Central Philippine Adventist College

SCHOOL OF ARTS, SCIENCES AND EDUCATION

SECOND SEMESTER, ACADEMIC YEAR 2023 - 2024

OUTCOMES-BASED COURSE SYLLABUS

in

ENGELT 2104
Course Number

PRINCIPLES AND THEORIES OF LANGUAGE ACQUISITION AND LEARNING

Descriptive Title

Second Semester/Academic Year 2023- 2024

Prepared by:

Jonel C. Carballo
Subject Teacher

Approved:

______________ ________________ ________________ ______________

Quality Assurance School Dean VP-Academic Administration College President

Page 1 of 19
 Republic of the Philippines
CENTRAL PHILIPPINE ADVENTIST COLLEGE
Alegria, Murcia, Negros Occidental

OUTCOMES-BASED COURSE SYLLABUS

School of Arts, Sciences and Education Program: Bachelor of Secondary Education-

English
Course Number: ENGELT 2104 Course Title: Principles and Theories of Language
Acquisition and Learning
No. of Hours/Week: 3 hrs/week Academic Year: 2023 - 2024 No. of Weeks/Semester: 18

PHILOSOPHY
God is the creator and Source of all knowledge, revealed in the Bible, and conveyed in full through His Son, Jesus Christ, whose plan of salvation
is the aim of true education.

MISSION
Changing Lives – to be globally competent, service-oriented and winsome ambassadors of Christ.

VISION
To be a holistic institution of international academic excellence exceptionally responsive to dynamic global demands.

CORE VALUES
C – Competence H – Humility R – Respect I – Integrity S – Self-sacrifice T – Teamwork

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INSTITUTIONAL OUTCOMES (IO)

Demonstrate SDA Christian values in their personal and professional undertakings as CPACians in the service of the CPAC mission.
Expected CPACIAN Graduate Attributes (ECGA) are:

IO No. INSTITUTIONAL OUTCOMES (IO)

1 CHRIST-CENTERED. Demonstrates humility, respect and trustworthiness at all times and practice the spiritual disciplines that cultivate a
personal growing relationship with Jesus Christ.

1.1 Humility

1.2 Respect.

1.3 Trustworthiness

1.4 Spiritual

2 PRODUCTIVE. Observes a healthy lifestyle and become innovative and resourceful life-long learners.

2.1 Healthy Lifestyle

2.2 Innovative

2.3 Resourceful

2.4 Life-long Learner

3 ALTRUISTIC. Exhibit compassion and generosity in service for others and display a socially responsible attitude towards others and the
environment.

3.1 Service-oriented

3.2 Compassionate

3.3 Generous

3.4 Environment friendly

3.5 Socially Responsible

4 COMPETENT. Becoming effective communicators, expert professionals who are technologically proficient and excels in the field of
research. They portray servant leadership and be able to transform or change lives.

4.1 Effective Communicator

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 4.2 Professional Expert

4.3 Technologically Proficient

4.4 Servant Leaders

4.5 Change Agents

4.6 Research Adept

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PR0GRAM OUTCOMES (PO) (Mapped with IO)
The CPAC Arts, Sciences and Education graduates have the ability to:
PO No. INSTITUTIONAL
PROGRAM OUTCOMES (PO) -SASED
1 OUTCOMES (IO)

1.1 Articulate and discuss the latest developments in the specific field of 4.1, 4.2, 4.3
practice;

1.2 Effectively communicate in English and Filipino, both orally and 4.1
writing;

1.3 Work effectively and collaboratively with a substantial degree of 1.1, 1.3,
independence in multi-disciplinary and multi-cultural teams.

4 Act in recognition of professional, social, and ethical responsibility 1.1, 1.2, 1.3,

5 Preserve and promote “Filipino historical and cultural heritage”

6 Exemplify Bible-based values in the fields of arts, education, and

sciences.

IO 1 Christ-Centered IO 2 Productive IO3 Altruistic IO 4 Competent

PO No.
1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 4.1 4.2 4.3 4.4 4.5 4.6
1 Program Outcomes

1.1 Articulate and discuss the latest

developments in the specific field ✔ ✔ ✔ ✔ ✔ ✔ ✔
of practice;

1.2 Effectively communicate in

English and Filipino, both orally ✔ ✔ ✔ ✔
and writing;

1.3 Work effectively and

collaboratively with a substantial
degree of independence in multi- ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
disciplinary and multi-cultural
teams.

4 Act in recognition of professional,

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
social, and ethical responsibility

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 5 Preserve and promote “Filipino
✔ ✔ ✔
historical and cultural heritage”

6 Exemplify Bible-based values in

the fields of arts, education, and ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
sciences.

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PROGRAM OUTCOMES OF TEACHER EDUCATION (Mapped with PO1): [Common to discipline (Teacher Education)]

PO No. PO1. PO1. PO1. PO1. PO1. PO1.

The CPAC graduates have the ability to:
2 1 2 3 4 5 6

2.1 Articulate the rootedness of education in philosophical, socio-cultural,

✔ ✔ ✔ ✔ ✔
historical, psychological, and political contexts

2.2 Demonstrate mastery of subject matter/discipline ✔ ✔ ✔ ✔ ✔ ✔

2.3 Facilitate learning using a wide range of teaching methodologies and

✔ ✔ ✔
delivery modes appropriate to specific learners and their environments

2.4 Develop innovative curricula, instructional plans, teaching approaches, and

✔ ✔ ✔ ✔ ✔
resources for diverse learners

2.5 Apply skills in the development and utilization of ICT to promote quality,
✔ ✔ ✔ ✔
relevant, and sustainable educational practices

2.6 Demonstrate a variety of thinking skills in planning, monitoring, assessing,

✔ ✔ ✔ ✔
and reporting learning processes and outcomes

2.7 Practice professional and ethical teaching standards sensitive to the local,
✔ ✔ ✔ ✔
national, and global realities

2.8 Pursue lifelong learning for personal and professional growth through
✔ ✔ ✔ ✔
varied experiential and field-based opportunities

2.9 Apply Bible-based values in the practice of teaching ✔

Program outcomes for BSED – English

PO PO PO PO PO PO PO PO
Program outcomes Performance indicators 2.1 2.2 2.3 2.4 2.5 2.6 2.8
2.7

2.1 Possess a broad Integrate the relationship of

knowledge of language, literature, culture,
language and and society in the teaching-
literature for learning process
effective learning

Conduct an investigation of a
selected structure of English in
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 the context of the language
classroom

Critique selected literary pieces

using appropriate literary
theories

2. 2 Use English as a Incorporate features of English

glocal language in a as a glocal language in the
multilingual context design of the curriculum,
as it applies to the learning activities, and
teaching of language materials
and literature

Draft a proposal for and

implements a community-based
English language – or
literature-based learning
program

2.3 Acquire Prepare an annotated reading

extensive reading list appropriate for a particular
background in grade level to enhance student’s
language, literature, reading skills ✔ ✔ ✔
and allied fields

Show the ability to enrich the

curriculum to include an
extensive reading list for
learning language, literature,
and allied fields

2.4. Demonstrate Utilize a variety of oral

proficiency in oral communication forms in order
and written to become an effective model to
communication learners ✔ ✔

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 Prepare original composition in
expository and creative writing

2.5. Show Employ a variety of innovative

competence in teaching approaches,
employing methodologies, and strategies
innovative language ✔ ✔ ✔ ✔
and literature
teaching approaches, Design learning plans following
methodologies, and expectations of curricular for
strategies Grade 7-10

Perform one independent and

one supervised teaching
demonstration

Construct appropriate
assessment tools for the
language and literature
classroom

2.6. Use technology Design computer-assisted

in facilitating language and literature learning
language learning tasks
and teaching ✔ ✔ ✔

Prepare one independent and

one supervised technology-
based lesson

2.7 Inspire students Conduct a community language

and colleagues to profiling survey to make
lead relevant and lessons more localized
transformative ✔ ✔ ✔
changes to improve
learning and Draft a proposal for and
teaching language implements a community-based
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 and literature English language- or literature-
based learning program

2.8 Display skills Conduct a comprehensive

and abilities to be a language profiling to identify
reflective and students’ needs
research-oriented ✔ ✔
language and
literature teacher Conduct an analysis of
assessment results to improve
teaching and learning in the
language classroom

Conduct research concerning

the teaching and learning of
language and literature

2.9 Apply Bible- Integrate faith and learning in

based values in the lessons
practice of teaching
English ✔ ✔

Course/Subject Learning Outcomes Mapped with

Course Learning Outcomes PO 2.1 PO 2.2 PO 2.3 PO 2.4 PO 2.5 PO 2.6 PO 2.7 PO 2.8 PO 2.9

1 Justify the importance of ✔ ✔ ✔ ✔

communication skills in
relation to good digital
communicators

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 Justify the importance of
understanding the copyright
and fair use guidelines to
value them.

Explore educational
software/applications useful
2 ✔ ✔ ✔ ✔ ✔ ✔
in the classroom for different
purposes

Develop a learning plans

anchored on specific learning
competency and integrate
3 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
software/applications using
project-based learning and
problem-based learning.

Demonstrate how to manage

an online classroom in ilearn
4 ✔ ✔ ✔ ✔ ✔ ✔
(Moodle) to practice and be
able to reflect

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INFORMATION ABOUT THE COURSE

COURSE TITLE Principles and Theories of Language Acquisition and Learning

COURSE NO. ENGELT 2104

COURSE DESCRIPTION This course provides an avenue for the pre-service English teachers 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 CREDIT 3 units

CLASS SCHEDULES MW: 1:00 PM - 2:30 PM
CLASSROOM Lamb Shelter 3

CLASS GUIDELINES

1. READ carefully. Read and understand the module before doing anything. Learn to read between the lines. Reading between the lines means understanding
implied messages. These messages are not directly stated word for word; you have to infer based on the clues. If you have questions in mind, please read the
module and find the answers. If you cannot find the answer to your question, ask your teacher.
2. Write it. Have a notebook to write important points, instructions, things to do, and deadlines. Taking down notes is necessary when you cannot access ilearn.
Notes are a handy help.
3. Do it. Many disappointments/frustrations are caused by failure to follow instructions. Also, low scores and grades are caused by not following instructions.
Follow the teacher's instructions. You cannot receive a perfect score in the performance and other tasks if you fail to follow the instructions.
4. Prioritize it. Learn to prioritize the task that needs immediate action. This can be possible if you have a list of things to do.
5. Be responsible. Please be informed that since the mode of learning is online, it is your responsibility to find ways to be online. Please be responsible to find
ways how you can sustain online learning. Internet connection and gadgets are necessary to survive in online learning and please be aware that it is your
responsibility to procure them. Please be aware that no internet connection, no gadget, and no-load must not be an excuse for not being able to complete your
modules. Finding ways how to accomplish your tasks is your responsibility.
6. Manage your time to beat deadlines. Create a schedule and follow it. Set a reminder to remind you of the deadlines. Discipline yourself to beat them. Please
be informed that you are enrolled in online learning while at home. You can help with household chores and do errands, but these are not an excuse for not
being able to comply with your modules. Simply, manage your time.
7. Accomplish all graded outputs. Be sure to submit all the requirements at the end of the semester. In case you missed something, especially quizzes and
exams, present your excuse letter with valid reasons. Reasons like I don't know the due date, I have not studied, I forgot, I have no load these are not valid.
Don't let your parents/guardians write the excuse letter. You write it and write your name in the signature. Then, ask your parents/guardians' signature to
validate your letter. Remember, please inform your teacher immediately if you missed graded outputs. The excuse letter must be sent
to [email protected]. Take note: Outputs submitted at the end of the term will be the basis of your grade. Please make the necessary
arrangements if you cannot accomplish them at the end of the semester.
8. Be honest. Cheating and plagiarism are highly discouraged. Your output will receive no credit if you duplicate others' work. There are many ways of saying
the same ideas.
9. Ask for clarification and confirmation. Message the right person to clarify something confusing. Before asking, read the module and other reading materials.
Do not totally depend on others by asking questions. Read and discover by yourself. Please ask only sensible questions to save time.
10. Observe office hours. Contact your teacher and other college personnel during office hours. If you have questions and clarification during lunch break,
nighttime, or weekend, write them down. Then, wait for the right time to ask. Use the class schedule for your inquiries. All school-related matters will be
entertained during the class schedule. Please respect personal time.
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COURSE REQUIREMENTS Grading System:
Exams and quizzes Grade Reference: Nine – Point Scale Letter Grade
Learnings plans
Demo A FLAT 98-100
Online lessons
A MINUS 95-97

B PLUS 92-94
GRADING CRITERIA
Examination 30% B FLAT 89-91
Written Output 30%
Performance Tasks 40% B MINUS 86-88
100%
C PLUS 83-85
COMPUTATION OF GRADE Carreon Method
Student’s Score X 50+ 40 C FLAT 80-82
Perfect Score
C MINUS 77-79
CUT OFF GRADE C PLUS (83%)
D 75-76

F 0-75

Page 13 of 19
LEARNING PLAN

TIME
INTENDED
ALLO CONTENT/ IFL/VALUES ASSESSMENT
LEARNING LEARNING ACTIVITIES Resources
TMEN TOPIC INTEGRATION STRATEGIES
OUTCOMES
T

CLO A: Examine the principles, factors, and contexts of language acquisition and learning through various teaching/learning events/scenarios.

Define language 1. The Nature of Word/Tag Clouding Students present their word
Weeks and learning Language and Principles of Students may create a word Required viewing: cloud and come up with what
1-2 according to Learning: communication cloud with Language and are the common concepts
different Learning as two big words. https://www.youtube.com/watch? related to language and
from the Scriptures:
authorities; Definition of v=TFI60GBH_yE learning. A rubric will be
Language Think Pair Share used to evaluate students’
discuss how one’s Students may compare their https://www.youtube.com/watch?
output.
understanding of Definition of Learning word cloud and relate the v=5SXQT144gvY
Colossians 4:6
language concepts they have formed
determines how “Let your based on the different https://www.youtube.com/watch?
once teaches it; conversation be definitions of learning and v=vZiiBhRhfzA The students will synthesize
always full of grace, language from different the discussion they have with
Share their insights seasoned with salt, so authorities. Required reading: their group mates and present
on how one’s that you may know this to the class. The teacher
understanding of how to answer Copy of copyright and fair use
may use rubric for students’
the way a learner everyone.” guidelines
oral presentation/
learns determine
one’s philosophy of Brown, D.H. (n.d.). Principles of engagement.
education, teaching language teaching and learning. San
style, approach, Francisco State University
methods, and
classroom
techniques.
CLO A & B: Examine the principles, factors, and contexts of language acquisition and learning through various teaching/learning events/scenarios; and

Demonstrate research-based content knowledge on the relationship of language acquisition and learning theories to classroom practice.
TIME INTENDED
LEARNING CONTENT/ IFL/VALUES ASSESSMENT
ALLO OUTCOMES LEARNING ACTIVITIES Resources
TMEN TOPIC INTEGRATION STRATEGIES
T (By sections)

Weeks At the end of these 2. Theories of First Required Viewing: Students defend their ideas by
3-4 weeks, the pre- Language (L1) The Master Teacher Philosophical Chairs pointing out research-based
service teacher Acquisition: -We acquire language due to https://www.youtube.com/watch? findings on language
Page 14 of 19
 (PST) should be Principles of nurture. v=lMA8cUShLZ8 acquisition. A rubric will be
able to: The Behavioristic communication - We acquire language due to used for this activity.
Approaches nature. https://www.youtube.com/watch?
from the Scriptures:
v=YS-QNKYYSTw Students write the situations
Explain the theories The Nativist Approach Depending on whether they and scenarios asked in an
and stages of first agree or disagree with this https://www.youtube.com/watch? index card. They will
language Cognitive theory statement, students move to one v=Ccsf0yX7ECg summarize common
Ephesians 4:29
acquisition; side of the room or the other. situations raised and present
The Functional “Let no corrupt From that spot, students take this to the class. A rubric will
Examine different Approaches turns defending their positions. Required Reading: be used for this activity.
communication
cases on how a Teacher prepared handout :
proceed out of your
child learns their Stages in Child Case studies Reflection Log
first language; and mouth, but that which
Language Acquisition Students present different cases https://drive.google.com/drive/ -Students write their
is good to the use of and scenarios on the folders/0B3gJw- realizations after the
Cite scenarios on edifying, that it may development of child’s first DEErSgflZpQnhaVmxmX0tpc1BxTl discussion.
how parents, minister grace unto language 9oakdEcEpiUnpoWTM5cl9HZTF4c
teachers, and the the hearers.” DM3dFFVWjg?resourcekey=0-
community helped “Real-World” Pvi1FwzrWpevR1GLFw1hSg&usp=s
the development of Students discuss in class how haring
a child’s L1. parents, teachers, and the
community helped the
development of a child’s L1.
Students point out situations
and scenarios regarding the
given topic by writing them in
an index card.
CLO A & B: Examine the principles, factors, and contexts of language acquisition and learning through various teaching/learning events/scenarios; and

Demonstrate research-based content knowledge on the relationship of language acquisition and learning theories to classroom practice.
TIME
INTENDED
ALLO CONTENT/ IFL/VALUES ASSESSMENT
LEARNING LEARNING ACTIVITIES Resources
TMEN TOPIC INTEGRATION STRATEGIES
OUTCOMES
T

At the end of these 3. Schools of The Scriptural Socratic Questioning Required viewing: Students summarize the
Weeks weeks, the pre- Thought in Second The teacher may discuss the different viewpoints of each
Principle Of
5-6 service teacher Language concepts by throwing questions https://www.youtube.com/watch?v=- school of thought and map
Acquisition:
(PST) should be Acquisition: to the students 3Whs knfXGCkoHA once ideas pertaining to the
able to: What is it? (definition) big question. A rubric may be
Structural Linguistics What do others say about it? https://www.youtube.com/watch? used in this activity.
Compare and and Behavioral Proverbs 18:15 (research findings and related v=QS0FSpxhxjM
contrast each Psychology “An intelligent heart literature) Students present their ideas to
school of thought acquires knowledge, What is its teaching https://www.youtube.com/watch? the class. A rubric on oral
of language Generative Linguistics and the ear of the wise implications? v=3XUEzALbp4Y recitation/engagement may be
acquisition; and Cognitive used.
seeks knowledge.”
Psychology Affinity Mapping Required reading:
Examine the How are these schools of

Page 15 of 19
 teaching Constructivism: A thoughts manifested in a Copy of copyright and fair use
implications Multidisciplinary language classroom? Students guidelines.
relevant to each Approach generate responses by writing
school of thought; ideas on post-it notes (one idea Castello, D. (2016). First language
and per note) and placing them in acquisition and classroom language
no particular arrangement on a learning: Similarities and differences.
Point out classroom wall, whiteboard, or chart Retrieved at
practices that paper. Once lots of ideas have https://www.birmingham.ac.uk/Docu
manifest each been generated, have students ments/college-
school of thought. begin grouping them into artslaw/cels/essays/secondlanguage/Fi
similar categories, then label the rst-Language-Acquisition-and-
categories and discuss why the Classroom-Language-Learning-
ideas fit within them, how the Similarities-and-Differences.pdf
categories relate to one another,
and so on. “First Language Acquisition”
Retrieved at
http://pandora.cii.wwu.edu/vajda/ling
201/test4materials/ChildLangAcquisit
ion.htm
CLO A: Examine the principles, factors, and contexts of language acquisition and learning through various teaching/learning events/scenarios.

TIME
INTENDED
ALLO CONTENT/ IFL/VALUES ASSESSMENT
LEARNING LEARNING ACTIVITIES Resources
TMEN TOPIC INTEGRATION STRATEGIES
OUTCOMES
T

Weeks At the end of these 4. Theories of Second The Scriptural Group Facilitation Required viewing: Students give their insights on
7-10 weeks, the pre- Language (L2) Principle Of Students may be grouped and the video watched.
service teacher Acquisition: Acquisition each group is assigned one Students may watch the video on the
(PST) should be theory to discuss. Students also “Benefits of a Bilingual Brain” *A rubric may be used to
able to: The acquisition- 2 Timothy 2:15 cite classroom practices that is evaluate student’s group
learning distinction “Do your best to reflective of the different https://www.youtube.com/watch discussion/reporting
Discuss the The natural order present yourself to theories. ?v=MMmOLN5zBLY
different theories of hypothesis God as one approved, Pen and Paper Test
second language - Transitional a worker who has no Case studies Required Reading:
acquisition forms need to be ashamed, Students may read different Teacher prepared handout : Reflection Log
rightly handling the cases on how a child learns -Students write their
Explain the The Monitor word of truth.” another language other than https://drive.google.com/drive/ realizations on how they think
importance of Hypothesis his/her mother tongue. folders/0B3gJw- they learned their L1 and L2.
adherence to and -Individual Students present their own ideas DEErSgflZpQnhaVmxmX0tpc1BxTl
utilization of the variation in Monitor on how L2 will be taught and 9oakdEcEpiUnpoWTM5cl9HZTF4c *Rubric on writing slogans
principles behind use practice in the classroom DM3dFFVWjg?resourcekey=0- may be used to evaluate
second language Pvi1FwzrWpevR1GLFw1hSg&usp=s students’ summarized
teaching and The input hypothesis Bumper Stickers haring concepts on what they have
learning; and -Statement of the Students may a write a slogan- learned in the entire unit.
hypothesis like bumper sticker to sum up
Give reactions to -Evidence the entire unit in one sentence.
research findings supporting the

Page 16 of 19
 where the hypothesis
principles of L2
teaching and The affective filter
learning create hypothesis
impact to teachers’
and students’
performance.
CLO A & B: Examine the principles, factors, and contexts of language acquisition and learning through various teaching/learning events/scenarios; and

Demonstrate research-based content knowledge on the relationship of language acquisition and learning theories to classroom practice.
TIME
INTENDED
ALLO CONTENT/ IFL/VALUES ASSESSMENT
LEARNING LEARNING ACTIVITIES Resources
TMEN TOPIC INTEGRATION STRATEGIES
OUTCOMES
T

Weeks At the end of these 5. The Causative PARABLES: How Research findings Required viewing: Students present orally the
11-13 weeks, the pre- Variable in Second the Master Teacher Presentation/Case Presentation published researches/cases
service teacher Language used nature (real-life https://www.youtube.com/watch? they have read on L2
(PST) should be Acquisition: objects and situations) Students may search and v=DhMgQtAjtD8 Acquisition highlighting the
able to: to illustrate the present articles and researches causative variables
The Causative lessons and concepts on second language acquisition https://www.youtube.com/watch?
Discuss the Variables He was teaching. highlighting the different v=DhMgQtAjtD8 Pen and Paper Test
variables in L2 causative variables.
acquisition; Language teaching: https://www.youtube.com/watch? Reflection Log
does it help? Reflective Activity v=iSodRAELykw -Students write their
Cite research-based -When language Students reflect on the realizations on the different
classroom practices teaching helps following questions: Required reading: concepts highlighted.
that addresses the -When language
different variable of teaching does not help -What are the teaching Copy of copyright and fair use Students present their created
L2 acquisition; implications for each causative guidelines L2 acquisition model or
Exposure Variables variable? framework. Rubric will be
Cite teaching -What cognitive processes Zafar, M. (2010). Monitoring the used to assess their output
implications for Age are we also developing when 'monitor': A critique of Krashen's five
each causative we teach language and how hypotheses. The Dhaka University
variable; and Acculturation might they contribute to Journal of Linguistics: Vol. 2 No.4
language learning? August 2009 Page: 139-146
Create their own -What affective aspects need
Language to be taken into account when
Acquisition Model conducting a language lesson?
or Framework that -How do we stimulate
shows the students’ interest in language
relationship of learning? (e.g. How do we help
language students who don’t like reading
acquisition and become interested in reading in
learning theories to a language classroom?)
classroom practice.
Based from the case

Page 17 of 19
 presentations/research findings
presentation, students create
their own Language Acquisition
Model or Framework that
shows the relationship of
language acquisition and
learning theories to classroom
practice.
CLO A & B: Examine the principles, factors, and contexts of language acquisition and learning through various teaching/learning events/scenarios; and

Demonstrate research-based content knowledge on the relationship of language acquisition and learning theories to classroom practice.
TIME INTENDED
LEARNING CONTENT/ IFL/VALUES ASSESSMENT
ALLO OUTCOMES LEARNING ACTIVITIES Resources
TMEN TOPIC INTEGRATION STRATEGIES
T (By sections)

Weeks At the end of these 6. Approaches to PARABLES: How Group Facilitation Required viewing: Group reporting/discussion on
15-18 weeks, the pre- Language Teaching: the Master Teacher Students are grouped and each the different L2 approaches
service teacher used nature (real-life group is assigned one L2 Students may watch the video on the: Students create an
(PST) should be Present-day Teaching objects and situations) approach to discuss. Students “Methods and Approaches in infrographic on L2
able to: Methods: to illustrate the also cite classroom practices Teaching Second Language” Approaches. A rubric may be
lessons and concepts that is reflective of the different used to evaluate their output.
Discuss the varied - Grammar-translation He was teaching. approaches.
https://www.youtube.com/watch?
approaches to - Audio-lingualism Pen and Paper Test
v=4MkNcMnmYPQ
language teaching; - Cognitive-code Think Pair Share
- Direct Method Students share their insights on Reflection Log
Required Reading:
Cite specific - Natural approach the different principles of Students write a reflection
Teacher prepared handout :
classroom practices - Total Physical interactive language teaching highlighting the importance
wherein each Response of understanding the
https://drive.google.com/drive/
approach is applied; - Suggestopedia and Reflective Activity principles and theories of L2
folders/0B3gJw-
and Desuggestopedia - How are language teachers’ Acquisition to Second
DEErSgflZpQnhaVmxmX0tpc1BxTl
practices (or what we regard as Language Teaching
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Relate the The Principles of "good practices") shaped by
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principles of Interactive Language different sets of principles and
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interactive language Teaching ideas?
haring
teaching to - What are the various
classroom diverse social contexts in which
practices. language teaching takes place
and what effect might it have on
our language teaching
practices?

ABOUT THE TEACHER

NAME Jonel C. Carballo

EMAIL ADDRESS [email protected]

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 CONSULTATION HOURS T/Th 9:00 – 10:00 / Friday – 9:00 to 11:00 AM
CONTACT NUMBERS 09687264276

Prepared by: Recommending Approval: Approved:

Jonel C. Carballo Dama Cynheal S. Solis Lebin T. Bernardino

Instructor Program Chair School Dean

Donna Lou A. Aragon Dr. Julie Joy R. Lacificar

QA VPAA

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