Bohol Northern Star College, Inc.

August 2022

College of Teacher Education January 2023

Education 1st Semester
Vision Mission
A pioneering Educational Institution in the northeastern part of To provide highly trained facilitators responsive to the needs of the
Bohol offering quality education empowered by the virtues of, community.
educated mind, noble hearts and helpful hands, to be globally
competent.
College Goals
1. Implement programs and policies for faculty and staff to pursue professional growth and development.
2. Train students to be good and productive citizens, internalizing the virtues of nationalism 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.
h. Display skills and abilities to be a reflective and research-oriented language and literature teacher.

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Class Information Instructor's Information

Section Political Science Block 1 and 2 Instructor's Name Ma. Cecilia O. Budiongan MAEd

Schedule Monday to Wednesday Office Designation College Instructor

8:00 – 10:00am, 11:00 – 12:00pm

Time 11:00 – 12:00 pm, 4:00 – 5:00pm Office Hours
1:00 – 3:00pm , 4:00 – 5:00pm
Mobile
Venue JHS 101 and 104 +639507949269
Number

Term 1st Semester E-mail Address budionganmacecilia@yahoo.com

Course Information
Principles and Theories of
Course Name Language Acquisition and Course Code Eng. 202
Learning
Pre-requisite Subject None Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
• Written Works
• Performance
• Reflective Journal/ Portfolio
• Major Exams
Grading System/ Averaging:
Written Works - 20%
Performance - 20%
Reflective Journal/Portfolio - 20%
Major Exams - 40%
Total - 100%

114
 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. They are expected to create a Language Acquisition
Model/Framework integrating the relationship of language acquisition and learning with the view of improving language instruction.

Course Learning Outcomes

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

a. examine the principles, factors, and contexts of language acquisition and learning through various teaching/learning
events/scenarios; and
b. demonstrate research-based content knowledge on the relationship of language acquisition and learning theories to classroom
practice.

Time Intended Learning Outcomes

Content Suggested Teaching Learning Activities Suggested Assessment Indicator
Allotment (ILOs)
Week 1 At the end of these weeks, the CHAPTER 1: THE NATURE  Word/Tag Clouding  Students present their word Students were able to
students should be able to: OF LANGUAGE AND Students may create a word cloud with cloud and come up with what share their insights
LEARNING Language and Learning as two big words. are the common concepts on how one’s
a. define language and (Offline Teaching-Learning Activities) related to language and understanding of the
learning according to  Definition of Language learning. A rubric will be used way a learner learns
 Think Pair Share
 different authorities;  Definition of Learning Students may create a word cloud , and to evaluate students’ output. determine one’s
b. discuss how one’s  Theories of Language and compare their word cloud and relate the concepts (Online/Offline Assessment) philosophy of
understanding of language Learning they have formed based on the different definitions  The students will synthesize education, teaching
determines how once of learning and language from different authorities. the discussion they have with style, approach,
teaches it; and (Online/Offline Teaching-Learning Activities) their groupmates and present methods, and
c. share their insights on how this to the class. The teacher classroom techniques
one’s understanding of the  Brainstorming may use rubric for students’
way a learner learns Students may brainstorm and discuss their oral presentation/engagement. The students
determine one’s philosophy answers to the following questions: (Offline Assessment) developed the core
of education, teaching style, - How does learning lake place? values: educated
approach, methods, and - How can a person ensure success in language minds, noble heart,
classroom techniques. learning? and helpful hands
- What is the optimal interrelationship of cognitive,
- affective, and physical domains for successful
language learning?
- What are the effects of varying methodological
approaches, textbooks, materials, teacher
- styles, and institutional factors?
(Offline Teaching-Learning Activities)
Weeks At the end of these weeks, the CHAPTER 2: THEORIES OF  Philosophical Chairs  Students write the situations Students were able to
2-3 students should be able to: FIRST LANGUAGE (L1) - We acquire language due to nurture. and scenarios asked in an index put into writing all their
ACQUISITION - We acquire language due to nature. card. They will summarize realizations with the
a. explain the theories and Depending on whether they agree or disagree common situations raised and different scenarios
stages of first language  The Behaviorist learning with this statement, students move to one side of present this to the class. A discussed.
acquisition; theory the room or the other. From that spot, students take rubric will be used for this
b. examine different cases on  The Nativist Approach turns defending their positions. activity. The students developed
how a child learns their first  Cognitive learning theory (Online/Offline Teaching-Learning Activities) (Offline Assessment) the core values:
language; an  Constructivism  Case studies educated minds, and
c. cite scenarios on how  Krashen’s language Students present different cases and scenarios  Reflection Log noble heart
parents, teachers, and the acquisition theory on the development of child’s first language. Students write their
community helped the  The Functional (Online/Offline Teaching-Learning Activities) realizations after the
development of a child’s L1. Approaches Stages in  “Real-World” discussion.
Child Language Students discuss in class how parents, teachers, (Online/Offline Assessment)
Acquisition and the community helped the development of a
child’s L1. Students point out situations and  Students defend their ideas by
scenarios regarding the given topic by writing them pointing out research-based
in an index card. findings on language
(Online/Offline Teaching-Learning Activities) acquisition. A rubric will be
used for this activity.
(Online/Offline Assessment)
Week 4 PRELIM EXAMINATION
Weeks At the end of these weeks, the CHAPTER 3: SCHOOLS OF  Socratic Questioning  Students summarize the Students were able to
5-6 students should be able to: THOUGHT IN SECOND The teacher may discuss the concepts by throwing different viewpoints of each present their ideas and
LANGUAGE (L2) questions to the students 3Whs. school of thought and map different viewpoints in
a. compare and contrast each ACQUISITION What is it? (definition) once ideas pertaining to the class.
school of thought of What do others say about it? (research findings big question. A rubric may be
language acquisition;  Structural Linguistics and and related literature) used in this activity. The students developed
 b. examine the teaching Behavioral Psychology What is its teaching implications? (Online/Offline Assessment) the core values:
implications relevant to  Generative Linguistics and (Offline Teaching-Learning Activities) educated minds, and
each school of thought; and Cognitive Psychology  Affinity Mapping  Students present their ideas helpful hands
c. point out classroom  Constructivism: A How are these schools of thoughts manifested in to the class or upload a video
practices that manifest each Multidisciplinary Approach a language classroom? Students generate in the google classroom. A
school of thought. responses by writing ideas on post-it notes (one rubric on oral
idea per note) and placing them in no particular recitation/engagement may
arrangement on a wall, whiteboard, or chart paper. be used.
Once lots of ideas have been generated, have (Online/Offline Assessment)
students begin grouping them into similar
categories, then label the categories and discuss
why the ideas fit within them, how the categories
relate to one another, and so on.
(Online/Offline Teaching-Learning Activities)
 Group/Individual Reporting
Students are assigned to report its respective
topics based on the scoring rubric provided.
 (Online/Offline Teaching-Learning Activities)
Weeks At the end of these weeks, the CHAPTER 4: THEORIES OF  Students may watch the video on the “Benefits of  Students give their insights on Students were able to
7-8 students should be able to: SECOND LANGUAGE (L2) a Bilingual Brain” the video. share their insights
ACQUISITION https://www.youtube.com/watch? A rubric may be used to relative to the video
a. discuss the different v=MMmOLN5zBLY evaluate student’s group shown
theories of second language  The acquisition-learning (Online/Offline Teaching-Learning Activities) discussion/reporting
acquisition distinction  Group Facilitation (Online/Offline Assessment)
b. explain the importance of  The natural order Students may be grouped and each group is  Pen and Paper Test The students
adherence to and utilization hypothesis assigned one theory to discuss. Students also cite (Online/Offline Assessment) developed the core
of the principles behind - Transitional forms classroom practices that is reflective of the  Reflection Log values: educated
second language teaching  The Monitor Hypothesis different theories. - Students write their minds, noble heart,
and learning; and - Individual variation in (Online/Offline Teaching-Learning Activities) realizations on how they and helpful hands
c. give reactions to research Monitor use  Case studies think they learned their L1
findings where the  The input hypothesis Students may read different cases on how a child and L2.
principles of L2 teaching learns another language other than his/her mother (Online/Offline Assessment)
- Statement of the
and learning create impact tongue.  Rubric on writing slogans may
hypothesis
to teachers’ and students’ Students present their own ideas on how L2 will be be used to evaluate students’
- Evidence supporting
performance. taught and practice in the classroom summarized concepts on what
the hypothesis
(Online/Offline Teaching-Learning Activities) they have learned in the entire
 The affective filter
 Bumper Stickers unit.
hypothesis
Students may a write a slogan-like bumper sticker  (Online/Offline Assessment)
to sum up the entire unit in one sentence.
 (Online/Offline Teaching-Learning Activities)
Week 9 MIDTERM EXAMINATION
Weeks At the end of these weeks, the CHAPTER 5: THE  Research findings Presentation/Case Presentation  Students present orally the Students were able to
10-13 students should be able to: CAUSATIVE VARIABLE IN Students may search and present articles and published researches/cases present orally the
SECOND LANGUAGE researches on second language acquisition they have read on L2 published researches/
a. discuss the variables in L2 ACQUISITION highlighting the different causative variables. Acquisition highlighting the cases they have read
acquisition; (Online/Offline Teaching-Learning Activities) causative variables
b. cite research-based  The causative variables (Offline Assessment) Students had written
classroom practices that  Language teaching:  Reflective Activity their personal
addresses the different does it help? Students reflect on the following questions:  Pen and Paper Test realizations on the
variable of L2 acquisition; - When language - What are the teaching implications for each (Online/Offline Assessment) different concepts
c. cite teaching implications for teaching helps causative variable? highlighted
each causative variable; and - When language - What cognitive processes are we also  Reflection Log
d. create their own Language teaching does not developing when we teach language and how Students write their realizations The students
Acquisition Model or help might they contribute to language learning? on the different concepts developed the core
Framework that shows the  Exposure variables - What affective aspects need to be taken into highlighted. values: educated
relationship of language  Age account when conducting a language lesson? (Online/Offline Assessment) mind, and noble heart
acquisition and learning  Acculturation - How do we stimulate students’ interest in
theories to classroom language learning? (e.g. How do we help  Students present their
practice. students who don’t like reading become created L2 acquisition model
interested in reading in a language classroom? or framework. Rubric will be
Based from the case presentations/research used to assess their output
findings presentation, students create their own (Online/Offline Assessment)
Language Acquisition Model or Framework that
shows the relationship of language acquisition
and learning theories to classroom practice.
(Online/Offline Teaching-Learning Activities)

Week
SEMI-FINAL EXAMINATION
14
Weeks At the end of these weeks, the CHAPTER 6: APPROACHES  Group Facilitation  Group reporting/discussion on Students were able to
15-17 students should be able to: TO LANGUAGE TEACHING Students are grouped and each group is assigned the different L2 approaches submit a reflection
one L2 approach to discuss. Students also cite Students create an infrographic highlighting the
a. discuss the varied  Present-day Teaching classroom practices that is reflective of the different on L2 Approaches. A rubric may importance of
approaches to language Methods approaches. be used to evaluate their output. understanding the
teaching; - Grammar-translation (Offline Teaching-Learning Activities) (Offline Assessment)
principles and theories
b. cite specific classroom - Audio-lingualism  Think Pair Share
of L2 Acquisition to
practices wherein each - Cognitive-code Students share their insights on the different  Pen and Paper Test Second Language
approach is applied; and - Direct Method principles of interactive language teaching (Online/Offline Assessment)
(Online/Offline Teaching-Learning Activities) Teaching
c. relate the principles of - Natural approach
interactive language - Total Physical Response  Reflective Activity  Reflection Log
- How are language teachers’ practices (or what The students
teaching to classroom - Suggestopedia and Students write a reflection
we regard as "good practices") shaped by developed the core
practices. Desuggestopedia highlighting the importance of
different sets of principles and ideas? values: educated
 The Principles of understanding the principles and
What are the various diverse social contexts in mind, noble heart, and
Interactive Language theories of L2 Acquisition to
which language teaching takes place and what helpful hands
Teaching Second Language Teaching
effect might it have on our language teaching (Online/Offline Assessment)
practices?
(Online/Offline Teaching-Learning Activities)
Week FINAL EXAMINATION
 18

Suggested References

Brown, D.H. (n.d.). Principles of language teaching and learning. San Francisco State University

Castello, D. (2016). First language acquisition and classroom language learning: Similarities and differences. Retrieved at https://www.birmingham.ac.uk/Documents/college-
artslaw/cels/essays/secondlanguage/First-Language-Acquisition-and-Classroom-Language-Learning Similarities-and-Differences.pdf

“First Language Acquisition” Retrieved at http://pandora.cii.wwu.edu/vajda/ling201/test4materials/ChildLangAcquisition.htm Freeman, D. & Anderson, M. (2011). Techniques and
principles in language teaching. Oxford University Press 2011 Krashen, S. (2009). Principles and practice in second language acquisition. University of Southern California

Krashen, S. (2003). Explorations in language acquisition and use: The Taipei Lectures. Portsmouth, NH: Heinemann

Milambiling, J. (2011). Bringing one language to another: Multilingualism as a resource in the language classroom. English Teaching Forum. Retrieved from
https://americanenglish.state.gov/files/ae/resource_files/49_1_4_milambiling-1.pdf

Nacamulli, M. (2015). The benefits of a bilingual brain. Retrieved at https://www.youtube.com/watch?v=MMmOLN5zBLY

Wang, H. & Hill, C. (2011). A paradigm shift for English language teaching in Asia: From imposition to accommodation. The Journal of Asia TEFL. Vol. 8, No. 4, pp. 205-232

Zafar, M. (2010). Monitoring the 'monitor': A critique of Krashen's five hypotheses. The Dhaka University Journal of Linguistics: Vol. 2 No.4 August 2009 Page: 139-146

Prepared by:

MA. CECILIA O. BUDIONGAN MAEd Checked by:

Instructor
SANTIFA M. AUXILIO PhD
Dean, College of Teacher Education
Approved by:

LEONARDA D. LOAYON EdD

Vice-President, Academic Affairs