FEU ROOSEVELT

Tertiary education division

Program: BS ___

VISION-MISSION
Vision: FEU ROOSEVELT envisions a productive and responsible citizenry empowered through education.
Mission: Promote the value of RESILIENCY through programs that advocate teamwork, and collaboration; Develop COMPETENCE in lifelong
learners; nurture their ability to be effective communicators, creative and critical thinkers; Instill INTEGRITY of mind, body and spirit.
FEUR supports a dynamic curriculum to realize its vision.

PEOs are CHED’s Program Goals

Common to All FEUR Programs Specific to the Program Specific to the Course
Mission Graduate Attributes Institutional Intended Program Educational Program Outcomes Course Learning
Learning Outcomes Objectives (from CMO) Outcomes
Graduates of the program, Upon successful completion of At the end of the course, the
three to five years after the program, the student will be students should be able to:
graduation are: able to:
Respectful of Diverse Recognize, appreciate, and 1. Demonstrate in-depth
Learners and Ideas accept diverse learners and PEO 1. Licensed professional understanding of the diversity
ideas. teachers of learners in various learning
Responsive and Respond and be responsible areas
Accountable in Group for agreed tasks. PEO 2. Gainfully employed in 2. Manifest collaborative
RESILIENCE Tasks a government (i.e., DepEd) skills and a sense of A. Examine the
Flexible in adapting to Flexible in dealing with recognized elementary or high accountability for assigned principles, factors, and
changes and challenges changes and challenges in school tasks contexts of language
multiple modalities and in
acquisition and learning
eliciting alternative 3. Utilize appropriate
perspectives.
PEO 3. Teachers who possess
assessment and evaluation
through various
the knowledge, attitudes, teaching/learning
values and skills for lifelong tools to measure learning
learning outcomes events/scenarios; and
4. Manifest meaningful
and comprehensive
pedagogical content
knowledge (PCK) of the
different subject areas

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Logical and Scientific Organized and systematic in 5. Develop innovative

in knowledge and skills acquiring and applying curricula, instructional plans,
knowledge and skills. teaching approaches and
Imaginative, innovative Utilize available resources for resources for diverse learners
B. Demonstrate
and resourceful specific and significant needs. research-based content
Facilitate and engage Confidently facilitate and knowledge on the
COMPETENCE
confidently in engage in both oral and 6. Manifest skills in relationship of language
communication for written communication. communication, higher order acquisition and learning
social transformation thinking and use of tools and theories to classroom
technology to accelerate practice.
learning and teaching
Optimistic and Demonstrate the ability to live 7. Manifest a desire to
Enthusiastic with a positive outlook in life. create a healthy work-life
Physically fit, active, Plan and engage in healthy balance that promotes
and healthy physical activities. physical, mental and spiritual
Honest to oneself and Demonstrate honesty and well-being.
INTEGRITY others fairness in all undertakings
through sound judgment. 8. Practice professional
Morally upright and Morally upright and and ethical teaching standards
uphold values, cultures demonstrate an understanding sensitive to the local, national
and tradition of equality with diverse and global realities
values, culture and tradition.

Course Title: Principles and Theories of Language Course Code:

Acquisition and Learning
Course Credit: 3 Units Room and Schedule: Course Prerequisite:
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 Structure and Content

Week/Date CLO Topics Intended Leaning Learning Activities Assessment Tasks
Outcomes: Teaching methods for interactive Evidences to measure
At the end of the lesson, learning experiences achievement of
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the students should be Learning Outcomes

able to: and Course Learning
Outcomes
Demonstrate Discussion of Syllabus Product: signed eCopy
understanding of the Expectation Setting by Students of the syllabus
Wk 1 Course Intended Learning Grouping by Degree Program or signifying agreement to
Aug 22 & 25 Outcomes and the Major everything in it
evidences for their (Formative, no point
Introduction to the
attainment. value, BUT part of the
Course
ePortfolio which is
graded)

• Brainstorming Students may

brainstorm and discuss their •Objective Quiz
Wk 2 a. Define language and answers to the following
Aug 29 & Sept 1. The Nature of learning according to questions: •LAS #1
1 Language and Learning different authorities; - How does learning lake place?
b. Discuss how one’s - How can a person ensure
A understanding of success in language learning?
language determines how - What is the optimal
•Definition of Language once teaches it; and interrelationship of cognitive,
c. Share their insights on - affective, and physical domains
A how one’s understanding for successful language learning?
Wk 3 • Definition of Learning of the way a learner - What are the effects of varying
Sept 5 & 8 methodological approaches,
learns determine one’s
philosophy of education, textbooks, materials, teacher
teaching style, approach, - styles, and institutional factors?
methods, and classroom
techniques.

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2. Theories of First
Language (L1) a. Explain the theories • Philosophical Chairs
Acquisition and –We acquire language due to •Objective Quiz
stages of first language nurture.
• The Behavioristic acquisition; – We acquire language due to • Reflection Log -
Approaches nature. Students write their
A b. Examine different realizations after the
• The Nativist Approach cases on Depending on whether they agree discussion
Wk 4 how a child learns their or disagree with this statement,
Sep 12 & 15 • Cognitive theory first language; and students move to one side of the •LAS #2
room or the other. From that spot,
• The Functional c. Cite scenarios on how students take turns defending
B Approaches parents, teachers, and the their positions.
community helped the
Wk 5 • Stages in Child development of a child’s • Case studies Students present
Sep 19 & 22 Language Acquisition L1. different cases and scenarios on
the development of child’s first
language

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• Socratic Questioning The

teacher may discuss the concepts
Wk 6 3. Schools of Thought in a. Compare and contrast by throwing questions to the •Students present their
Sep 26 & 29 Second Language each school of thought of students 3Whs What is it? ideas to the class. A
A Acquisition language acquisition; (definition) What do others say rubric on oral
Wk 7 about it? (research findings and recitation/engagement
Oct 3 & Oct 6 • Structural Linguistics b. Examine the teaching related literature) What is its may be used.
and Behavioral implications relevant to teaching implications?
Psychology each school of thought; •Objective Quiz
and • Affinity Mapping How are
B • Generative Linguistics these schools of thoughts •LAS #3
and Cognitive c. Point out classroom manifested in a language
Psychology practices that manifest classroom? Students generate
each school of thought. responses by writing ideas on
• Constructivism: A post-it notes (one idea per note)
Multidisciplinary and placing them in no particular
arrangement on a wall,
whiteboard, or chart paper. Once
lots of ideas have been generated,
have students begin grouping
them into similar categories, then
label the categories and discuss
why the ideas fit within them,
how the categories relate to one
another, and so on.

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Wk 8 • Pen and Paper Test

Oct 10 &13 4. Theories of Second 4. Theories of Second • Students may watch the video
Language (L2) Language (L2) on the “Benefits of a Bilingual • Reflection Log -
Wk 9 Acquisition Acquisition Brain” Students write their
Oct 17 & 20 https://www.youtube.com/watch realizations on how
• The acquisition-learning ?v=MMmOLN5zBLY they think they learned
A distinction • The acquisition-learning their L1 and L2.
distinction
• The natural order •Group Facilitation Students may • Rubric on writing
hypothesis - Transitional be grouped and each group is slogans may be used to
A forms • The natural order assigned one theory to discuss. evaluate students’
hypothesis - Transitional Students also cite classroom summarized concepts
• The Monitor Hypothesis forms practices that is reflective of the on what they have
- Individual variation in different theories. learned in the entire
Monitor use unit
• The Monitor Hypothesis •Bumper Stickers Students may a
• The input hypothesis - - Individual variation in write a slogan-like bumper
Statement of the Monitor use sticker to sum up the entire unit
hypothesis - Evidence in one sentence.
supporting the hypothesis

• The affective filter • The input hypothesis -

hypothesis Statement of the
hypothesis - Evidence
supporting the hypothesis

• The affective filter

hypothesis

Mid Term Exam Week

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Wk 10 5. The Causative Variable a. Discuss the variables in

Oct 31& Nov in Second Language L2 acquisition; Reflective Activity Students
3 Acquisition reflect on the following
b. Cite research-based questions: • Objective Quiz
Wk 11 A • The causative variables classroom practices that - What are the teaching
Nov 7 & 10 addresses the different implications for each causative
• Language teaching: variable of L2 variable? • LAS #4
Wk 12 does it help? - When acquisition; - What cognitive processes are
Nov 14 & 17 language teaching helps - we also developing when we
B When language teaching c. Cite teaching teach language and how might
Wk 13 does not help implications for each they contribute to language
Nov 21 & 24 causative variable; and learning?
• Exposure variables - What affective aspects need to
d. Create their own be taken into account when
• Age Language Acquisition conducting a language lesson?
Model or Framework that - How do we stimulate students’
• Acculturation shows the relationship of interest in language learning?
language acquisition and (e.g. How do we help students
learning theories to who don’t like reading become
classroom practice. interested in reading in a
language classroom?) Based from
the case 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.
6. Approaches to a. Discuss the varied • LAS #5
Wk 14
Language Teaching approaches to language •Objective quiz
• Present-day Teaching teaching;
Methods
Wk 15
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A - Grammar-translation b. Cite specific classroom

- Audio-lingualism practices wherein each
Wk 16 - Cognitive-code - Direct approach is applied; and
B Method - Natural
approach - Total Physical c. Relate the principles of
Wk 17 Response - Suggestopedia interactive language
and Desuggestopedia • teaching to classroom
The Principles of practices.
Wk 18 Interactive Language
Teaching

Final Exam Week

References:
Brown, D.H. (n.d.). Principles of language teaching and learning. San Francisco State University Castello, D. (2016). First language
acquisition and classroom language learning: Similarities and differences. Retrieved at
https://www.birmingham.ac.uk/Documents/collegeartslaw/cels/essays/secondlanguage/First-Language-Acquisition-and-Classroom-
Language-Learning-Similarities-and-Differences.pdf “First Language Acquisition” Retrieved at
http://pandora.cii.wwu.edu/vajda/ling201/test4materials/ChildLangAcquisition.htm Freeman, D. & Anderson, M. (2011). Techniques and
principles in language teaching. Oxford University Press 2011 Krashen, S. (2009). Principles and practice in second language
acquisition. University of Southern California Krashen, S. (2003). Explorations in language acquisition and use: The Taipei Lectures.
Portsmouth, NH: Heinemann Milambiling, J. (2011). Bringing one language to another: Multilingualism as a resource in the language
classroom. English Teaching Forum. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/49_1_4_milambiling-1.pdf
Nacamulli, M. (2015). The benefits of a bilingual brain. Retrieved at https://www.youtube.com/watch?v=MMmOLN5zBLY Wang, H. &
Hill, C. (2011). A paradigm shift for English language teaching in Asia: From imposition to accommodation. The Journal of Asia TEFL.
Vol. 8, No. 4, pp. 205-232 Zafar, M. (2010). Monitoring the 'monitor': A critique of Krashen's five hypotheses. The Dhaka University
Journal of Linguistics: Vol. 2 No.4 August 2009 Page: 139-146

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Grading System Grade Point Equivalent

Midterm Period Summative Assessments (sample) Letter Quality Numerical
Performance Task, Process and/or Product 20% Grade Point Equivalent
Reflective Journals A 4.00 92-100
Midterm Period Grade = 50%
20% B+ 3.50 85-91
(First half of the semester)
ePortfolio 30% B 3.00 78-84
Midterm Exam 30% C+ 2.50 71-77
C 2.00 64-70
Midterm Period Grade = 100% D+ 1.50 57-63
Final Period Summative Assessments (sample) D 1.00 50-56
Final Period Grade = 50% Performance Task, Process and/or Product 20% F 0 49-below
(Second half of the semester) Reflective Journals
20%
ePortfolio 30%
Final Exam 30%
Final Period Grade = 100%
Final Grade: Midterm Period Grade + Final Period Grade / 2
Class Policies
Attendance
1. Every student is required to attend classes at least 80% of the total number of hours prescribed by the course.
2. A student who is absent due to illness must submit a physician’s certification of his/her illness, or if due to some other valid reason, must
present an excuse letter from his/her parents or guardian.
3. It is the student’s responsibility to contact the professor or a classmate to determine what was missed during his/her absence. 
4. Only students whose absence is excused are allowed to make up for missed graded tasks during the excused absence.
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5. Any student who accumulates more than the maximum number of absences allowed in a given course (20% of total hours required) is
disqualified from earning the course unit and is dropped automatically from the class.

Cell Phones
6. Cell phone use on campus is allowed but should never be disruptive to others. Cell phones must be on silent mode whenever possible.
7. Cell phones may be used during classes only with the permission of the professor.

Classroom Conduct and Behavior

8. Students are expected to be professional and respectful of other students, instructors, administration, and staff. This includes verbal and
physical behavior as well as language used in email, FB messenger, MS teams and phone messages.

Academic Integrity
9. Students are expected to come to class on time
10. Students are expected to submit requirements on time.
11. Students are expected to submit original work for all course assignments, including exams.
12. Students are responsible for their own conduct and all cases of dishonesty (e.g., plagiarism, cheating) will be reported to the proper school
officials for further investigation and appropriate sanctions.
Prepared by: (name of faculty member) Date of Effectivity: August 14, 2023
Approved by:
Consultation Hours: (Part time faculty: by appointment)
(Full time: 10 hours/week)
Dean: Victor Tabuzo, Ed.D.

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