FLEXIBLE LEARNING CONTINUUM PLAN

Course Name PRINCIPLES AND THEORIES OF LANGUAGE ACQUISITION AND LEARNING

Course Description This course provides an avenue for the students to examine and demonstrate content knowledge on the principles, factors, and
contexts of language acquisition and learning based on theories and research findings. Moreover, this course enables them to
explore and analyze the relationship of language learning principles and theories to classroom practice.
Contact Hours/Week 3 hours/week
Prerequisite None
Program Vision-Mission V M
I “A nationally recognized educational institution that I “Limay Polytechnic College commits to provide an
S produces globally competitive graduates responsive to S excellent and relevant higher education through
I the socio-economic needs in shaping the “Municipality of S academic instructions, research, extension, innovation,
O Limay, of the region and the whole nation.” I and collaboration to foster competent and empowered
N O individuals who can engage in socio-economic affairs of
N the community to promote local, regional, and national
development.”

Program Outcomes
Aligned Year Level Outcome
Course Intended Learning Outcomes
Possess broad knowledge of language and literature for effective learning.
Analyze structure of English and principles and theories of language acquisition and learning development
1. Examine the principles, factors, and contexts of language acquisition and learning through various teaching/learning events/
scenario
2. Demonstrate research-based content knowledge on the relationship of language acquisition and learning theories to classroom
practice.

Course Output / Culminating Activity Group Presentation/Discussion

Diversity of Learners and Contexts
Flexible Learning Options
Secondary Education students specializing field of English belonging to middle socio- economic status from Limay and
neighboring towns under ECQ, MECQ, GCQ, MGCQ
Online Learning Platforms: Google Classroom (Asynchronous)
Zoom meeting, Google meet, Skype, Google form, Microsoft teams, messenger, video call and Facebook live
Learning Modules (Print and thru USB)
Computer-Assisted
Home works, Textbook-based and Research through Google search engines

Faculty Consultation/Teleconferencing Time (Synchronous) MONDAY 3:00-4:00 PM/ (Asynchronous) WEDNESDAY and FRIDAY 3:00-4:00 PM
STUDENTS Module printing, Personal Internet Wifi, USB
BUDGET REQUIREMENT FACULTY Module and Learning Materials
INSTITUTION Internet Infrastructure, technology equipment and devices, Learning Management System platforms, online teaching hub

Flexible Learning Course Plan

1
Desired Learning Outcomes
1. Define language and learning
according to different authorities
2. Differentiate language learning from
language acquisition
3. Understand nature of learning
4. Present a synthesis of learning from
a group discussion
1. Explain the theories and stages of
first language acquisition
2. Cite scenarios on how parents,
teachers, and the community helped
the development of a child’s L1
3. Present different cases on how a
child learns their first language
4. Write a reflection about the
discussion
1. Identify the different language
approaches under functional approach
2. Demonstrate understanding of
Course Content/Subject Matter
with Number of Hours/Meetings
WEEK 1: INSTITUTIONAL ORIENTATION
WEEK 2: CLASS ORIENTATION, COURSE SUBJECT BRIEFING AND COURSE PRETEST
Nature of Language and Learning
 Definition of Language and
Learning
 Nature of Language and
Learning
 Language Acquisition vs
Language Learning
 First Language Acquisition vs
Second Language Acquisition
6 hours / 2 weeks
Theories and Approaches of First
language Acquisition and
Learning
 Behaviorist theory
 Basic Language Learning
 Stages in Child Language
Acquisition
 Cognitive Theory
 Social Interaction Theory
 Nature vs Nurture
6 hours / 2 weeks
The Functional Approaches
 Instrumental Function
Web Sources, References Teaching-Learning Options Assessment Tasks
and Links Learning Materials and Platforms and Outputs
SYNCHRONOUS ASYNCHRONOUS
Google Classroom Module Formative Assessment
https://link.springer.com/ Teleconferencing Activities (Oral Recitation/ Quiz)
chapter/10.1007/978-3-319- Power Point Presentation
05293-9_3 Video Presentation Journal Entry
https://
mohammedaljohani.files.wordpr Word Cloud
ess.com/2014/10/ling-307-161-
modules-1-2-3.pdf
https://elearning.tki.org.nz/
Teaching/Future-focused-
learning/The-7-Principles-
of-learning
Castello, D. (2016). First Google Classroom Module Formative Assessment
language acquisition and Teleconferencing Activities (Oral Recitation/Quiz)
classroom language learning: Power Point Presentation
Similarities and differences. Video Presentation Journal Entry
Retrieved at
https://www.birmingham.ac.uk/D
ocuments/collegeartslaw/cels/es
says/secondlanguage/First-
Language-Acquisition-and-
Classroom-Language-Learning-
Similarities-and-Differences.pdf
https://ro.ecu.edu.au/cgi/ Google Classroom Module Formative Assessment
viewcontent.cgi? Teleconferencing Activities (Oral recitation)
article=4097&context=ajte Power Point Presentation
2
Halliday’s theory in language
acquisition and learning
3. Write a reflection about the
discussion
1. Identify the different theories of
second language acquisition
2. Explain the importance of
adherence to and utilization of the
principles behind second language
teaching and learning
3. Give reactions to research findings
where the principles of L2 teaching
and learning create impact to teachers’
and students’ performance
1. Discuss the variables in L2
acquisition
2. Cite research-based classroom
practices that addresses the different
variable of L2 acquisition
3. Give teaching implications for each
causative variable
4. Create their own Language
Acquisition Model or Framework that
shows the relationship of language
acquisition and learning theories to
classroom practice.
Video Presentation Journal Entry
 Regulatory Function
http://lchc.ucsd.edu/mca/
 Interactional Function Paper/JuneJuly05/
HallidayLangBased.pdf
 Personal Function
 Representational/Informative
Function
 Heuristic Function
 Imaginative function
6 hours / 2 week
MIDTERM EXAMINATION
Theories of Second Language Castello, D. (2016). First Google Classroom Module Formative Assessment
Acquisition language acquisition and Teleconferencing Activities (Oral Recitation/ Quiz)
classroom language learning: Power Point Presentation
 Structural Linguistics and Similarities and differences. Video Presentation
Retrieved at
Behavioral Psychology Journal Entry
https://www.birmingham.ac.uk/D
ocuments/collegeartslaw/cels/es
 Generative Linguistics and says/secondlanguage/First-
Cognitive Psychology Language-Acquisition-and-
Classroom-Language-Learning-
 Constructivism: A Similarities-and-Differences.pdf
Multidisciplinary Approach
6 hours / 2 weeks
The Causative Variable in https://pdfcoffee.com/ Google Classroom Module Formative Assessment
Second Language Acquisition qdownload/causative-variables- Teleconferencing Activities (Oral Recitation/ Quiz)
in-language-acquisition-pdf- Power Point Presentation
 The causative variables free.html Video Presentation Journal Entry
 Language teaching: does it
help?
a. When language teaching
helps
b. When language teaching
does not help
c. Exposure variables
d. Age
3
  Acculturation

6 hours / 2 weeks
1. Define reading approach Reading Approach https:// Google Classroom Module Formative Assessment
2. Demonstrate understanding of the novaekasari09.wordpress.com/ Teleconferencing Activities (Oral Recitation/ Quiz)
importance of reading in language  Why is reading important in 2011/06/12/a-teaching-method- Power Point Presentation
language acquisition reading-approach/ Video Presentation Journal Entry
acquisition

Determine the different reading  Brief history of reading

approaches in language approach
 Different approaches in
teaching reading
 The intensive and extensive
reading

6 hours / 2 week
1. Discuss the varied approaches to Approaches to Language Brown, D.H. (n.d.). Principles of Google Classroom Module Formative Assessment
language teaching; Teaching language teaching and learning. Teleconferencing Activities (Oral Recitation/ Quiz)
San Francisco State University Power Point Presentation
2. Cite specific classroom practices
wherein each approach is applied  Present-day Teaching Video Presentation Journal Entry
Methods Freeman, D. & Anderson, M.
(2011). Techniques and
Relate the principles of interactive principles in language teaching. Task: Group Presentation
language teaching to classroom - Grammar-translation
Oxford University Press 2011
practices.
- Audio-lingualism

- Cognitive-code

- Direct Method

- Natural approach

- Total Physical Response

- Suggestopedia and
Desuggestopedia

 The Principles of Interactive

Language Teaching

4
 FINA
FINAL EXAMINATION

Course Requirements: Group Presentation/ Discussion Grading Scheme: Major Examination 30% Midterm 40%
Learning Output/ Culminating Formative Assessments 20% Finals 50%
Activity Activities 10% Post Test 10%
Output/Culminating Activity 30% ------------------
Attendance and Participation 10% Total 100%
Total 100%

Prepared by: Recommended by: Approved by:

MS. APRIL R. CRUZ DR. ELMER B. DE LEON

Head, Teacher Education College President
MS. RICA O. PAJANUSTAN
Faculty