Bohol Northern Star College, Inc.

August 2022
Class Information College of Teacher Education Instructor's Information
January 2023
Education Instructor's 1st Semester
Section Education Block 2 Ma. Cecilia O. Budiongan MAEd
Vision Mission Name
A pioneering Educational Institution in the Officetrained facilitators responsive to the needs of the community.
To provide highly
Schedule Thursday and Friday College Instructor
northeastern part of Bohol offering quality education Designation
empowered by the 9:30virtues of,ameducated mind, noble
Time – 11:00 Office Hours Per Hour
hearts and helpful hands, to be globally competent.
College Goals Education Building Mobile
Venue +639507949269
Number
1. Implement programs and policies for faculty and staff to pursue professional growth and development.
2. Train students
Term 1st to be good and productive citizens, internalizing the virtues
Semester E-mailof Address
nationalism budionganmacecilia@yahoo.com
and values of life.
3. Produce graduates who are proficient, disciplined and world-class professionals.
4. Institutionalized research and development programs and projects.
5. Comply with relevant government-mandated training policies, programs, and standards.
Program Outcomes (from CMO No. 75, s. 2017 p. 4):

6.3.1.a. Possess broad knowledge of language and literature for effective learning.
b. Use English as a global language in a multilingual context as it applies to the teaching of language and literature.
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and
literature.
 Course Information

Course Name Language, Culture, and Society Course Code Eng. Major 101
3 units, 3 hrs./wk. (18 weeks, 54 hrs.
Pre-requisite Subject None Course Credit
total)
Course Requirements
• Written Works
• Performance
• Reflective Journal/ Portfolio
Course Description
• Major Exams
GradingThis course allows
System/ the pre-service English teachers to explore the inextricable link between and among language, culture, and society and its
Averaging:
Written Works
implications to the development- of20%
English as a global language and the ways by which it is learned and taught. With this, they must demonstrate
Performance - 20%
content knowledge and application of the lingua franca to cultural, societal, and even pedagogical development through a study of research-based
Reflective Journal/Portfolio - 20%
principles in language and language
Major Exams - 40% teaching. Also, they must be able to gain insights of responsive learning environments in terms of language and
Total
community/society needs. - 100%

Course Learning Outcomes

At the end of the course, the pre-service teachers should be able to:
A. demonstrate content knowledge and application of the relationship of language, culture and society in the perspective of English
language teaching;
B. apply research-based knowledge and principles of English language teaching and learning through case presentations and journal
reviews; and
C. demonstrate an understanding of knowledge of language learning environments that respond to community contexts.
 Time Intended Learning Outcomes Suggested Teaching Learning
Allotment (ILOs) Content Activities Suggested Assessment Indicator
Weeks 1-3 At the end of these weeks, the CHAPTER 1: REVIEW ON
 Review discussion on the  Short objective quiz on
pre- service teacher (PST) should LINGUISTIC COMPONENTS OF
be able to: Nature of Language and the Nature of Language Students were able to
LANGUAGE
Language Study and the and Language Study and discuss the nature of
Plurality of English the Plurality of English language, language
a. review concepts in linguistics 1. Review on Definitions of (Online/Offline Teaching-Learning Activity) (Online/Offline Assessment)
in reference to culture and study, and the plurality
Language, Macro Skills,  Debate about Standard
society; of English
Communicative Competence,  Oral Recitation on the Plurality English vs World
b. differentiate linguistic terms in Views on Language, and of English to society and Englishes (focusing on
general language study (L1 vs Components of Grammar language teaching arguments formulation)
L2, Mother Tongue vs. Native 2. First Language (L1) vs. Second (Online/Offline Teaching-Learning Activity) (Offline Assessment)
Students developed the
Tongue, Pidgin vs. Creole, Language (L2), Native Language core values: educated
etc.); vs. Mother Tongue vs. Foreign  Creating a differentiation table mind and helpful hands
c. discuss the plurality of English Language on important contrasting
and its implications to society 3. Pidgins and Creoles literary terms
and language teaching; 4. Macro and Micro Linguistic (Online/Offline Teaching-Learning Activity)
d. argue as to the need for Studies
Standard English and World 5. Prescriptive vs. Descriptive  Four S Brainstorming Activity
Englishes; and 6. Diachronic vs. Synchronic about the relationship of
e. relate Philippine English to 7. Oral vs. Written Language Philippine English to
local/community needs. 8. Plurality of English Community Needs
 Linguistic Universals and (Online/Offline Teaching-Learning Activity)
Universal Grammar
 English vs. Englishes
 Standard English
 Common Language vs.
Multilingualism
 World Englishes
 Kachru’s Concentric Circles
(Inner, Outer, Expanding
Circles)
 Philippine English
Week 4 PRELIMINARY EXAMINATION

Weeks At the end of these weeks, the CHAPTER 2: LANGUAGE AND  Lecture discussion on the  Verbalparticipation on Students were able to
5-6 pre- service teacher (PST) should HUMANS Language and Humans the discussion on comprehensively discuss
be able to: highlighting on its features, Concepts of Language the concepts of
 a. recognize the features that
distinguish human and animal
languages;
b. identify the functions of
language distinct to humans;
c. identify contextual community
and school learning activities
in relation to language
functions;
d. discuss and present how
animals communicate with
humans and other animals
with or without consciousness;
and
imply tenets of language teaching
and learning through analyzing
the cases/experiments on apes
with human language.
Weeks 7-8 At the end of these weeks, the pre-
service teacher (PST) should be able
to:
a. trace the possibility of language
origin in a cultural
(anthropological) perspective;
b. recognize sign language as a
language of cultural significance
to people with special needs; and
identify the different theories of
anthropological linguistics and relate
them to society and language learning
through a case presentation.
Week 9
1. Features of Human Language by functions and the non-human and Humans language and humans
Hockett communication (Online/Offline Assessment)
2. Halliday’s Language Functions (Online/Offline Teaching-Learning  Group process Students developed the
3. Non-Human Communication Activity) assessment on surveying
core values: educated
4. Transmission in Animal  Group documentation activity community and its
mind, noble heart, and
Language on surveying the community to language needs
helpful hands
5. Animal Consciousness determine the relationship of (Online/Offline Assessment)
language functions and school  Community and Language
Experiments on Languages and
learning activities Needs Assessment
Animals (Viki, Kanzi, Gua, Koko, etc.) (Online/Offline Teaching-Learning Documentation Report
Activity) (focusing on Completeness
 Mixed-Pair-Discuss Activity or of Documentation,
the Elbow Partners Activity to Discussion Analysis on
deeply discuss the ways on Community’s Needs, and
how animals communicate with Organization)
humans and other animals with (Online/Offline Assessment)
or without consciousness  Case Analysis/Journal
within an environment or Review of an
community. Anthropological Linguistics
(Offline Teaching-Learning Activity) Research on animals/apes
 Case Analysis on Apes (focusing on Interest and
Experiment on the language of Discussion, Depth of
humans- a research-based Understanding with
perspective of teaching and Anthropological Linguistics,
learning a language and Organization of Ideas)
(Online/Offline Teaching-Learning Activity) (Online/Offline Assessment)
CHAPTER 3: LANGUAGE AND  Match Mine: Trace What I Say  Formative Assessment on
CULTURE Activity- this is to trace the origin Concepts about Language Students were able to zero
of language in an anthropological and Culture through oral in on the relationship
1. Accounts on the Origin of Language perspective participation between language and
2. Biblical, Mythological, Historical and (Online/Offline Teaching-Learning (Online/Offline Assessment) culture.
Activity)  Mastery Test on Language
Scientific Accounts
 Sign Language Appreciation and Humans and Language
3. Otto Jesperson’s Language Origin Report to people with and without
and Culture
Hypotheses t special needs (Online/Offline Assessment)
Students developed the
4. Semiotics or Sign Language (Online/Offline Teaching-Learning  Sign Language Appreciation core values: educated
5. Icon, Index, Symptom, Signal, and Activity) Performance (focusing on mind, noble heart, and
 Discussion of research results of
Symbol Creativity of SL helpful hands
common theories in language and
6. Sign Languages (Finger Spelling, Presentation, Sincerity of
Filipino Sign Language, other means culture Attitude towards SL Users,
of SL, etc.) (Online/Offline Teaching-Learning and Group Effort)
Activity) (Online/Offline Assessment)
7. Theories in Language and Culture
 Sapir-Whorf Hypothesis  Oral participation on
 Ethnopoetics research results in language
Oral Gesture Theory by Paget and culture
(Online/Offline Assessment)
MIDTERM EXAMINATION
Weeks 10-11 At the end of these weeks, the pre- CHAPTER 4: LANGUAGE AND  Historical Timeline of Language  Timeline synthesis on
service teacher (PST) should be HISTORY Activity to trace the Language and History
able to: 1. Historical Timeline of Noteworthy development of language and Contents as formative Students were able to
a. identify noteworthy linguists Linguists (from Aristotle to Lowth, the English language in a assessment trace and discuss the
and their contributions to Jones, de Saussure, Chomsky) historical perspective and its (Online/Offline Assessment) development of
language that it is today; 2. Historical Development of noteworthy contributions to  Discourse Analysis Paper
English language in
b. trace the development of Language (Evolutionary or language progress tracing Grimm’s Law and
language and the English Darwinian) (Online/Offline Teaching-Learning the Great Vowel Shift in
the world.
language in a historical 3. Historical Development of English Activity) the Historical
perspective from Anglo- Saxon  Recognizing the Language Students developed
(from Anglo-Saxon to Global Development of English
to global periods; English) Family of English including the (focusing on Use of the core values:
c. recognize the language family 4. The English Language Family Tree modern foreign languages Theories/Historical educated mind, and
of English including the modern 5. Proto Indo-European (Online/Offline Teaching-Learning noble heart
Linguistic Concepts,
Activity)
foreign languages related to it 6. Proto-Germanic Organization of Ideas,
 Discourse Analysis on the
in phonology, morphology, 7. Old English, Middle English, and Reflection)
syntax, and semantics; changes of English from Old to
Modern English (Online/Offline Assessment)
d. differentiate the three Modern
8. Changes in the English Language  Class Participation Result
(Online/Offline Teaching-Learning
Englishes according to time • Grimm’s Law Activity) during the Sharing of
period – Old, Middle, and Great Vowel Shift  Sharing of discoveries from the Analysis for in- depth
Modern – through in-depth analyses made about the discussions
historical linguistics analysis development of language and  (Online/Offline Assessment)
case; and its history to justify its relevance
analyze the changes of English to the community
from Old to Modern through tracing (Online/Offline Teaching-Learning
Grimm’s Law and the Great Vowel Activity)
Shift in sample discourses.
Weeks 12-14 At the end of these weeks, the pre- CHAPTER 5: LANGUAGE AND  Defining and differentiating  Open response answering Students were able to
service teacher (PST) should be SOCIETY language terms in of questions on the expound the
able to: 1. Language vs. Dialect sociolinguistics concepts, terms and implications of
a. define and differentiate 2. The Speech Community (Online/Offline Teaching-Learning related topics of language to society as
linguistic terms in 3. Linguistic Borrowing and Activity) Language and Society as well as their
sociolinguistics (language vs. Language Contact  Lecture Discussions on the formative assessment relationship.
dialect, contact vs. borrowing, 4. Language Variations construct of Language and (Online/Offline Assessment)
etc.); 5. Language Registers Society and Role of Research in  Group process
b. discuss how language affects 6. Language Shift and Death Sociolinguistics assessment on
aspects in society and vice 7. Language and Gender (Online/Offline Teaching-Learning collaborative work/
Activity) creative presentation on
versa (gender, social class, 8. Language and Social Class or  Team Stray Activity and language variations
ethnicity, power, etc.); Ethnicity Students developed
c. recognize the role of research Creative Presentations on the (Online/Offline Assessment)
9. Language and Power the core values:
in sociolinguistics; utilization of language in the  Collaborative Work/
(Politeness) different variations, sociolects, educated mind, noble
d. appreciate how language is Creative Presentation on
10. Sample Studies in idiolects, and slangs in the utilization of
heart.
alive in the different variations,
Sociolinguistics Philippine English languages in the different
sociolects, idiolects, and slangs
11. Philippine Sociolinguistics (Online/Offline Teaching-Learning variations, sociolects,
in Philippine English through
12. Varieties of Philippine English Activity)
idiolects, and
creative presentations; and
with Studies (Yaya English by
Bautista, Colehiala English by
Perez)
 e. e. conduct case studies/ research
presentation on language and
society through its various
aspects.
Week 15
Weeks At the end of these weeks, the pre-
16-17 service teacher (PST) should be able
to:
a. recognize ethnography and
ethnolinguistic research as viable
tools to improve and advocate
languages;
b. argue on codeswitching as a
product or sub-form of language;
c. point out and produce several
language discourses that could
help culture and society;
d. draft a language policy that could
be relevant to culture and social
groups in the community; and
e. discuss language teaching and
learning scenarios which show
application of linguistics in culture
and society.
Week 18
13. Sociolinguistic Varieties of
Philippine English by Llamzon
(Acrolect, Mesolect, Basilect)
14. ‘Slanguages’ in the Philippines
(Jologs or Salitang Kalye, Beki
Language/ Swardspeak, Jejemon)
SEMI-FINAL EXAMINATION
CHAPTER 6: INTRODUCTION TO
ETHNOGRAPHY AND
ETHNOLINGUISTIC RESEARCH
1. Linguistic Borrowing
2. Code Switching
3. Discourses of Language in Cultural
and Social Relevance (i.e.
Speeches, Meetings, Policy Making,
Journalism, etc.)
FINAL EXAMINATION
 Case Study Activity/Journal slangs in Philippine English
Review of researches on language (focusing on Respectful Use
and society through its various of Language Variations,
aspects Creativity of Presentation,
(Online/Offline Teaching-Learning and Teamwork and
Activity) Collaboration)
(Online/Offline Assessment)
• Case Study Analysis/
Journal Review and
Presentation of researches
on Sociolinguistics
(Online/Offline Assessment)
 Lecture discussion on Contents Students were able to point
 Short objective quiz on out the importance of
related to Applied Linguistics
Essential Contents of ethnography and
(Online/Offline Teaching-Learning Activity)
Applied Linguistics ethnolinguistics research in
 Argument report on codeswitching
(Online/Offline Assessment)
as a product or sub-form of the development of
 Argument Report on
language languages.
Codeswitching (focusing on
(Online/Offline Teaching-Learning Activity)
Arguments Formulation and
 Societal Survey on language issues
Organization of Ideas)
concerning language teaching and
(Online/Offline Assessment)
learning to show the application of Students developed the
 Societal Survey
linguistics in culture and society core values: educated
Documentation Report on
(Online/Offline Teaching-Learning Activity) mind, noble heart.
Language Issues (focusing
 Reading samples on ethnography
on Completeness of
and ethnolinguistic researches
(Online/Offline Teaching-Learning Activity) Documentation, Reflection,
 Writing and producing several and Effort on Survey)
(Online/Offline Assessment)
language discourses to improve
 Creative Presentation on
culture and for the needs of society
(Online/Offline Teaching-Learning Activity) Community-Based
Language Discourses
(focusing on Creativity of
Presentation, Teamwork
and Collaboration, and Use
of Language in Relevance to
Culture and Society)
(Online/Offline Assessment)
 Suggested References

Bragg, N., & Roebl, K. (2016, July). Language, Culture and Society - Application in EFL Teaching [Scholarly project].
Retrieved March 12, 2019, from https://www.researchgate.net/project/Language-Culture-and-Society-Application-in-EFL-Teaching.

Fromkin, V; Rodman, R and Hyams, N, (2011) An introduction to language. Wadsworth, Cengage. Holmes, J, (2013), An introduction to
sociolinguistics. Harlow: Pearson.

Jandt, F. E. (2010). An introduction to intercultural communication: Identities in a global community. California: Sage Publications

Podur, J. (2002). Society, culture, and communities. Znet Institutional Racism Instructional [Online] Available at http://zmag.org/racewatch/znet race
instructional.htm (accessed 6 September 2002).

Stern, H.H. (2009). Fundamental concepts of language teaching. Oxford: Oxford University Press.

Whorf, Benjamin Lee. (1940). Science and linguistics. Technological Review, 42, 229-231, 247-248. Reprinted in J.B. Carroll (Ed.). (1956). Language,
thought, and reality: Selected writings of Benjamin Lee Whorf (pp. 207-219). New York: Wiley.

Prepared by:

Checked by:
MA. CECILIA O. BUDIONGAN MAEd
Instructor SANTIFA M. AUXILIO PhD
Dean, CTE

Approved by:

LEONARDA D. LOAYON EdD

School President