PRELIMINARIES
GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOME Produce a coherent and cohesive formal essay about their understanding on the psychology of language.
CONTENT I. Language Acquisition e. Word Learning
a. Language Acquisition and Universal Grammar f. Pidgins and Creoles
b. Bilingualism g. Parameter Resetting
c. Transfer in Second Language Acquisition h. Grammatical Conservatism
d. Transfer in Child Second Language Acquisition
ASSESSMENT 1000+ words Essay about the Psychology of Language
TIME FRAME WEEK 1 - Session 1 (90 minutes) WEEK 1 - Session 2 (90 minutes)
ACTIVITIES EXPLORE FIRM UP
(STRATEGIES) (The class is preferably held in Computer Laboratory) The students will:
The students will: 1. Re-answer the pre-discussion questions given last session based on the video
1. Answer the pre-discussion questions: clips presented to them;
How do babies get so good at language so quickly? 2. Form a group and discuss with the members the things they have searched;
What happens when babies are exposed to more than one language at and
the same time? 3. Share to the entire class their collated answers on the pre-discussion
How does our first language influence learning new ones? What gets questions in association with the other resources they have searched.
moved over from the old languages to the new?
Do children have an easier time learning a second language than
adults? What paths do kids travel for acquiring new languages?
2. Watch the videos of LingSpace about Language Acquisition and Universal
Grammar, Bilingualism, Transfer in Second Language Acquisition, and
Transfer in Child Second Language Acquisition.
Assignment:
Look for other resources that will help you understand more the four topics which
watched videos discussed.
RESOURCES Language Acquisition and Universal Language: [Link]
Bilingualism: [Link]
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Transfer in SLA: [Link]
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Transfer in Child SLA: [Link]
TIME FRAME WEEK 2 - Session 1 (90 minutes) WEEK 2 - Session 2 (90 minutes)
ACTIVITIES EXPLORE FIRM UP
(STRATEGIES) (The class is preferably held in Computer Laboratory) The students will:
The students will: 1. Re-answer the pre-discussion questions given last session based on the video
1. Answer the pre-discussion questions: clips presented to them;
How do we learn new words? What guidelines do we follow for picking 2. Form a group and discuss with the members the things they have searched;
up new terms? and
How do we communicate with groups who don't speak the same 3. Share to the entire class their collated answers on the pre-discussion
language as us? What happens when kids start learning the linguistic questions in association with the other resources they have searched.
systems we construct?
How do we change our grammars when we pick up a new language?
Is there a limit to how much we can shift?
What kinds of mistakes do kids make in their sentences?
2. Watch the videos of LingSpace about Word Learning, Pidgins and Creoles,
Parameter Resetting, and Grammatical Conservatism.
Assignment:
Look for other resources that will help you understand more the other four topics
which watched videos discussed.
RESOURCES Word Learning: [Link]
Pidgins and Creoles: [Link]
Parameter Resetting: [Link]
Grammatical Conservatism: [Link]
TIME FRAME WEEK 3 - Session 1 (90 minutes) WEEK 3 - Session 2 (90 minutes)
ACTIVITIES DEEPEN
(STRATEGIES) The teacher will have a question and answer session with the students regarding the The teacher will have a question and answer session with the students regarding the
following topics: following topics:
a. Language Acquisition and Universal Grammar a. Word Learning
b. Bilingualism b. Pidgins and Creoles
c. Transfer in Second Language Acquisition c. Parameter Resetting
d. Transfer in Child Second Language Acquisition d. Grammatical Conservatism
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TIME FRAME WEEK 4 - Session 1 (90 minutes) WEEK 4 - Session 2 (90 minutes) WEEK 5 - Session 1 (90 minutes) WEEK 5 - Session 2 (90 minutes)
ACTIVITIES TRANSFER
(STRATEGIES) The students will have a 40-item unit test The students will have a 40-item unit test The students will be asked to draft an The students will be finalizing their
covering the topics: covering the topics: essay about psychology of language formal essay about psychology of
a. Language Acquisition and a. Word Learning based on the eight topics discussed in language. They are expected to submit
Universal Grammar b. Pidgins and Creoles the previous sessions. In doing so, they the output within the day.
b. Bilingualism c. Parameter Resetting are required to follow of an APA format.
c. Transfer in Second Language d. Grammatical Conservatism
Acquisition
d. Transfer in Child Second
Language Acquisition
TIME FRAME WEEK 6
ACTIVITIES TERM EXAMINATION
(STRATEGIES) *** end of preliminaries ***
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MIDTERMS
GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOME Produce a coherent and cohesive literature and study review about Sociolinguistics
CONTENT II. Historical and Sociolinguistics e. Gender and Language Processing
a. Sociolinguistics and Dialects f. Lingua Francas
b. The History of English g. Historical Reconstruction
c. Semantic Shift h. Taboo Language and Euphemisms
d. Writing Systems
ASSESSMENT RRLS making of a study that deals with Sociolinguistics
TIME FRAME WEEK 7 - Session 1 (90 minutes) WEEK 7 - Session 2 (90 minutes)
ACTIVITIES EXPLORE FIRM UP
(STRATEGIES) (The class is preferably held in Computer Laboratory) The students will:
The students will: 1. Re-answer the pre-discussion questions given last session based on the video
1. Answer the pre-discussion questions: clips presented to them;
What kinds of variation do we see in language? What does it mean for 2. Form a group and discuss with the members the things they have searched;
a linguistic system to be classified as a dialect or its very own capital-L and
Language? 3. Share to the entire class their collated answers on the pre-discussion
Where did English come from? How has it changed and evolved over questions in association with the other resources they have searched.
time to become the powerhouse language it is today?
How do the meanings of words change over time?
How long have we been writing? What sorts of character systems do
we use?
2. Watch the videos of LingSpace about Sociolinguistics and Dialects, History of
English, Semantic Shift, and Writing Systems.
Assignment:
Look for other resources that will help you understand more the four topics the
watched videos discussed.
RESOURCES Sociolinguistics and Dialects: [Link]
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The History of English: [Link]
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Semantic Shift: [Link]
Writing Systems: [Link]
TIME FRAME WEEK 8 - Session 1 (90 minutes) WEEK 8 - Session 2 (90 minutes)
ACTIVITIES EXPLORE FIRM UP
(STRATEGIES) (The class is preferably held in Computer Laboratory) The students will:
The students will: 1. Re-answer the pre-discussion questions given last session based on the video
1. Answer the pre-discussion questions: clips presented to them;
How do we deal with gender when we process language? Do we take it 2. Form a group and discuss with the members the things they have searched;
into consideration when we hear words and sentences? and
How do some languages get to be so widespread? What happens to 3. Share to the entire class their collated answers on the pre-discussion
them once they're in such broad use? questions in association with the other resources they have searched.
What did our languages sound like before we had written records?
How can we work that out?
What kinds of words are off-limits in different languages? How deeply
does profanity affect us?
2. Watch the videos of LingSpace about Gender and Language Processing,
Lingua Francas, Historical Reconstruction, and Taboo Language and
Euphemisms.
Assignment:
Look for other resources that will help you understand more the other four topics
which watched videos discussed.
RESOURCES Gender and Language Processing: [Link]
Lingua Francas: [Link]
Historical Reconstruction: [Link]
Taboo Language and Euphemisms: [Link]
TIME FRAME WEEK 9 - Session 1 (90 minutes) WEEK 9 - Session 2 (90 minutes)
ACTIVITIES DEEPEN
(STRATEGIES) The teacher will have a question and answer session with the students regarding the The teacher will have a question and answer session with the students regarding the
following topics: following topics:
a. Sociolinguistics and Dialects a. Gender and Language Processing
b. The History of English b. Lingua Francas
c. Semantic Shift c. Historical Reconstruction
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d. Writing Systems d. Taboo Language and Euphemisms
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TIME FRAME WEEK 10 - Session 1 (90 minutes) WEEK 10 - Session 2 (90 minutes) WEEK 11 - Session 1 (90 minutes) WEEK 11 - Session 2 (90 minutes)
ACTIVITIES TRANSFER
(STRATEGIES) The students will have a 40-item unit test The students will have a 40-item unit test The students will be asked to draft their The students will be finalizing draft their
covering the topics: covering the topics: literature and study review that deals literature and study review that deals
a. Sociolinguistics and Dialects a. Gender and Language with Sociolinguistics using the articles or with Sociolinguistics. They are expected
b. The History of English Processing study they have searched from weeks 7 to submit the output within the day.
c. Semantic Shift b. Lingua Francas and 8 sessions. In doing so, they are
d. Writing Systems c. Historical Reconstruction required to follow of an APA format.
d. Taboo Language and
Euphemisms
TIME FRAME WEEK 12
ACTIVITIES TERM EXAMINATION
(STRATEGIES) *** end of midterms ***
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FINAL TERM
GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOME Produce a coherent and cohesive term paper about Psycho- and Neurolinguistics.
CONTENT III. Psycho- and Neurolinguistics e. Parsing Strategies
a. Language and the Brain f. Eye Tracking
b. Neurolinguistic Processing g. The Arbitrariness of the Sign and Onomatopoeia
c. Aphasia h. Ambiguities
d. Priming
ASSESSMENT Term Paper Writing about Psycho- and Neurolinguistics
TIME FRAME WEEK 13 - Session 1 (90 minutes) WEEK 13 - Session 2 (90 minutes)
ACTIVITIES EXPLORE FIRM UP
(STRATEGIES) (The class is preferably held in Computer Laboratory) The students will:
The students will: 1. Re-answer the pre-discussion questions given last session based on the video
1. Answer the pre-discussion questions: clips presented to them;
Where in the brain is language located, and how do we know? 2. Form a group and discuss with the members the things they have searched;
What steps does our brain go through when we encounter language, and
and how can we measure what those steps are? 3. Share to the entire class their collated answers on the pre-discussion
What happens when we lose our ability to use language? What questions in association with the other resources they have searched.
difficulties do we run into when studying language loss? 4.
What connections do we make when we encounter language? How
long does it take us to spot these ties?
2. Watch the videos of LingSpace about Language and the Brain,
Neurolinguistics Processing, Aphasia, and Priming.
Assignment:
Look for other resources that will help you understand more the four topics the
watched videos discussed.
RESOURCES Language and the Brain: [Link]
Neurolinguistic Processing: [Link]
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Aphasia: [Link]
Priming: [Link]
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TIME FRAME WEEK 14 - Session 1 (90 minutes) WEEK 14 - Session 2 (90 minutes)
ACTIVITIES EXPLORE FIRM UP
(STRATEGIES) (The class is preferably held in Computer Laboratory) The students will:
The students will: 1. Re-answer the pre-discussion questions given last session based on the video
1. Answer the pre-discussion questions: clips presented to them;
How do we build sentences based on what we see and hear? What 2. Form a group and discuss with the members the things they have searched;
approaches do we take to work out what's being said? and
What do our eyes do while we read written language? What can their 3. Share to the entire class their collated answers on the pre-discussion
movements tell us about our processing? questions in association with the other resources they have searched.
How much meaning is there just in sounds? How much are words alike
across languages?
Why do so many words and sentences have multiple meanings? How
do we deal with all of the overlaps?
2. Watch the videos of LingSpace about Parsing Strategies, Eye Tracking, The
Arbitrariness of the Sign and Onomatopoeia, and Ambiguities.
Assignment:
Look for other resources that will help you understand more the other four topics
which watched videos discussed.
RESOURCES Parsing Strategies: [Link]
Eye Tracking: [Link]
The Arbitrariness of the Sign and Onomatopoeia: [Link]
Ambiguities: [Link]
TIME FRAME WEEK 15 - Session 1 (90 minutes) WEEK 15 - Session 2 (90 minutes)
ACTIVITIES DEEPEN
(STRATEGIES) The teacher will have a question and answer session with the students regarding the The teacher will have a question and answer session with the students regarding the
following topics: following topics:
a. Language and the Brain a. Parsing Strategies
b. Neurolinguistic Processing b. Eye Tracking
c. Aphasia c. The Arbitrariness of the Sign and Onomatopoeia
d. Priming d. Ambiguities
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TIME FRAME WEEK 16 - Session 1 (90 minutes) WEEK 16 - Session 2 (90 minutes) WEEK 17 - Session 1 (90 minutes) WEEK 17 - Session 2 (90 minutes)
ACTIVITIES TRANSFER
(STRATEGIES) The students will have a 40-item unit test The students will have a 40-item unit test The students will be asked to draft their The students will be finalizing draft their
covering the topics: covering the topics: term paper that deals with Psycho- and term paper that deals with Psycho- and
a. Language and the Brain a. Parsing Strategies Neurolinguistics using the articles or Neurolinguistics. They are expected to
b. Neurolinguistic Processing b. Eye Tracking study they have searched from weeks 13 submit the output within the day.
c. Aphasia c. The Arbitrariness of the Sign and 14 sessions. In doing so, they are
d. Priming and Onomatopoeia required to follow of an APA format.
d. Ambiguities
TIME FRAME WEEK 18
ACTIVITIES TERM EXAMINATION
(STRATEGIES) *** end of final term ***
Prepared by: Reviewed by: Approved by:
George Kevin N. Tomas Rubelyn M. Esperon, PhD Rubelyn M. Esperon, PhD
Instructor Program Head College Dean
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