Republic of the Philippines

ISABELA STATE UNIVERSITY

Cauayan Campus

COLLEGE OF EDUCATION

Course Syllabus
First Semester,
School Year 2020 -2021

Course Number Course Title Credit Unit/s Hours per week

GE ELEC SED 01 LOCAL LANGUAGE STUDIES 3 lecture units 3 hours

VISION INSTITUTIONAL OUTCOMES

ISU Expected Graduate Attributes
A leading research university in the ASEAN region.
Communicator (Cm)
MISSION  Recognizes and values communication as a tool for conveying and interacting with
others and fostering their own learning.
Isabela State University is committed to develop globally competitive human, technological resources Inquiry-focused and knowledgeable (IFK)
and services through quality instruction, innovative research, responsive community engagement and  Creates new knowledge and understanding through the process of research and
viable resource management programs for inclusive growth and sustainable development. inquiry.
 Demonstrates comprehensive theoretical and technical concepts related to their
QUALITY POLICY field of specialization with relevant connections to industry, professional and
regional knowledge.
The Isabela State University endeavors to be a lead university in instruction, research, extension, and Competitive (Cp)
resource generation through continual improvement of services.  Initiates and innovates better ways of doing things.
 Promotes quality and productivity.

Collaborative and Effective Leader (CEL)

 Works in collaborative with others and manages group functioning to meet
common goal.
Lifelong Learning (LL)
 Acquires new skills and adapts to rapid changes in professional and personal
environment.

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 GOALS OF THE COLLEGE PROGRAM OUTCOMES

In line with the Isabela State University’s vision and mission, the College of Education is tasked to The graduates of the Bachelor of Secondary Education program must be able to:
develop professional educators and train future teachers who are competent, caring, confident and
would contribute to the development of the community through education by: 1. Possess wide range of theoretical and practical skills of an effective delivery instruction;
2. Perform the necessary competencies needed in the different learning areas in the
1. Enhancing the qualification of educators for academic and professional development equipped with secondary school;
advanced training and educational innovations as well as research and extension capabilities; and 3. Conduct research of instruction;
2. Preparing and developing highly qualified basic education teachers and skilled technologies through 4. Undertake actual training in community development through extension activities;
quality and well-rounded pre-service training in both academic and vocational for diverse communities 5. Apply appropriate innovative and alternative teaching approaches;
of learners. 6. Practice the professional and ethical requirements of the teaching profession; and
7. Demonstrate desirable Filipino value as a foundation for social citizenship participation.
Course Description:

This course provides an overview of the nature of language and local languages analysis. It will help increase students’ awareness of local languages, its social significance, its universality,
diversity and complexity. It will also help improve students’ analytical skills. It also aims to explore the great diversity of local languages and develop an understanding of the genetic and
geographical ties among them, to appreciate language as an object of scientific study and to apply their new knowledge to everyday social interactions in their own lives and communities; and to
examine the relationship of linguistic variation to social and cultural identity.
Prerequisite/s: None
Course Outcome:

At the end of the course, the students should be able to:

1. Cognitive
1.1 Develop a critical understanding of the language, culture, and society concept;
1.2 Discuss the diversity of local language systems and their fundamental similarities;

2. Affective
2.1 Develop a critical understanding of how linguistic diversity can be managed in various social settings;
2.2 Develop understanding of how local language use is affected by solidarity, power relationship, gender, age, socio-economic class and social networks;

3. Psychomotor
3.1 Critically evaluate their own linguistic practices and their society in diverse language communities;
3.2 Design multimodal methods for mapping and studying linguistic diversity;
3.3 Use macro-sociolinguistic concepts for problem-solving in diverse multilingual contexts; and
3.4 Review and critique pertinent literature on a local language research topic.

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 Course Plan
Graduates Program Intended Learning Outcomes Learning Content Teaching and Teaching Learning Assessment Tasks Assessment Number of Hours
Attributes Outcomes Learning Modality Tools
Activities Lecture Laboratory
LL, CP, PO4, PO3, At the end of the semester, the Orientation/ VMGO
CEL PO7 students should be able to:
A. Vision, Mission, and
 Recite the Mission and Quality Policy of the Online Discussion via
Vision of the university, University; Goals of the Zoom; asynchronous
Goals of the College, College and Objectives Brainstorming mode using FB
and Objectives of the of the Program Messenger/ Social Rubrics for
Reflection Paper
Program; Discussion Learning Group Page Oral and
 Sing the ISU Hymn; B. Course Overview Written
3
 Give their own opinion activities
regarding the VMGO; C. University Policy
and
 Practice proper
classroom rules and
regulations and other
academic policies.
At the end of the chapter, the Chapter 1. Language: Interactive Online Discussion via Quiz 3
LL, CEL, PO1, PO3, students should be able to: A Short Introduction Lecture Zoom; asynchronous Rubrics for
IFK, SC PO7 mode using FB Essays/ Essay/
 State the meaning of Definitions of Collaborative Messenger/ Social Reflection Paper Illustration/
language and its Language Learning/ Learning Group Page Reflection
concepts Collaborative Illustration Paper
Properties of Language
 Explain the properties Activities
and functions of General Functions of
language Language

LL, SC, PO1, PO3, At the end of the chapter, the Chapter 2. Language Interactive Online Discussion via Quiz Rubrics for 3
IFK, CP PO7 students should be able to: and Identity Lecture Zoom; asynchronous Essay/
mode using FB Essays/ Reflection
 Discuss the Language and Culture Collaborative Messenger/ Social Reflection Paper Paper
relationship between Varieties of Spoken Learning/ Learning Group Page
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 language and identity and Written Language Collaborative
 Identify and Activities
differentiate the Language Shift and
linguistic varieties that Language
are used in multilingual Maintenance
society
 Identify the various
factors that affect
language maintenance
and language shift

At the end of the chapter, the Chapter 3. Languages

students should be able to: in the Philippines

 Discuss the major Linguistic Map of the

languages in the Philippines
Philippines Varieties of Filipino Online Discussion via Quiz
Rubrics for
Language Zoom; asynchronous
 Explain the status of Discussion Essay/
mode using FB Essays/
geographical variations Filipino Language: An Reflection 6
Messenger/ Social Reflection Paper
in a language, as well Overview Case Paper/
Learning Group Page
as the social equivalent Analysis Illustration
Language Policy in the Illustration
of such variation
Philippines
 React on issues
regarding current
linguistic situations in
the Philippines.
Prelim/Long Exam– 1.5 hours TOTAL 16.5 HRS
LL, SC, PO1, PO2, At the end of the chapter, the Chapter 4. Local Discussion/
IFK, CP PO5, PO7 students should be able to: Language Studies: Quiz
Oral Online Discussion via Rubrics for
Tagalog Recitation Zoom; asynchronous Oral and
 Explain the history of Written and/ or oral
mode using FB Written
the Tagalog language History of Tagalog presentation (group 7.5
Video Clip Messenger/ Social Activities
 Articulate Tagalog Language reporting)
Viewing Learning Group Page
terms including Consonant and Vowel Rubric for
consonant and vowels Case Dialogue
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 accurately Sounds
 Use Tagalog words
and sentences Stress, Pitch and
accurately with mastery Intonation
on prosodic features Vocabulary
Presentation
Parts of Speech Analysis
Features of Tagalog
Morphology
Phonology of Tagalog
Language
LL, SC, PO1, PO2, At the end of the chapter, the Chapter 5: Local
CEL, CP PO5, PO7 students should be able to: Language Studies:
Iloco
 Explain the history of
the Iloco language History of Iloco
 Articulate Iloco terms Language
including consonant Consonant and Vowel Discussion/ Rubrics for
and vowels accurately Oral Oral and
Sounds Online Discussion via
Use Iloco words and Recitation Quiz Written
sentences accurately Stress, Pitch and Zoom; asynchronous
mode using FB Activities
with mastery on Intonation Video Clip Written and/ or oral 7.5
prosodic features Messenger/ Social
Viewing presentation (group Rubric for
Vocabulary Learning Group Page
reporting) Dialogue
Parts of Speech Case Presentation
Analysis
Features of Iloco
Morphology
Phonology of Iloco
Language

Mid-Term Examination – 1.5 hours TOTAL 16.5 HRS

LL, CEL, PO1, PO2, At the end of the chapter, the Chapter 6: Local Discussion/ Online Discussion via Rubrics for 7.5

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 IFK, CP PO3, PO7 students should be able to: Language Studies:
Ibanag
 Explain the history of
the Ibanag language History of Ibanag
 Articulate Ibanag terms Language
including consonant Consonant and Vowel
and vowels accurately Oral Oral and
Sounds
Use Ibanag words and Recitation Written
sentences accurately Stress, Pitch and Zoom; asynchronous Activities
Quiz
with mastery on Intonation mode using FB
Video Clip
prosodic features Messenger/ Social Rubric for
Viewing Written and/ or oral
Vocabulary Learning Group Page Dialogue
presentation (group Presentation
Parts of Speech Case reporting)
Analysis
Features of Ibanag
Morphology
Phonology of Ibanag
Language

At the end of the chapter, the Chapter 7: Local Discussion/ Online Discussion via Quiz Rubrics for 7.5
students should be able to: Language Studies: Oral Zoom; asynchronous Oral and
Gaddang Recitation mode using FB Written and/ or oral Written
 Explain the history of Messenger/ Social presentation (group Activities
the Gaddang language History of Gaddang Video Clip Learning Group Page reporting)
 Articulate Gaddang Language Viewing Rubric for
terms including Dialogue
Consonant and Vowel Presentation
consonant and vowels Case
Sounds Analysis
accurately
 Use Gaddang words Stress, Pitch and
and sentences Intonation
accurately with mastery
on prosodic features Vocabulary
Parts of Speech
Features of Gaddang

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 Morphology
Phonology of Gaddang
Language

Final-Term Examination – 1.5 hours TOTAL 16.5 HRS

Capstone Activities

Case Analysis/ Oral Presentation/ Research Paper

Grade Equivalent

Key Learning Areas 1.0 98-100

1.25 95-97
Preliminary Examination 15% 1.5 92-94
Midterm Exam 25% 1.75 89-91
Final Exam 25% 2.0 86-88
Quizzes 10% 2.25 83-85
Final Requirements 10% 2.5 80-82
Class Participation/Recitation 10% 2.75 77-79
Total 100% 3.0 75-76
5.0 74 below
(Failed)
Inc. Incomplete
References:
1. Ansah, M. (2016). Language Choice in Multilingual Communities: The Case of Larteh, Ghana. Legon Journal of the Humanities, 25. Retrieved from
https://www.researchgate.net/publication/303364731_Language_Choice_in_Multilingual_Communities_The_Case_of_Larteh_Ghana
2. Constantino, E. (1971). Ilokano Reference Grammar. University of Hawaii Press
3. Dita, S. (2010). A Reference Grammar of Ibanag: Phology, Morphology, and Syntax. Lambert Academic Publishing
4. Holmes, J. (2013, ret. Aug. 2020). An introduction to sociolinguistics . Harlow, England: Pearson Longman. https://salahlibrary.files.wordpress.com/2017/09/janet holmes-
an_introduction_to_sociolinguisticb-ok-org.pdf
5. Norton, Bonny & Toohey, Kelleen. (2011). Identity, language learning, and social change. Language Teaching. 44. 10.1017/S0261444811000309.
6. Raumolin-Brunberg, H. (2012). Neuphilologische Mitteilungen, 113(3), 394-396. Retrieved September 6, 2021, from http://www.jstor.org/stable/43344668
7. Randi Reppen et al., Using Corpora to Explore Linguistic Variation . John Benjamins, 2002)
8. Wardhaugh, R. and Fuller J. (2015). An Introduction to Sociolinguistics, Seventh Edition. © 2015 John Wiley & Sons, Inc. Published 2015 by John Wiley & Sons, Inc.
9. Yule, G. (2020). The Study of Language. 7 th Ed. Cambridge University Press
CLASSROOM POLICIES:

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 1. Observance of Health Protocols
a. Everybody who is entering the campus and classroom premises is required to wear a face mask – NO FACE MASK, NO ENTRY POLICY
b. Observe at all times, in all places and in all transactions, social / physical distancing of at least 1 meter apart as advocated by the Department of Health.
c. When classes are conducted outside the classroom, physical distancing will still be observed.

2. Uniform and Dress Code

a. Students should be in proper uniform, wear ID and appropriate shoes except during laboratory class.
b. On Wednesdays, cross dressing, hip-hop dresses and get-ups are not allowed, e.g. shorts, slippers, spaghetti strap, earrings for males, etc.
c. PE uniforms should be worn only during PE class.

3. Taking Examination
a. Cheating and copying are strictly prohibited. When caught during quizzes and long/units exams, deduction of points will be imposed by the teacher and during midterm or final
exam. Means a grade of 5.0 in the subject.
b. Borrowing of calculators and other exam paraphernalia is not allowed during exam.
c. During prelim, midterm, and final exam, only test papers answer sheets, permits, calculators, pens, pencils and erasers are allowed on the desk; other things should be deposited
on a place designated by the teacher.
d. Other policies will be imposed as deemed necessary and as agreed upon between the students and the subject professor.

4. Other Policies

4.1 Face-to-face FTLM

a. Cellphone should be shut-off or in silent mode during class hours.
b. Chairs should be arranged at least 1.5 meters apart to observe social distancing.
c. Chairs should be arranged before leaving the classroom.
d. Vandalism is strictly prohibited and punishable.
e. No Smoking within the school premises.
f. Students under the influence of liquor are not allowed inside the school compound.
g. Any form of deadly weapons should not be brought to school except cleaning/cutting tools during cleanup days and laboratory classes.
h. Unnecessary noise to the point of creating disturbances is prohibited.
i. Proper grooming should be observed at all times, e.g. short and undyed hair for males.
j. Other policies will be strictly imposed as contained in the student manual.

4.2. Online FTLM (synchronous)

a. Unnecessary noise to the point of creating disturbances is prohibited.
b. Participative learning is encouraged
c. Wear proper attire
d. Courtesy and proper decorum should be observed at all times
e. Meeting time set should be strictly observed by both faculty and students
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 f. Policies on the recording of class lecture is subject to the approval/agreement between the student and faculty which shall be governed by existing laws such as cyber crime act,
data privacy act and intellectual property right laws.
g. Posting of unnecessary comments/messages are prohibited during online classes.

4.3. Remote FTLM (asynchronous)

a. Submit required output on time via online or on designated drop-off / pick up points.
b. Submission of duplicated / copied output is prohibited.
c. Posting of unnecessary comments/messages are prohibited during group chat/discussion forum.

Prepared by: Reviewed by: Approved by:

ARRIANE KRIS M. MANALASTAS RONNIE BOY V. BLAS, Ph.D. DONABEL A. DUMELOD, Ed.D.
Subject Professor Program Chair, BSEd Dean, CEd

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