Bohol Northern Star College, Inc.
August 2022
College of Teacher Education January 2023
Education 1st Semester
Vision Mission
A pioneering Educational Institution in the To provide highly trained facilitators responsive to the needs of the
northeastern part of Bohol offering quality education community.
empowered by the virtues of, educated mind, noble
hearts and helpful hands, to be globally competent.
College Goals
1. Implement programs and policies for faculty and staff to pursue professional growth and development.
2. Train students to be good and productive citizens, internalizing the virtues of nationalism and values of life.
3. Produce graduates who are proficient, disciplined and world-class professionals.
4. Institutionalized research and development programs and projects.
5. Comply with relevant government-mandated training policies, programs, and standards.
Program Outcomes (from CMO No. 75, s. 2017 p. 4):
6.3.1.a. Possess broad knowledge of language and literature for effective learning.
b. Use English as a global language in a multilingual context as it applies to the teaching of language and literature.
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and
literature.
Class Information Instructor's Information
Instructor's
Section BSEd-English 2 Ma. Cecilia O. Budiongan MAEd
Name
Office
Schedule Thursday and Friday College Instructor
Designation
Time 8:00 – 9:30am Office Hours 8:00 – 12:30pm, 1:00 – 5:00pm
Mobile
Venue Education Building Room 1 +639507949269
Number
Course Information
Course Name Language, Culture, and Society Course Code Eng. Major 101
3 units, 3 hrs./wk. (18 weeks, 54 hrs.
Pre-requisite Subject None Course Credit
total)
Course Requirements
• Written Works
• Performance
• Reflective Journal/ Portfolio
• Major Exams
Grading System/ Averaging:
Written Works - 20%
Performance - 20%
Reflective Journal/Portfolio - 20%
Major Exams - 40%
Total - 100%
Course Description
This course allows the pre-service English teachers to explore the inextricable link between and among language, culture, and society and its
implications to the development of English as a global language and the ways by which it is learned and taught. With this, they must demonstrate
content knowledge and application of the lingua franca to cultural, societal, and even pedagogical development through a study of research-based
principles in language and language teaching. Also, they must be able to gain insights of responsive learning environments in terms of language
and community/society needs.
Course Learning Outcomes
At the end of the course, the pre-service teachers should be able to:
A. demonstrate content knowledge and application of the relationship of language, culture and society in the perspective of English
language teaching;
B. apply research-based knowledge and principles of English language teaching and learning through case presentations and journal
reviews; and
C. demonstrate an understanding of knowledge of language learning environments that respond to community contexts.
Time Intended Learning Suggested Teaching Learning
Allotment Outcomes (ILOs) Content Activities Suggested Assessment Indicator
Week 1 b. relate your personal CHAPTER 1: DEFINING AND
experiences with the topic;
RELATING LANGUAGE,
and
c. use your gained knowledge CULTURE, AND SOCIETY
1. Definition of Language
2. Language and Culture
3. Proponents of Language
Functions
4. Functions of Language
in preparing yourself as a 5. Relationship between
future global ELT.
Language and Culture
6. Transmission of culture and
language
7. Relationship between
language and society
Weeks 2-3 At the end of these weeks, the CHAPTER 2: LINGUISTIC
Review discussion on the Short objective quiz on
students should be able to: COMPONENTS OF LANGUAGE
Nature of Language and the Nature of Language Students were able to
Language Study and the and Language Study discuss the nature of
a. review concepts in linguistics 1. Review on Macro Skills,
Plurality of English and the Plurality of language, language
in reference to culture and Communicative Competence, (Online/Offline Teaching-Learning English study, and the plurality
society; Views on Language, and Activity) (Online/Offline Assessment) of English
b. differentiate linguistic terms Components of Grammar Debate about Standard
in general language study 2. First Language (L1) vs. Second Oral Recitation on the English vs World
(L1 vs L2, Mother Tongue Language (L2), Native Plurality of English to society Englishes (focusing on Students developed the
vs. Native Tongue, Pidgin vs. Language vs. Mother Tongue and language teaching arguments formulation) core values: educated
Creole, etc.); vs. Foreign Language (Online/Offline Teaching-Learning (Offline Assessment) mind and helpful hands
c. discuss the plurality of 3. Pidgins and Creoles Activity)
English and its implications 4. Macro and Micro Linguistic
to society and language Studies Creating a differentiation
teaching; 5. Prescriptive vs. Descriptive table on important
d. argue as to the need for 6. Diachronic vs. Synchronic contrasting literary terms
7. Oral vs. Written Language (Online/Offline Teaching-Learning
Standard English and World Activity)
Englishes; and 8. Plurality of English
relate Philippine English to a. Linguistic Universals and
Four S Brainstorming Activity
local/community needs. Universal Grammar
about the relationship of
b. English vs. Englishes
Philippine English to
c. Standard English
Community Needs
d. Definition of (Online/Offline Teaching-Learning
Multilingualism Activity)
e. The Multilingual Person
f.Common Language vs.
Multilingualism
g. World Englishes
h. Kachru’s Concentric Circles
(Inner, Outer, Expanding
Circles)
i. Philippine English
Week 4 PRELIMINARY EXAMINATION
Weeks At the end of these weeks, the CHAPTER 3: LANGUAGE AND Lecture discussion on the Verbal participation on
Students were able to
5-6 pre- service teacher (PST) HUMANS Language and Humans the discussion on comprehensively
should be able to: 1. Features of Human Language highlighting on its features, Concepts of Language discuss the concepts of
a. recognize the features that by Hockett functions and the non-human and Humans language and humans
distinguish human and 2. Difference between Sociolect communication (Online/Offline Assessment)
animal languages; and Regiolect (Online/Offline Teaching-Learning Group process Students developed the
3. Factors Affecting Sociolect Activity) assessment on core values: educated
b. identify the functions of
4. Halliday’s Language Functions Group documentation activity surveying community mind, noble heart, and
language distinct to humans;
5. Non-Human Communication on surveying the community and its language needs
c. identify contextual helpful hands
6. Transmission in Animal to determine the relationship (Online/Offline Assessment)
community and school
Language of language functions and Community and Language
learning activities in relation
school learning activities Needs Assessment
to language functions; 7. Animal Consciousness
(Online/Offline Teaching-Learning Documentation Report
d. discuss and present how 8. Experiments on Languages and Activity) (focusing on Completeness
animals communicate with Animals (Viki, Kanzi, Gua, Mixed-Pair-Discuss Activity or of Documentation,
humans and other animals Koko, etc.) the Elbow Partners Activity to Discussion Analysis on
with or without deeply discuss the ways on Community’s Needs, and
consciousness; and how animals communicate Organization)
e. imply tenets of language with humans and other (Online/Offline Assessment)
animals with or without Case Analysis/Journal
teaching and learning
consciousness within an Review of an
through analyzing the environment or community. Anthropological Linguistics
cases/experiments on apes (Offline Teaching-Learning Activity) Research on animals/apes
with human language. Case Analysis on Apes (focusing on Interest and
Experiment on the language Discussion, Depth of
of humans- a research-based Understanding with
perspective of teaching and Anthropological
learning a language Linguistics, and
Organization of Ideas)
(Online/Offline Teaching-Learning
Activity) (Online/Offline Assessment)
Weeks 7-8 At the end of these weeks, the pre- CHAPTER 4: LANGUAGE AND Match Mine: Trace What I Say Formative Assessment on
service teacher (PST) should be able CULTURE Activity- this is to trace the Concepts about Language Students were able to zero
to: origin of language in an and Culture through oral in on the relationship
a. trace the possibility of language 1. Accounts on the Origin of anthropological perspective participation between language and
origin in a cultural Language (Online/Offline Teaching-Learning (Online/Offline Assessment) culture.
(anthropological) perspective; Activity) Mastery Test on Language
2. Biblical, Mythological, Historical
b. recognize sign language as a Sign Language Appreciation and Humans and
and Scientific Accounts
Report to people with and Language and Culture
language of cultural significance 3. Otto Jesperson’s Language Origin
without t special needs (Online/Offline Assessment) Students developed the
to people with special needs; Hypotheses (Online/Offline Teaching-Learning Sign Language core values: educated
and 4. Semiotics or Sign Language Activity) Appreciation Performance mind, noble heart, and
c. identify the different theories of 5. Icon, Index, Symptom, Signal, and Discussion of research results of (focusing on Creativity of helpful hands
anthropological linguistics and Symbol common theories in language SL Presentation, Sincerity
relate them to society and and culture
6. Sign Languages (Finger Spelling, of Attitude towards SL
language learning through a (Online/Offline Teaching-Learning
Filipino Sign Language, other Users, and Group Effort)
case presentation. Activity) (Online/Offline Assessment)
means of SL, etc.)
7. Theories in Language and Culture Oral participation on
Sapir-Whorf Hypothesis research results in
Ethnopoetics language and culture
Oral Gesture Theory by Piaget (Online/Offline Assessment)
Week 9
MIDTERM EXAMINATION
Weeks At the end of these weeks, the pre- CHAPTER 5: LANGUAGE AND Historical Timeline of Timeline synthesis on
10-11 service teacher (PST) should be HISTORY Language Activity to trace the Language and History
able to: 1. Historical Timeline of development of language and Contents as formative Students were able
a. identify noteworthy linguists Noteworthy Linguists (from the English language in a assessment to trace and discuss
and their contributions to Aristotle to Lowth, Jones, historical perspective and its (Online/Offline Assessment) the development of
language that it is today; de Saussure, Chomsky) noteworthy contributions to Discourse Analysis Paper
English language in
b. trace the development of 2. Historical Development of language progress tracing Grimm’s Law and the
language and the English Language (Evolutionary or (Online/Offline Teaching-Learning Great Vowel Shift in the
the world.
language in a historical Darwinian) Activity) Historical Development of
perspective from Anglo- Saxon 3. Historical Development of Recognizing the Language Students developed
English (focusing on Use of
to global periods; English (from Anglo-Saxon Family of English including the Theories/Historical Linguistic the core values:
c. recognize the language family to Global English) modern foreign languages Concepts, Organization of educated mind, and
of English including the modern 4. The English Language (Online/Offline Teaching-Learning noble heart
Ideas, Reflection)
Activity)
foreign languages related to it Family Tree (Online/Offline Assessment)
Discourse Analysis on the
in phonology, morphology, 5. Proto Indo-European Class Participation Result
syntax, and semantics; changes of English from Old
6. Proto-Germanic during the Sharing of
d. differentiate the three to Modern
7. Old English, Middle Analysis for in- depth
(Online/Offline Teaching-Learning
Englishes according to time English, and Modern Activity) discussions
period – Old, Middle, and English Sharing of discoveries from (Online/Offline Assessment)
Modern – through in-depth 8. Changes in the English the analyses made about the
historical linguistics analysis Language development of language and
case; and • Grimm’s Law its history to justify its
analyze the changes of English Great Vowel Shift relevance to the community
from Old to Modern through tracing (Online/Offline Teaching-Learning
Grimm’s Law and the Great Vowel Activity)
Shift in sample discourses.
Weeks At the end of these weeks, the pre- CHAPTER 6: LANGUAGE Defining and differentiating Open response answering of Students were able
\12-14 service teacher (PST) should be AND SOCIETY language terms in questions on the concepts, to expound the
able to: 1. Language vs. Dialect sociolinguistics terms and related topics of implications of
a. define and differentiate 2. The Speech Community (Online/Offline Teaching-Learning Language and Society as language to society
linguistic terms in 3. Linguistic Borrowing and Activity) formative assessment as well as their
sociolinguistics (language vs. Language Contact Lecture Discussions on the (Online/Offline Assessment) relationship.
dialect, contact vs. borrowing, 4. Language Variations construct of Language and Group process assessment
etc.); 5. Language Registers Society and Role of Research on collaborative work/
b. discuss how language affects 6. Language Shift and Death in Sociolinguistics creative presentation on
aspects in society and vice 7. Language and Gender (Online/Offline Teaching-Learning language variations
Activity) (Online/Offline Assessment)
versa (gender, social class, 8. Language and Social Team Stray Activity and Collaborative Work/ Creative
ethnicity, power, etc.); Class or Ethnicity Students developed
c. recognize the role of research Creative Presentations on the Presentation on the utilization
9. Language and Power utilization of language in the
the core values:
in sociolinguistics; of languages in the different
(Politeness) different variations, sociolects, educated mind,
d. appreciate how language is variations, sociolects,
10. Sample Studies in idiolects, and slangs in idiolects, and
noble heart.
alive in the different variations,
Sociolinguistics Philippine English
sociolects, idiolects, and slangs slangs in Philippine English
11. Philippine Sociolinguistics (Online/Offline Teaching-Learning (focusing on Respectful Use
in Philippine English through
creative presentations; and
12. Varieties of Philippine Activity)
of Language Variations,
English with Studies Case Study Activity/Journal
e. conduct case studies/ research Creativity of Presentation,
(Yaya English by Bautista, Review of researches on
presentation on language and and Teamwork and
Colehiala English by language
society through its various Collaboration)
Perez) and society through its various (Online/Offline Assessment)
aspects.
13. Sociolinguistic Varieties of aspects • Case Study Analysis/ Journal
Philippine English by (Online/Offline Teaching-Learning Review and Presentation of
Activity) researches on Sociolinguistics
Llamzon (Acrolect,
Mesolect, Basilect) (Online/Offline Assessment)
14. ‘Slanguages’ in the
Philippines (Jologs or
Salitang Kalye, Beki
Language/ Swardspeak,
Jejemon)
Week 15 SEMI-FINAL EXAMINATION
Weeks At the end of these weeks, the pre- CHAPTER 7: INTRODUCTION Lecture discussion on Students were able to
16-17 service teacher (PST) should be Short objective quiz on point out the
TO ETHNOGRAPHY AND Contents related to Applied
able to: Essential Contents of Applied importance of
ETHNOLINGUISTIC Linguistics
a. recognize ethnography and Linguistics ethnography and
RESEARCH (Online/Offline Teaching-Learning
(Online/Offline Assessment)
ethnolinguistic research as Activity) ethnolinguistics
Argument Report on
viable tools to improve and Argument report on research in the
1. Linguistic Borrowing Codeswitching (focusing on
advocate languages; codeswitching as a product or development of
2. Code Switching Arguments Formulation and
b. argue on codeswitching as a sub-form of language languages.
3. Discourses of Language Organization of Ideas)
product or sub-form of (Online/Offline Teaching-Learning
in Cultural and Social Activity) (Online/Offline Assessment)
language;
Relevance (i.e. Speeches, Societal Survey on language Societal Survey
c. point out and produce several
Meetings, Policy Making, issues concerning language Documentation Report on Students developed
language discourses that could Journalism, etc.) teaching and learning to show Language Issues (focusing the core values:
help culture and society;
the application of linguistics in on Completeness of educated mind, noble
d. draft a language policy that
culture and society Documentation, Reflection, heart.
could be relevant to culture and
(Online/Offline Teaching-Learning and Effort on Survey)
social groups in the community;
Activity) (Online/Offline Assessment)
and
Reading samples on Creative Presentation on
e. discuss language teaching and
ethnography and Community-Based Language
learning scenarios which show
ethnolinguistic researches Discourses (focusing on
application of linguistics in
(Online/Offline Teaching-Learning Creativity of Presentation,
culture and society. Activity) Teamwork and Collaboration,
Writing and producing several and Use of Language in
language discourses to Relevance to Culture and
improve culture and for the Society)
needs of society (Online/Offline Assessment)
(Online/Offline Teaching-Learning
Activity)
Week 18 FINAL EXAMINATION
Suggested References
Bragg, N., & Roebl, K. (2016, July). Language, Culture and Society - Application in EFL Teaching [Scholarly project].
Retrieved March 12, 2019, from https://www.researchgate.net/project/Language-Culture-and-Society-Application-in-EFL-Teaching.
Fromkin, V; Rodman, R and Hyams, N, (2011) An introduction to language. Wadsworth, Cengage.
Holmes, J, (2013), An introduction to sociolinguistics. Harlow: Pearson.
Jandt, F. E. (2010). An introduction to intercultural communication: Identities in a global community. California: Sage Publications
Podur, J. (2002). Society, culture, and communities. Znet Institutional Racism Instructional [Online] Available at
http://zmag.org/racewatch/znet race instructional.htm (accessed 6 September 2002).
Stern, H.H. (2009). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Whorf, Benjamin Lee. (1940). Science and linguistics. Technological Review, 42, 229-231, 247-248. Reprinted in J.B. Carroll (Ed.). (1956).
Language, thought, and reality: Selected writings of Benjamin Lee Whorf (pp. 207-219). New York: Wiley.
Prepared by:
Checked by:
MA. CECILIA O. BUDIONGAN MAEd
Instructor SANTIFA M. AUXILIO PhD
Dean, College of Teacher Education
Approved by:
LEONARDA D. LOAYON EdD
Vice-President, Academic Affairs
