnthropology/?view=usa&sf=toc&ci=9
780199840922
Crystal, David (ed) (2010). The Cambridge encyclopedia of language. 3d ed. Cambridge, UK: Cambridge University Press.
Deutscher, Guy (2010). Through the language glass: why the world looks different in other languages. New York: Metropolitan Books.
Fitch, W. Tecumseh (2010). The evolution of language. Cambridge, UK: Cambridge University Press.
Heller, Monica (2011). Paths to post nationalism: a critical ethnography of language and identity. New York: Oxford University Press.
Hauser, M., Chomsky, N., & W. T. Fitch (2010). The faculty of language: what is it, who has it and how did it evolve? Cambridge, UK:
Cambridge University Press.
Wardhaugh, R. and Fuller, J. (2015). An introduction to Sociolinguistics. John Wiley & Sons, Inc.
Zalsmann, Z., et. al. (2012). Language, Culture and Society. Boulder, Colorado: Westview Press

Learning Resources Textbooks

Web
Modules

Performance Performance Standard

Course Performance Indicator Evidence of Performance
Indicator and (Assessment Criteria)
Evidence of
Performance 1. Create/produce an actual documentation of 1. Reflection papers Rubrics
language use in varied contexts through
multimedia forms 2. presentation of a documentation on the a. rubrics for actual documentation of

7
 varied aspects of actual language use in language use through multimedia forms
various contexts through multimedia forms.
2. Write an analysis on the recommended b. Rubrics for FLAs
readings and FLAs 3. Make a short (15–30 minutes) video recording
of a community of practice you participate in (be Discrete-point tests (midterm, finals
3. Read, respond and participate in classroom sure you have the permission of everyone in the and exercises/worksheets)
presentations. group before you record!). This could be your
roommates or family members you live with,
some friends you often eat lunch with, a group of
co-workers, members of a knitting group, your
rugby teammates, and so on; the only criteria is
that this must be a group that meets and
interacts regularly. Listen to the recording and
answer the following questions:
• How can you describe the joint endeavor of
this group? Do there seem to be common goals
of the interaction?
• In what ways are the varieties spoken by the
individuals in the group different – that is, do
they come from different areas or social groups
and have linguistic features that are associated
with different varieties? Is there ever
explicit mention made of speech differences?
• In what ways do you see the shared norms of
the group – are there particular
lexical items or nicknames that are used in this
group? Inside jokes? Topics
of conversation that recur?

In short, try to ascertain what features of the

conversation indicate that this is a group that
interacts frequently and not a group of strangers.

4. Oral presentation/interactions

8
 5. FLA outputs
Grading
System Based on BOR Resolution No. U-3007 dated June 24, 2019, the following is the PNU Grading System of the University.
98- 100 1.0
95- 97.99 1.25
92-94.99 1.5
89-91.99 1.75
86-88.99 2.0
83- 85.99 2.25
80-82.99 2.5
77-79.99 2.75
75-76.99 3.0
74 below 5
Course
Requirements Asynchronous Activities (Tasks/ Modules) 25%
Synchronous Activities (Attendance/participation)
FLA 15%
Midterm Examination 20%
Final Examination 40%
(documentation of Actual Language Use 100%
In varied contexts thru multimedia forms)

Face to Face N/A

Delivery

Guidelines during synchronous sessions:

Course 1. Be punctual. Attendance must be very satisfactory.
Policies 2. Sit properly and pay attention during synchronous classes.
Flexible Delivery 3. Participate actively in online discussions. When you answer questions, mention your Surname first, then your
name before you answer for me to record your participation.
4. Prepare your pen, paper and notebook at your side at all times. The modules are in PDF. Submissions are in
separate sheets/papers. I might ask immediate submissions after the synchronous classes.

9
 5. Always mute your microphone. Raise your hand if you have some concerns about the lesson. Wait to be
recognized. Unmute only if you are asked and allowed to talk.
6. Wear your uniform with ID during classes.
7. If your uniform was left at your boarding house, please wear any white (shirt/blouse) decent attire (not sando,
not sleeveless, do not show your cleavage ladies) during classes with your ID on.
8. All submissions like answers to activities and reflections will be submitted thru email at .
9. For the answer sheets, follow the given format. Thank you.

Consultation
Period Wednesdays 10:00- 12:00

Prepared by Date: Sept 24, 2021

Faculty

Reviewed by Date:
Associate Dean, FTD

Approved by Date:
Dean for Academics & ME

10