NORTHWESTERN UNIVERSITY

Laoag City
.
SYLLABUS NWU - ACA - 010

Vedasto J. Samonte Graduate Studies

Master of Arts in Language and Literature
2nd Semester SY 2018-2019

Course Code : LLT 212 Professor: Jurlita U. Basuel, PhD

Course Title : Current Trends of Teaching Language, Reading and Literature Term : Cluster B 2nd Trimester
2018-2019
Credit Unit: 3 units
Time Allotment :3 hours per week

I. Vision:
NORTHWESTERN UNIVERSITY envisions itself to be a premier institution of learning in Asia committed to
Excellence and Ethical Formation for Global Relevance

II. Mission:
NORTHWESTERN UNIVERSITY is dedicated to develop individuals to become Highly Competent, Socially
Responsible and Ethically Upright leaders.

III. Institutional Objectives:

Concomitant to its role as a University in which higher learning, research and community extensions are developed and
nurtured; Northwestern University adopts the following objectives where excellence as a way of life is its rallying point.
1. To provide a strong educational foundation by offering and maintaining comprehensive basic/general education programs
and strengthening pillars of knowledge in the academe in order to produce functional graduates who will be able to meet
the needs of both local and global markets.
2. To train and develop students and employees for responsible leadership, effective citizenship and social responsibility
through the inculcation of the ideals of democracy and positive values, manifested by a great concern for their fellow men.
3. To provide a strong and comprehensive human resource development program for professional advancement and to remain
competitive in changing times.

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4. To align and harmonize the research and extension programs with the local, regional, national and global thrust.
5. To explore and expand linkages with local and international agencies.

IV. Program Objectives

To achieve its vision and mission, the College of Teacher Education in compliance to CMO 74 series
2017- Policies and Guidelines for Bachelor of Elementary (BEEd) and CMO 75, series of 2017- Policies and
Guidelines for Bachelor of Secondary Education (BSEd) adopts the following objectives:
1.to be conscious of its significant role in the early realization of the social, economic, and spiritual
development goals of the institution.
2. to value high moral integrity and abide by ethical principles in the pursuit of both professional and personal
actuations.
3. to develop the culture of research among its teachers and students.
4. to develop the esprit’de corps among the NWU community.
5. to increase social awareness and instills real meaning of social concern among CTE students through active
involvement in the outreach activities.
6. to apply principle of human rights as a foundation for sound citizenship.
7. to appreciate the essence of sportsmanship among students through their active participation in school-related
competitions.

V. Course Objectives
This course aims to:
1.exhibit an understanding of the ISO objectives, vision - mission of the University and the CTE.
2. explain the nature of language and linguistics;
3. produce and transcribe using the IPA the speech sounds of English-consonants and vowels
4. explain what lexical semantics is;
5. explain the structure of English sentences;
6. explore the structure of Filipino and other Philippine languages,

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VI. Course Description:
This course is designed to examine current trends, issues and concerns in the classroom that affect teaching and learning of
English as a second language. Emphasis is placed on exploring, interpreting, and evaluating experiences in teaching language,
reading and literature. Their insights and analysis shall help to create new learning gf experiences to resolve current issues in the
teaching of ESL.

VII. Course Objectives:

By the end of the term, students within the context of the ISO objectives, vision, mission of the Northwestern
University and the Graduate School shall be able to:
1. exhibit an understanding of the ISO objectives, vision-mission of the University and the Graduate School;
2. discuss what language is, the kind of ESL learners today and the language learning process;
3. discuss trends in teaching methodologies, strategies and methodologies in ESL; and
4. share best practices and experiences in teaching language, reading and literature..

VIII. Course Outcomes and Relationship to Program Outcomes/ Student Outcomes:

Program Outcomes
After finishing the course, the student must be able to:
A B C D
Course Outcome 1
a. Recite and discuss the IPVMO and Core Values of the University, VMO of the
College, Program Educational Objectives and Outcomes, and University Policies; I E E D
b. State the corporate and college objectives;and
c. Enhance the awareness of the policies that affect their attendance and grades
Course Outcome 2.
a. Explain the nature of language and linguistics;
I E E D
b. Define language universals, innateness and creativity; and
c. Differentiate between human and animal language
Course Outcome 3. E D D D
a. Produce and transcribe using the IPA the speech sounds of English-consonants and vowels
b. Define phonology phonotactics and suprasegmental features; E D D D
c. Explain structure and meaning of English: words, morphemes; morphs;
d. Discuss grammatical categories and word classes; E D D D

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Course Outcome 4.
a. Explain what lexical semantics is;
b. Explain semantic relationships and semantic features; and
c. Discuss what figurative language is. D D
E D
Course Outcome 5.
a. Explain the structure of English sentences;
b. Review phrase structure rules;
c. Discuss adverbials, auxiliaries, and sentence types; and D D
d. Differentiate finite and nonfinite clauses E D
Course Outcome 6.
a. Discuss the meaning of English sentences and their communicative functions; and
b. Explain information structuring and speech acts ; D D

Course Outcome 7. E D
a. Explore the structure of Filipino and other Philippine languages, and
b. Compare the structures of Filipino languages.

Note: I = Introductory E = Enabling D = Demonstrated

IX. Program Outcomes:

Develop the students’ skills in research as these apply to basic management problems and issues;
Provide the students with basic management tools that will enhance their capabilities in managing educational
institutions as well as other concerns;
 Recognize and appreciate the interaction and independence among the various sections of society in the development
and implementation of common goals; and
 Enrich educational leadership skills, knowledge and capabilities of school principals.
.
ENGLISH

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a. Possess broad knowledge of language and literature for effective oral and written communication/learning.
b. Use English as a global language and literature.
c. Equip with extensive reading background in language, literature and allied fields.
d. Demonstrate proficiency in oral and written communications.
e. Demonstrate proficiency in oral and written skills.
f. Use technology as facility language learning and teaching.
g. Inspire students and colleagues relevant and transformative changes to improve learning and teaching language and
literatures.
h. Demonstrate and display skills and abilities reflective of doing research.

X. COURSE PLAN

Teaching-Learning
Learning Outcomes Topics Assessment Tools Time Frame
Activities
1. State university mission
and vision and to outline to
identify the keywords and its A. University Mission, Vision, Goals, Discussions
2 hr
philosophy and vision Institutional and program outcomes
2. State the corporate and B. Policies on: attendance, grading and Student Handbook
college objectives rating system, examination and in the
Quiz
3. Enhance the awareness of classroom; and Sharing of ideas as
the policies that affect C. Orientation to the course regards the situations to Recitation
students’ attendance and implement MVGO of the
grades; and university inside and
4. Be oriented on the scope outside of the campus.
of the course.

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Teaching-Learning
Learning Outcomes Topics Assessment Tools Time Frame
Activities
Unit 1. Teaching Reporting on assigned Rubrics for
At the end of the unit, the Approaches/Methodologies/ Techniques in topics using power Assessing Presenting 7 hrs.
students should be able to: Language Teaching
1. explain methodologies, point Oral Reports
A. Language Teaching Approaches
approaches, and B. Communicative Language Teaching for Discussion Rubrics for
guidelines for language the 21at century Assessing Classroom
instruction; and C. English for Specific Purposes Participation in
D. Guidelines for Language Classroom Discussions
2. discuss communicative
Instruction
language teaching for the
21st century. Quizzes

At the end of Unit II, the Unit 2. Language Skills

Oral reports using 8 hrs.
students should be able to: A. Listening
1. Aural Comprehension Instruction: power point Rubrics for
1. revisit the teaching of the
Principles and Practices Assessing Presenting
four macro language
2. Skills and Strategies for Proficient Exercises on listening Oral Reports
skills; and
2. share best practices and Listening
Discussion
experiences in ESL
B. Speaking Rubrics for
teaching.
1. Teaching Oral Skills Exercises to improve Assessing Classroom
.
2. Teaching Pronunciation oral skills Participation in
3. Developing Children’s Listening and Discussion
Speaking Skills in ESL

PRELIMINARY EXAMINATIONS 1 hr.

Preparing lessons for 8 hrs.

C. Reading

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Teaching-Learning
Learning Outcomes Topics Assessment Tools Time Frame
Activities
1. Teaching Children Literacy Skills in ESL the development of
2. Reading for Academic Purposes literacy skills for ESL
3. The Fuller Technique learners
4. Reading in the Content Areas
5. Guidelines for the ESL/EFL Teacher Oral reports
D. Writing
1. Functional Tasks for Mastering the Writing exercises
Mechanics of Writing and Going just
Beyond
2. Considerations for Teaching an ESL/EFL Exercises in grammar Making reviews
Writing Course in writing
3. Grammar in Writing
E. Viewing Viewing a short video
F. Grammar and Vocabulary clip
1. 1. Teaching Grammar
2. Cognitive Approaches to Grammar
Excises on grammar Quizzes
Instruction
3. Vocabulary Learning and Teaching

I. Unit 3. Integrated Approaches

At the end of the unit, the A. Experiential and Negotiated Language Using rubrics to 9 hrs
students are expected to: learning asses oral reporting
1.explain experiential and B. Bilingual Approaches to Language learning Reports on assigned
negotiated language C. MTB-MLE topics using power
learning; D. Use of ICT in the language classroom point Using rubrics
To asses reaction
2. discuss the bilingual
Discussion papers
approaches to language Writing reaction papers
learning; Quiz
3.explain what is meant by Expiring ICT in

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Teaching-Learning
Learning Outcomes Topics Assessment Tools Time Frame
Activities
MTB-MLE language teaching
4.explore the uses of ICT in
the language classroom.
MID-TERM EXAMINATIONS
1 hr.
At the end of the unit, the
students are expected to:. Unit IV. Focus on the Learner/Skills of 5 hrs
1. review the language Language Teachers
learning styles and A. Language learning styles and strategies Oral reports using Using rubrics to .
strategies; B. Reflective Teaching in ELT power point assess oral
2. explain the reflective C. Modularized instruction reporting
teaching in ELT; and Discussion
3. prepare materials for Using rubrics to
modularized instruction assess participation
Unit V. Modern Trends and Innovations in discussions
At e the end of the unit the in English Language Teaching
students should be able to: A. Modern Trends and Approaches in Oral reports using Rubrics to assess 5 hrs
1. discuss the modern English Language Teaching power point modules
trends and B. Ten trends and Innovations in English
approaches to language teaching Using rubrics to
English language assess oral
teaching; reporting and
2. try out some participation
innovations in discussions
language teaching;
and Rubric for 7 hrs.
assessing research
presentations

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Teaching-Learning
Learning Outcomes Topics Assessment Tools Time Frame
Activities
C. Presentation of researches AlC.
Presentation of researches Rubric assessing
3. present individual researches
researches relative to 1 hr
Wrapping up
the course. Oral presentation of
research reports

FINAL EXAMINATIONS

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Teaching-Learning
Learning Outcomes Topics Assessment Tools Time Frame
Activities

XI. COURSE REQUIREMENTS

1. Classroom attendance
2. Participation in classroom/ peer discussion, reports and activities
3. Authentic copies of oral reports
4. Research reports on various topics related to the course
5. Major exams

XII. GRADING SYSTEM

Preliminary Grade

(Class Standing x .6 ) + (Preliminary Examination Rating x .4)

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Midterm Grade
(Class Standing x .6 ) + (Preliminary Examination Rating x .4)

Final Grade
(Class Standing x .6 ) + (Preliminary Examination Rating x .4)

Note: Class Standing includes any/all of the following:

Recitation, quizzes/test, homework, seatwork, experiments or laboratory exercises, class reports, projects, etc.

XIII. CLASSROOM MANAGEMENT RULES

Classroom Management
1. Class orientation of students about the school vision, mission and objectives, the CHAMPS culture, school policies on the
grading and the rating system, use of the library and other facilities, ISO Certification concepts and objectives, etc.

2. Monitoring and recording of student attendance,for speedy checking on enrolment data, tardiness, absences, changing of
subjects and dropping out:a student who incurs absences of more than twenty percent (20%) of the prescribed number of
lecture/laboratory class hours before midterm examination, shall be dropped and not be given credit for the course or
subject.

3. Adequate preparation before entering the class; use of new methods, strategies and techniques of teaching/ instruction;
audio-visual equipment and other ICT materials appropriate to the topic; productive interaction between and among the
teacher and students. Enhancement of learning through remedial/homework, and other related tasks for students who need
special attention.

4. Mastery of the subject matter and updating of knowledge and skills are pre-requisites for effective teachingthrough
various ways. likecontinuing education, reading related materials, attending seminars.

5. Use of cell phones and similar devices will be prohibited, unless used as teaching/ instructional materials.

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6. Cleanliness and orderliness in the classroom;lights and fans are turned off before leaving the classroom.

Source: Faculty Manual, Article IV-The Faculty, Section 4. Classroom Management

BIBLIOGRAPHY

Boraie, Deena Dec 16, 2013. TESOL eight current trends in teaching EFL/ESL, which shed some light on the direction of the
profession

Celce-Murcia, Marianne. 2006. Teaching English as a Second or Foreign Language. US: Heinle and Heinle.

Chong, Chian Suan, 2018. Ten trends and innovations in English language teaching for 2018
...https://www.britishcouncil.org/.../ten-trends-innovations-english-language-teaching-2...

CORE's 2018 Ten Trends. 14. Technology ... advances looks set to continue and even accelerate,meaning ..... systems, and
multiple languages in schools. http://www.elear+9ning.tki.org.nz/Teaching/Innovative-learning-environments.

English learning trends and English teaching ... March 12, 2018. 101610. Big English, 21st Century Skills in the classroom.

Innovative trends and practices in ELT in the 21st century. Aug 10, 2018 10. Content and Language Integrated Learning: Science
and Math as a Context for 2018 fieldwork class project, which combined learning English skills.
May 5, 2018 - International Journal of English Linguistics; Vol. 8, No. 5; 2018 ... questionnaire was distributed
to 100 English language teachers (50 males and 50 ... societies, and enhanced the process of innovative education,.

Dzhagarian, Yulia n. d. Modern trends and approaches in English language teaching. 8 Current Trends in Teaching and Learning
EFL/ESL

Franklin, Victoria and Robert Rodman. 1998. An Introduction to Language. 6th ed. US: Harcourt College Publishers.

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Experiential Learning Courses Handbook. 2009. A Project of Teacher Education Council, Department of Education, Commission
on Higher Education.

Nunan, D. 2015. Teaching English to speakers of other languages ..https://journals.lib.unb.ca/index.php/CJAL/article/download/24603/29106

-----------. 2009. Teaching English as a Second Language. US: Heinle and Heinl

Pangan, Patria T. 2007, Learning to Read in English the Fuller Technique. Preciosa Bldg. Sampaloc, Manila

Teaching English to Speakers of Other Languages:. An Introduction On Feb 11, 2016 Teaching English to Speakers of Other Languages:
https://www.researchgate.net/.../294860369_Teaching_English_to_Speakers_of_Othe...Request PDF on ResearchGate | Yunmei Sun

Villamin, Araceli, et al. 1994. Innovative Strategies in Communication Arts. QC: Phoenix Publishing House.

Young, Catherine et al. 2016, Mother tongue-based multilingual education. guide for teacher education for teacher educators and
students.

http://ingles.ing.uchile.cl/otros/downloads/Trends%20in%20English%20Language%20Teaching%20.pdf

http://www.readwhere.com/publication/1690/new-trends-in-teaching-english

http://www.usingenglish.com/forum/teaching-english/40784-modern-trend-teaching-english.html

hhttp://www.researchmanuscripts.com/isociety2012/9.pdf

http://jalt-publications.org/old_tlt/files/97/may/cates.html

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Prepared by:

JURLITA U. BASUEL, PhD

Professor

Reviewed by:

ESMERALDA A. BALDONADO, EdD LORI MARSELLE DE CASTRO,EdD CHITA GONZALES, DBA

PROGRAM COORDINATOR DEAN, VJSSGS VPAA

Date Submitted: January 7, 2019

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