BIT IC ACA 010 / REV 1 / 01-30-20

BIT International College

200 Gallares Street, Tagbilaran City, Bohol, Philippines
Tel. No. 411-4856(PLDT), 501-8640 (Globelines)

SYLLABUS
Issue Date : Prepared by: Reviewed by: Approved by:
Revision Status : ERMA MAE M. JUMALON ZOSIMA L. REVITA, PH.D VALENTINA D. RAMISO,PH.D
Revision Date : Instructor Program Chair Dean

COLLEGE : College of Teacher Education

COURSE CODE : ELT 3

COURSE TITLE : Language Learning Materials Development
COURSE DESCRIPTION : This course provides an in-depth exploration into the theory, design, and implementation of language learning materials.
Participants will delve into the principles behind effective material development for various linguistic levels, learning contexts, and
cultural settings. Through a combination of theoretical discussions, practical exercises, and hands-on projects, students will acquire
the skills and knowledge necessary to create impactful, engaging, and culturally sensitive language learning resources.
PRE-REQUISITE :
CO-REQUISITE :
CREDIT UNIT(S) :
CLASS SCHEDULE :
QUALITY POLICY, VISION, MISSION AND CORE VALUES
QUALITY POLICY
BIT International College is committed to provide EXCELLENCE in Administration & in Teaching-Learning Environment & SERVICE to the community through a
dynamic quality management system.
Vision
Bastion of Intelligence, Technology, Innovation and Competence: A Ground Work to University Status
Mission
Building an Individual’s Tomorrow
Core Values
Benevolence, Industry, Trustworthy, Innovative, Competence
GRADUATE ATTRIBUTES OF A BIT IC’ian INSTITUTIONAL LEARNING OUTCOMES
Benevolent and committed to community service a. Apply moral and ethical standards in leading others
b. Initiate the creation of, and participate actively in, community-oriented advocacies that contribute
to community development and nation building
c. Apply ethical principles to evaluate advocacies
Industrious, motivated and articulate communicator d. Express ideas effectively using proper, polite and technically-correct language
e. Iniiate projects that make an impact to communities
Technology-literate f. Utilize technology at work with ease
g. Continue to improve skills in using technology at work
Innovative and critical thinker h. Apply problem-solving skills
i. Produce alternative solutions, processes, and approaches to problem-solving
Competent, life- and career-skilled individual i. Apply the standards and practices of their major or program of study
k. Engage in continuing personal and professional development

PROGRAM LEARNING OUTCOMES

Common to All Programs
Engage in lifelong learning and understanding of the need to keep abreast of the developments in Maritime practice. (PQF level 6 descriptor).;
Communicate orally and in writing using both English and Filipino;
Work indepedenlty and in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor);
Act in recognition and practice of professional, social, and ethical accountability and responsibility ; and
Preserve and promote “Filipino historical and cultural heritage” (RA 7722)
Common to BEED and BSED Programs
A. Articulate the rootedness of education in philosophical, soccio-cultural, historical, psychological and political contexts
B. Demonstrate mastery of subject matter.discipline
C. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment
D. Develop innovative curriculla, instructional plans, teaching approaches, and resources for diverse learners
E. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
F. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
G. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
H. Pursue lifelong varied experiential and field-based opportunities.
Specific to BSED major in English
A. Posses broad knowledge of language and literature for effective learning
B. Use English as aglocal language in a multilingual context as it applies to the teaching of language and literature
C. Acquire extensive reading background in language, literature, and allied fields
D. Demonstrate proficiency in oral and written communication
E. Shows competence in employing innovative language and literature teaching approaches, methodologies and strategies.
F. Use technology in facilitating language learning and teaching
G. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature
H. Display skills and abilities to be a reflective and researched-oriented language and literature teacher
Course Content:

Prelim : Introduction to Language Learning Theories, Needs Analysis, Learning-Centered Approaches

Midterm : Language Skills Integration, Cultural Consideration, Technology in Material Development
Semi-Finals : Assessment and Evaluation, Adaptation and Flexibility, Quality Assurance
Finals : Ethical Consideration, Professional Development, Project-Based Learning

Week Topics Intended Learning Outcome Methodologies Assessment Tools

Number At the end of the topic the learner must have
1-2 Introduction to a. Develop a comprehensive -Lecture -Oral Recitation
Language Learning understanding of prominent language -Class Discussion -Seatwork
Theories learning theories. -Exercises -Quizzes

b. Apply language learning theories to

practical teaching scenarios.

c. Evaluate and critique language

learning theories to inform teaching
practices.

Needs Analysis a. Develop a comprehensive -Class Discussion -Written Exam

3 understanding of needs analysis -Student Interaction -Seatwork
methodologies and theories. -Oral Recitation

b. Enhance practical skills in

conducting effective needs
assessments.

c. Promote needs analysis insights to

inform strategic decision-making and
resource allocation.
Learning-Centered a. Demonstrate comprehensive -Class Discussion -Quizzes
4-5 Approaches knowledge of learning theories and -Group Work -Accomplished Matrix
their application in designing learning- -Interaction -Exercises to answer
centered approaches. -Reflection
 b. Develop and implement learning-
centered instructional strategies that
promote active participation, critical
thinking, and student engagement.

c. Adapt learning-centered approaches

to meet the diverse needs of learners
and create an inclusive educational Prelim Examination
environment.

Language Skills a. Understand possessing a -Class Discussion -Quizzes

6-7 Integration foundational knowledge of linguistics, -Student Interaction -Oral Recitation
including syntax, semantics, -Group Activity -Reflection
phonetics, and pragmatics, is essential
for integrating language skills
effectively.
b.Develop communication styles for
different purposes and audiences is a
crucial skill.
c. Adapt language skills integration
often requires adapting to evolving
communication needs and changing
contexts.
Cultural Consideration a. Understand the cultural -Sharing of experiences -Quizzes
8 backgrounds present in the classroom. -Interactive Discussion -Exercises to answer
-Individual activity -Reflection/Insights
b. Identify the cultural differences
among students. This involves
recognizing diverse learning styles,
communication preferences, and
values that may differ across cultures.

c. Adapt and respect the cultural

consideration of others.

9 Technology in Material a. Understand the capabilities and -Class Discussion -Writing Insights
Development limitations of various tools, software, -Powerpoint Presentatiion -Long Exam
and platforms that can enhance -Video Clips -Demonstration of
 material development. Technology

b. Possess the technical skills required

to create, modify, and adapt digital
content. This includes proficiency in
using educational software,
multimedia tools, and digital resources
to design engaging and interactive
materials.

c. Embrace a positive attitude towards

technology integration, demonstrating
a willingness to explore and adopt new Midterm Examination
tools.

10-11 Assessment and a. Describe the various types of -Class Discussion -Quizzes
Evaluation assessments, such as formative and -Students Interaction -Oral Recitation
summative assessments.

b. Demonstrate the ability to create

effective assessments that align with
learning objectives. This could include
writing clear and measurable learning
outcomes.

c. Promote an attitude of fairness and

equity in assessment practices.

12-13 Adaptation and a. Develop activities that challenge -Class Discussion -Quizzes
Flexibility students to think critically in situations -Lecture -Seatwork
where they need to adapt. -Group Activity -Reflection
-Class Participation
b. Practice problem-solving exercises
that require quick decision-making and
flexibility.

c.Promote adaptation and flexibility in

the classroom.
 Quality Assurance a. Possess a strong understanding of -Lecture -Quizzes
14 curriculum development principles and -Discussions -Group Presentation of
frameworks to ensure alignment with -Groupwork Output
educational standards and learning -Exercises
objectives.

b. Demonstrate the ability to design

effective and engaging lesson plans,
incorporating a variety of instructional
methods and materials to cater to
diverse student needs.

c. Engage in ongoing professional

development to stay informed about
the latest educational research,
methodologies, and trends, integrating
this knowledge into lesson planning.
Semi-Final Examination
Ethical Consideration a. Analyze situations and make ethical -Class Discussion -Quizzes
decisions within the context of the -Lecture -Reflection
15-16 lesson content. -Students Interaction

b. Demonstrate an understanding and

appreciation for diverse perspectives,
including ethical viewpoints, within the
lesson content.

c. Integrate activities that require

students to express their ethical views
through class discussions, written
reflections, or presentations.

17 Professional a. Demonstrates a comprehensive -Class Discussion -Written Exam

Development understanding of industry trends, best -Group Activity -Oral Presentation
practices, and emerging technologies
relevant to the profession.
 b. Possesses exceptional
organizational and time-management
skills, effectively prioritizing tasks to
meet deadlines and achieve
professional goals.

c. Exhibits a strong commitment to

personal and professional growth,
actively seeking opportunities for
advancement and skill enhancement.

Project-Based Learning a. Understand the interdisciplinary -Class Discussion -Exercises to answer

18 subjects: Project-Based Learning often -Group Work -Oral Presentation
involves addressing real-world
problems that require knowledge from
multiple disciplines.

b. Emphasizes collaborative work,

requiring individuals to work
effectively in teams.

c. The ability to adjust strategies,

revise plans, and embrace new ideas
is vital for success in a project-based Final Examination
learning environment.

Course Evaluation Written Test: Chapter Tests and Periodical Tests

Pre Oral and Oral Defense
Research Writing
Course First Office Test-Topics and Title, Statement of the Problem and Rationale (Reporting)
Requirements Prelim-Related Literature and Studies, Theoretical and Conceptual Framework (Reporting)
Midterm-Research Procedures and Statistical Treatment (Reporting)
Semi Finals-Questionnaire (Reporting)
Finals-Pre oral Examination
Grades Prelim to Semi Final
Interpretation Chapter Test …………..35%
 Periodical Test……….. 45%
% Grade Letter Descriptive Five Point Grading Remarks
Grade Rating
90-100% A Excellent 1.0 Meets minimum competence with exceptional score
80-89 % B Very Good 1.5 Meets minimum competence with over and above average score
70-79 % C Good 2.0 Meets minimum competence with above average score
60-69 % D Satisfactory 2.5 Meets minimum competence with average score
50-59 % E Pass 3.0 Meets minimum competence
0-49 % F Fail 5.0 Does not meet the minimum competence
Chapter Output……… 20 %
Finals
Chapter Test …………..30%
Periodical Test……….. 35%
Oral Defense…..……… 30 %

Available Course CM1 Syllabus

Material CM2 Handout

References R1
R2
R3
R4
R5
R6

Other Policies OP1 Attendance- 10 consecutive or non-consecutive absences means drop

OP2 No proper uniform, no entry
OP3 Fifteen minutes late is considered absent.
OP4 The cost of test papers and handouts will be one peso per page.
OP5 Failure to undergo the pre oral examination on the scheduled date shall be marked incomplete.
OP6 During periodic test, strictly no admission, no test.
OP7 Special examination will be given only two weeks after the scheduled final examination
OP8 No special exam for missed chapter tests.
OP9 Each group shall not to exceed five members. The department head/dean will be the one to identify the leaders
and members of the group.
OP10 Expenses of the research output shall be divided equally by every group member
OP11 Any complain regarding behavior of group mates shall be put into writing and it will be acted upon.