ILOCOS SUR POLYTECHNIC STATE COLLEGE Document No.

ISPSC-AA-F027
Revision No. 3
Syllabus Effectivity Date: September 22, 2022
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APPROVAL SHEET

This syllabus, prepared and submitted by RHODA CONCEPCION O. VILLAMOR, for BACHELOR OF ARTS IN ENGLISH LANGUAGE MAJORS 2ND YEAR
students has been reviewed and approved for use by the COLLEGE OF ARTS AND SCIENCES.

Course Code
EL 112
Course Title
INTRODUCTION TO LANGUAGE, SOCIETY AND CULTURE
Course Unit 3 units
Contact Hours/week
3 hours per week
Prerequisite None
This course allows the students to explore the inextricable link between and among language, culture, and society and its implications to
the development of English as a global language and the ways by which it is learned and taught. With this, they must demonstrate
Course Description content knowledge and application of the lingua franca to cultural, societal, and even pedagogical development through a study of
research– based principles in language and language teaching. Also, they must be able to gain insights of responsive learning
environments in terms of language and community/society needs.
Recommending Approval: Approved:

ERNEST D. PADIWAN, EdD EDERLINA M. SUMAIL, PhD

_____________________________ ____________________________
Program Dean/Institute Director Campus Administrator

Date: Date:

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VISION: A vibrant and nurturing Polytechnic Service College fr transforming lives and community.

To improve the lives of people and communities through quality instruction, innovations, productivity initiatives, environment and industry-feasible
MISSION: technologies, resource mobilization and transformational outreach programs and services

Productivity, Resiliency, Accountability, Ingenuity, Synergy, Excellence

CORE VALUES:

Flourish ISPSC, Deliver Quality Education, and Launched Academic Excellence

PHILOSOPHY:

The College shall provide quality education in the fields of Arts and Sciences shall develop students to appreciate Language, Arts and Sciences,
Psychology, Mathematics and Social Sciences and to produce graduates who are locally and globally competitive in their respective fields of
specialization, imbued with moral values, sense of nationalism. It shall also function as a service college that will provide General Education Curriculum
COLLEGE GOALS: (GEC) in the different curricular program.

1. To update and enrich students content knowledge in English.

2. To enhance and expand theoretical knowledge and skills in English; and
PROGRAM OBJECTIVES: 3. To develops the student’s research capabilities for replicating, verifying, validating, contextualizing and
4. Apply theoretical and practical knowledge about the different aspects of the educational process.

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Institutional Outcome: Highly skilled and globally competitive graduates imbued with values and virtues possessing a deep sense of commitment towards the
improvement of the quality of life of the people and the communities.

Program Outcomes: Based on CMO # 48, s.2017 and BOT Resolution No.547, s. 2012
A. Articulate a comprehensive and contextualized view of the English language system and development;
PO1

PO2 B. Communicate in English (both oral and written) fluently, accurately, and creatively in diverse social, cultural, academic, and professional
settings;
PO3 C. Facilitate English language learning in diverse social, cultural, academic, and professional settings.

PO4 D. Participate effectively in oral communication situations where language systems (phonological, morphological, syntactic, semantic) vary;

PO5 E. Produce well-written texts for various academic and professional purposes.

PO6 F. Display basic language skills in various foreign languages; and

PO7 G. Conduct English language research contributory to instruction, extension, and production.

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COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES

Program Outcomes
Course Outcomes PO1 PO PO3 PO PO PO6
2 4 5
Demonstrate content knowledge and application of the relationship of language, culture and I I 1 I I I
CO1
society in the perspective of English language teaching;
Apply research-based knowledge and principles of English language teaching and learning I I 1 D I I
CO2
through case presentations and journal reviews; and
Demonstrate an understanding of knowledge of language learning environments that respond to P P P D P I
CO3
community contexts.

I - Introduce D – Demonstrate P - Practice

LEARING PLAN
Course Intended Learning Outcome Course Topics Time Intended Learning Assessment Tasks (ATs) Instructional
Outcome Frame Activities (ILAs) Resources
Lecture Lab Lecture Lab
ora orat
tory ory
Know by heart the ISPSC ISPSC VGMO 1hr. Forum Q&A Handouts of the
vision, mission, college goals VGMO
and objectives of the Class Orientation
program with their respective
field of specialization. Subject
Orientation
Demonstrate their
understanding of the VGMO
by following the institution’s

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rules and guidelines.

CO1 a. review concepts in 1. Review on Linguistic 7hrs Review discussion Short objective quiz on Lecture notes.
linguistics in reference to Components of Language on the nature of the nature of language Journals/Articles on
culture and society. 1. Review on definitions of language and and language study Anthropological
language, macro skills, language study and the plurality of Linguistics
b. differentiates linguistic communicative and the plurality of English
terms in general language competence, view on English.
study (L1 vs L2, mother language, and components Debate about standard
tongue vs. native tongue, of grammar. Debate on the English vs work
pidgin vs Creole etc.). 2. first language (l1) vs. standard English English (focusing on
second language (l2), and world arguments formulation)
c. discusses the plurality of native language vs. mother English’s
English and its implications tongue vs. foreign
to society and language language Drawing
teaching. 3. pidgins and creoles implications of
4. macro and micro plurality of English
d. argues as to the need for linguistic studies to society and
standard English and world 5. prescriptive vs. language teaching
English’s; and descriptive Creating a
6. diachronic vs. differentiation
e. relates Philippine English synchronic table on important
to local/community needs. 7. oral vs written language contrasting literary
8. plurality of English terms
- linguistic universal
grammar Four S
- standard English Brainstorming
- common language vs activity about the
multilingualism relationship of
- world Englishes Philippine English
-Kachru’s concentric to community
circles (inner, outer, needs

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expanding circles)
- Philippine English
CO2 a. recognizes the features 2. language and humans 8hours Lecture discussion Verbal participation on Lecture notes
that distinguishes human 1. features of human on the language the discussion on Journals/Articles on
and animal languages. language by Hackett and humans concepts of language Anthropological
2. Halliday’s language highlighting on its and human Linguistics
b. identifies the functions of functions features, functions
language distinct to humans. 3. non-human and the non- Group process
c. identifies contextual communication human assessment on
community and school 4. Transmission in animal communication. surveying community
learning activities in relation language and its language
to language functions. 5. animal consciousness Group needs.
6. Experiments on documentation
d. discusses and present languages and animals activity on Community and
how animals communicate (Viki, Kanzi, Gua, Koko, surveying the language needs
with humans and other etc.) community to assessment
animals with or without determine the documentation report
consciousness; and relationship of (focusing on
language. completeness of
e. implies tenets of language documentation,
teaching and learning Functions and discussion analysis on
through analyzing the school learning community’s needs
cases/experiments on apes activities and organization)
with human language. Mixed-pair-discuss
activity to deploy Case analysis/journal
the ways on how review of an
animals anthropological
communicate with linguistics research on
human and other animals/apes (focusing
animals with or on interest and
without discussion, depth of
consciousness understanding with

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within an anthropological
environment or linguistics, and
community. organization of ideas)

Case analysis on
apes’ experiment
on the language of
humans-a
research-based
perspective of
teaching and
learning a
language
CO3 a. trace the possibility of 3. language and culture 8hours Match mine: trace Formative assessment Presentation
language origin in a cultural 1. accounts on the origin of what I say. on concepts about Historical Timeline
(anthropological) language Activity- this is language and culture and Activity
perspective. 2.Biblical, mythological, tracing the origin through oral
historical, and scientific of language in an participation
b. recognizes sign language accounts. anthropological
as a language of cultural 3. Otto Jespersen’s perspective. Mastery test on
significance to people with language origin languages and
special needs; and hypotheses Sign language humans and language
4. semiotics are signing appreciation report and culture
c. identifies the different language to people with and
theories of anthropological 5. icon, index, symptom, without special Sign language
linguistics and relate them to signal, and symbol needs. appreciation
society and language 6. Sign languages (finger performance (focusing
learning through a case spelling, Filipino sign language, Discussion of on creativity of SL
presentation. other means of SL, etc.) research results of presentation, sincerity
7. theories in language and common theories of attitude towards SL
culture Spir- wharf in language and users and group effort)
hypothesis culture

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 ILOCOS SUR POLYTECHNIC STATE COLLEGE
CO4 a. identifies noteworthy
linguists and their
contributions to language
that it is today.
b. trace the development of
language and the English
language in a historical
perspective from Anglo-
Saxon to global periods.
c. recognizes the language
family of English including
the modern foreign
languages related to it in
phonology, morphology,
syntax and semantics.
d. differentiates the three
English according to time –
old, middle, and modern-
through in-depth historical
linguistics analysis case; and
e. analyses the changes of
English from old to modern
through tracing Grimm’s law
and the great vowel shift in
Syllabus
- Ethno-poetics
- oral gesture theory by
Paget
4. language and history
1. historical timeline of
noteworthy linguists (from
Aristotle to Loath, jones, de
Saussure, Chomsky)
2. historical development
of language (evolutionary
of Darwinian)
3. historical development
of English (from Anglo
Saxon to global English)
4. the English language
family tree
5. proto-Indo-European
6. Proto-Germanic
7. old English, middle
English, and modern
English
8. changes in the English
language
- Grimm’s law
- great vowel shift
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MIDTERM
8hrs Historical timeline
of language
activity to trace the
development of
language and the
English language
in a historical
perspective and its
noteworthy
contributions to
language
Professional.
Recognizing the
language family of
English including
the modern foreign
languages
Discourse analysis
on the changes of
English from old to
modern.
Sharing of
discoveries from
the analyses made
about the
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Oral participation on
research results in
language and culture
Timeline synthesis on Presentation
language and history Historical Timeline
contents as formative and Activity
assessment
Group process
assessment on
creating a discourse
analysis on historical
development of
English discourse
analysis paper tracing
Grimm’s law and the
great vowel shift in the
historical development
of English (focusing on
use of
Theories/historical
linguistic concepts,
organization of ideas,
reflection)
Class participation
result during the
sharing of analysis for
in depth discussions
 ILOCOS SUR POLYTECHNIC STATE COLLEGE
sample discourse.
CO5 a. defines and differentiate
linguistic terms in
sociolinguistics (language vs.
dialect, contact vs.
borrowing, etc.)
b. discuss how language
affects sects in society and
vice versa (gender, social
class, ethnicity, power, etc.);
c. recognizes the role in
research in sociolinguistics.
d. appreciate how language
is alive in different variations,
socio lets, idiolects and
slangs in Philippine English
through creative
presentations, and.
e. conduct case
studies/research
presentation on language
and society through its
various aspects.
Syllabus
5. Language and Society
1. language vs. dialect
2. the speech community
3. linguistic borrowing and
language contact
4. language variations
5. language registers
6. language shift and death
7. language and gender
8. language and social
class or ethnicity
9. language and
power(politeness)
10. sample studies in
sociolinguistics
11. Philippine
sociolinguistics
12. varieties of Philippine
English with studies (yaya
English by Bautista,
Colehiala English by Perez
13. sociolinguistic varieties
of Philippine English by
Llamzon (Acrolet,
Mesolect, Basilect)
14. ‘Slangguages’ in the
Philippines(jologs or
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development of
language and its
history to justify its
relevance to the
community
8hrs Defining and
differentiating
languages terms in
sociolinguistics
Lecture discussion on
the construct of
language and society
and role of research in
sociolinguistics.
Team stray activity and
creative presentations
on the utilization of
language in the
different variations,
socio lets, idiolects and
slangs in Philippine
English
Case study activity
journal review of
research on language
and society through its
various aspects
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Open response Presentation
answering of questions
on the concepts, term Copy of case
and relate topics oF studies/researcher
languages and society on language and
as formative society
assessment.
Group process
assessment on
collaborative
work/creative
presentation on
language variations.
Collaborative work/
creative presentation on
the utilization of
languages in the
different variations,
socio lects, idiolects and
slangs in Philippine
English (focusing on
respectful use of
languages variations,
creativity of
 ILOCOS SUR POLYTECHNIC STATE COLLEGE
CO6 a. recognize ethnography
and ethno linguistic research
as viable tools to improve ad
advocate languages.
b. argues on code switching
as a product or sub-form of
language.
c. points out and produce
several language discourses
that could help culture and
society.
d. draft a languages policy
that could be relevant to
culture and social groups in
the community; and
e. discusses language
teaching and learning
scenarios which show
application of linguistics in
culture and society.
Syllabus
salitang kalye, beki
languages/swardspeak,
jejemon)
6. Introduction to
Ethnography and Ethno
Linguistic Research
1. linguistic borrowing
2. code switching
3. discourse of language in
cultural and social
relevance (i.e. speeches,
meetings, policy making,
journalism, etc.)
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8hrs Lecture discussion on
contents related to
applied linguistics.
Argument report on
code switching as a
product or sub-form of
language.
Societal survey on
language issues
concerning language
teaching and learning
to show the application
of linguistics in culture
and society.
Reading samples on
ethnography and ethno
linguistics research
Writing and producing
several language
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Presentation, and
teamwork and
collaboration)
Case study
analysis/journal review
and presentation on
research on
sociolinguistics
Short objective quiz PPT presentation
essential contents of
applied linguistics Samples of
ethnography and
Argument report on Ethno linguistic
code switching research
(focusing on arguments
formulation and
organization of ideas)
Societal survey
documentation report
on languages
issues(focusing) on
completeness of
documentation,
reflection, and effort on
survey)
Creative presentation
on community based
language discourses
(focusing on creativity of
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discourses to improve presentation, teamwork,

culture and for the
needs of society.
A guest lecture on
Ethnography and Ethno
Linguistic Research.
and collaboration, and
use of language on
relevance to culture and
society)
Presentation on
different research.

Lecture
Imelda N. Binay-an,
PhD

Final Examination 1 Hour

MAJOR COURSE OUTCOMES

Evidence of attaining the above course outcomes, students are required to do and submit the following during the indicated dates of the term. The rubrics for these outputs
are provided.

Required Output Performance Target Course Outcomes It represents Due Date

MCO1 MCO1-MCO4 2 days before the scheduled Final
Present concepts on Examination
Introduction to 100% as specified in the rubrics
Language, Society and

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Culture
MCO2
Conduct research on MCO2-MCO3 2 days before the scheduled
the application of 100% as specified in the rubrics Final Examination
discourse knowledge
considering the
linguistic features.
MCO3
Conduct research on MCO2-MCO3 2 days before the scheduled
the application of 100% as specified in the rubrics Final Examination
discourse knowledge
considering the
linguistic features.
MCO4 2 days before the scheduled Final
Oral Presentation of Examination
assigned topic and 100% as specified in the rubrics MCO4
research outputs.

Online submission of
Power point
presentations and
research paper
RUBRICS FOR ASSESSMENT TO BE USED FOR MCO
CRITERIA Excellent Very Satisfactory Satisfactory Unsatisfactory
91-100% 81-90% 71-80% 61-70%
Organization (15%) Report tells a very clear, Report is clear and tells a Export has some gaps in the Report is poorly
coherent story with excellent coherent story, strong story, some weak sections organized, missing key
transitions. throughout. sections.

Content (45%) Report is virtually error. Report is logical and easy to Report is generally clear, but Report contains many
-free, and contains few if any read and may contain a few distracting errors and flow make distracting mistakes,

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Presentation (40%)
TOTAL POINTS (100%)
OTHER COURSE REQUIREMENTS:
Aside from the major course outputs, the students will be assessed at other times during the term by the following:
Example: seatwork, class participation, etc.
GRADING SYSTEM
The following shall be used as basis for giving grades as per approved Student Handbook through BOT Res. #_________, s. ________
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Syllabus
reader distractions
Every idea or conclusion is
logically supported by relevant
facts, and includes judgment of
the reliability of data
All figures and tables are easy
to understand and are clearly
linked to the text.
Story can be told almost entirely
through figures.
All sources are identified and
referenced appropriately.
Evidence of careful and
thorough research for outside
information.
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errors causing minimal reader
distraction.
Every idea or conclusion is
logically supported by relevant
facts
All figures and able can be
understood with information
given and are linked to text. One
or more need improvement.
May need more figures to tell
the story.
All sources identified and
referenced appropriately.
Includes mostly readily available
works.
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it difficult to follow at times. making it generally
difficult to follow.
Relates ideas and conclusions
to facts or concepts taught as Opinion and fact not clerly
fact separated. Basis for
opinion is unclear at times
Figures and/or tables are hard to Figures are hard to
understand, are not all linked to understand and are not
the text. Several need adequate to advance the
improvements. story.
Several more figures are Tables are not useable as
needed to tell story. presented.
All sources identified. Only Sources not identified, not
readily available works included. sufficiently thorough, not
Some weaknesses in referenced properly, or
referencing, such as missing not used.
publisher information.
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GRADING SYSTEM
Term grade: 60% Class Standing + 40% Term Exams Final ratings: 50% Midterm & 50% Final Term

Note: Components of the class standing shall be the written output included in the modules. Faculty members have the liberty to include other
activities they require their students but those should be reflected in the course syllabus.

GRADING SYSTEM

Term Grade: Class Standing - 60% Final Ratings: 50% Mid Term & 50% Final Term
Term Examinations - 40%

Note:
1. As we go back to face-to-face modality, we are implementing the components of the Grading System during the pre-pandemic
as stated in our Student Manual and Graduate School Manual.
2. However if the condition gets worse again, it will automatically go back to the grading system we used during the pandemic.

CLASS POLICIES:

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1. Submission of Requirements and Activities listed in the Modules:

Requirements are expected to be submitted on or before the deadline, failure to submit on the schedule deadline means NO ACCEPTANCE of
requirement.
2. Laboratory Activities:
Physical / social distancing must still be observed and implemented all the time (lecture and laboratory). Students will be at least 1.5 meters apart on all
sides.
3. Term Examinations: To be undertaken during the scheduled dates.
4. Dishonesty:
Offences on dishonesty/cheating during examination period and other educational activities will be dealt with accordingly as stipulated in the Student
Manual and Graduate School Manual.
5. Health protocols to be observed;
a) Using a mask inside the class
b) Physical social distancing in the class
c) Unvaccinated are allowed to enter the classroom however they have to write a waver for taking the risk of covid-19.
d) In case a student shall acquire symptoms of covid-19, he/she should voluntarily submit himself/herself for physical exam in the clinic
6. Additional Requirements:
Attendance is again part the class standing.

REFERENCES:
Books: Stern, H.H.(2009). Fundamental concepts of Language teaching. Oxford: Oxford University Press
Holmes, J, (2013), An introduction to Sociolinguistics. Harlow: Pearson.

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Bragg, N.,& Roebl, K.(2016). Language, Culture and Society-Aplicatio in EFL Teaching (scholarly Project) Retrieved March 12, 2019.
Fromkin, V;Rodman, R and Hyams, N,(2011)An Itroduction to Language. Wadsworth, Cengage.
Podur, J(2002).Society, culture, and communities. Znet Institutional Racism Instructional
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.207-2019). New York: Wiley
Online http://zmag.org/racewatch/znet race instructional.htm (accessed 6 September 2002
Resources: https://www.researchgate.net/project/Language-Culture-and Society-Application in EFL-Teaching

Prepared by:

NAME: RHODA CONCEPCION O. VILLAMOR

Email address rcvillamor08@gmail.com
Contact Number 09065909928
Consultation Hours 4:00 – 5:00 MWF

____________________________ _________________
Signature Date

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