COURSE INFORMATION

COURSE NAME: PRINCIPLES AND THEORIES OF LANGUAGE ACQUISITION AND COURSE CODE: MC ELT I
LEARNING
COURSE REQUIREMENT: Major Exams (Prelim, Midterm, Prefinals and Finals), Short Quizzes, COURSE 3 UNITS, 3 HRS./WEEK (18 WEEKS, 54 HRS.
Outputs, Attendance and Reflective Journal CREDIT: TOTAL
COURSE DESCRIPTION: This course provides an avenue for the pre-service English teachers to examine and demonstrate context knowledge on the principles, factors,
and contexts of language acquisition and learning based on theories and research findings. Moreover, the 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 At the end of this course, the pre-service teacher should be able to:
OUTCOMES: A. examine the principles, factors and contexts of language acquisitions 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.
COURSE GRADING SYSTEM:
PRELIM (20%) MIDTERM (20%) PREFINALS (20%) FINALS (40%)
MAJOR EXAM 25% 25% 25% 30%
OUTPUTS 25% 25% 25% 20%
PARTICIPATION 25% 25% 25% 25%
SHORT QUIZ 15% 15% 15% 15%
ATTENDANCE 10% 10% 10% 10%
TOTAL 100% 100% 100% 100%

TIME INTENDED CONTENT SUGGESTED TEACHING/LEARNING ACTIVITIES SUGGESTED ASSESSMENT

ALLOTMENT LEANRING
(WEEKS) OUTCOMES
(ILDS)
1-2 At the end of 1. The Nature of  Word/Tag Clouding  Students present their
these weeks, the Language and Learning  Think Pair Share word cloud and come up
pre-service  Definition of  Brainstorming with what are the
teachers should Language concepts related to
be able to:  Definition of language and learning. A
a. define Learning rubric will be used to
 language and evaluate students outputs
learning  The students will
according to synthesize the discussion
different they have with their
authorities groupmate and present
b. discuss how this to the class. The
one’s teacher may use rubric
understanding of for students’ oral
language presentation/engagement
determines how
once teachers it;
and
c. share their
insights on how
one’s
understanding of
the way a learner
learns determine
one’s philosophy
of education,
teaching style,
approach
methods and
classroom
techniques
3-4 At the end of 2. Theories of First  Philosophical chairs  Students deferred their
these weeks, the Language (L1)  Case Studies ideas by pointing out
pre-service Acquisition  Real World research based-findings
teacher should  The Behavioristic on languages acquisition
be able to: Approaches  Students write the
a. explain the  The Nativist situations and scenarios
 theories and Approach asked in an index card.
stages of first  Cognitive Theory They will summarize
language  The Functional common situations raised
acquisition Approaches and present this to the
b. examine  Stages in Child class.
different cases Language  Reflection Log
on how a child Acquisition
learns their first
language; and
c. cite scenarios
on how parents,
teachers and the
community
helped the
development of a
child L1.
5-6 At the end of 3. Schools of thought in  Socratic Questioning What is it? (Definition)  Students summarize the
these weeks, the Second Language What do others say about it? (research findings and different viewpoint of
pre-service Acquisition related literature) each school of thoughts
teacher should  Structural  Affinity Mapping and map once ideas
be able to: Linguistic and How are these schools of thoughts manifested in a pertaining to the big
a. compare and Behavioral language classroom? question.
contrast each Psychology Students generate responses by writing ideas on post-  Students presents their
school of thought  Generative it notes (one idea per note) and placing them in no ideas to the class
of language Linguistic and particular arrangement on a wall. Once lots of ideas
acquisition Cognitive have been generated, have students begin graphing
b. examine the Psychology them into similar categories then label the categories
teaching  Constructivism: and discuss why the ideas fit within them.
implications A
relevant to each Multidisciplinary
school of Approach
 thought; and
c. point out
classroom
practices that
manifest each
school of
thought.
7-10 At the end of 4. Theories of Second  Students may watch the video on the “Benefits of a  Students give their
these weeks, the Language L2 Acquisition Bilingual Brain” insights on the video
pre-service  The acquisition (https://www.youtube.com/watch?v=MMmOLN5zBLY)  Pen and Paper test
teacher should learning  Group Facilitation  Reflective Log
be able to: distinction Students may be grouped and each group is assigned Students write their
a. discuss the  The Natural one theory to discuss. Students also cite classroom realizations on how they
different theories Order practices is reflective to the different theories think they learned their
of second hypothesis  Case studies L1 and L2
language -Transitional Students may read different cases on how a child  Rubric on writing slogans
acquisition forms learns another language other than his/her mother may be used to evaluate
b. explain the  The Monitor tongue. students’ summarized
importance of Hypothesis concepts on what they
adherence to and -Individual have learned in the entire
utilization of the variation in unit.
principles behind monitor use
second language  The Input
teaching and hypothesis
learning; and -Statement of
c. give reactions the hypothesis
to research -Evidence
findings where supporting the
the principles of hypothesis
L2 teaching and  The affective
learning create filter hypothesis
 impact to
teachers’ and
students’
performance
11-13 At the end of 5. The Causative  Research findings presentation/case presentation  Students present orally
these weeks, the Variables in Second Students may search and present articles and the published
pre-service Language Acquisition researches on second language acquisition highlighting researches/cases they
teachers should  The Causative the different causative variables. have read on L2
be able to: Variables  Reflective Activity acquisition highlighting
a. discuss the  Language Students reflect on the following questions the causative variables
variables in L2 teaching; does it -What are the teaching implications for each causative  Pen and paper test
Acquisition help? variable?  Reflection Log
b. cite research- -When language -What cognitive processes are we also developing -Students write their
based classroom teaching helps when we teach language and how might they realizations on the
practices that -When language contribute to language learning? different concepts
addresses the teaching does -What affective aspects need to be taken into account highlighted
different not help when conducting a language lesson?  Students present their
variables of L2  Exposure -How do we stimulate students’ interest in language created L2 acquisition
acquisition variables learning? model framework
c. cite teaching  Age
implications for  Acculturation
each causative
variables
14-18 At the end of 6. Approaches to  Group Facilitation  Group
these weeks, the Language Teaching Students are grouped and each group is assigned one reporting/discussion on
pre-service  Present day L2 approach to discuss. the different L2
teacher should teaching Students also cite classroom practices that is reflective approaches
be able to: methods of the different approaches Students create an
a. discuss the -Grammar infographic on L2
varied translation approaches
approaches to -Audio-  Think Pair Share A rubric may be used to
 language lingualism Students share their insights on the different principles evaluate their outputs
teaching; -Cognitive code of interactive language teaching  Pen and paper test
b. cite specific -Direct method  Reflective Activity  Reflection Log
classroom -Natural How are language teachers’ practices (or what we Students write a
practices approach regard as “good practices”) shaped by different sets of reflection highlighting the
wherein each -Total Physical principles and ideas? importance of
approach is Response -What are the various diverse social contexts on which understanding the
applied; and -Suggestopedia language teaching takes place and what effect might it principles and theories of
c. related the and have on our language teaching practices? L2 acquisition to second
principles of Desuggestopedia language teaching
interactive  The Principles of
language Interactive
teaching to Language
classroom Teaching
practices

Suggested References:

 Crain, S., & Lillo-Martin, D.C. (1999). An introduction to linguistic theory and language acquisition. Malden, (MA): Blackwell Publishing Ltd.
 Linguistic Society of America. (2001). Language Acquisition. Washington: Birner, Betty.
 Linden, L. (2007). The Basic Theories of Language Acquisition. Norderstedt, Germany: GRIN Verlag
 Goodluck, H. (1991). Language acquisition: A linguistic introduction. Malden (MA): Blackwell Publishing Ltd.
 Castella, C. (2010). Jean Piaget’s theory on child language development. Retrieved February 4th, 2010, from eHow Website: http://www.ehow.com/about 6587239 jean-
theory-child-language-development.html
 Saxton, M. (2010). Child Language: Acquisition and development. Thousand Oaks, (CA): SAGE Publications Ltd.

Prepared and submitted by: Submitted to:

MELCHOR B. BONEO MA. ISABEL P. GABITO Ed.D.

Dean, College of Education