Bright Future Language Learning Center, Inc.

Course Syllabus for Structures of English Language and Communication

Course No. ELC 100 Rev. No. ᴓ Page 1 of 13

EFFECTIVE DATE REV. REVISION CHANGE DESCRIPTION PAGE ORIGINATOR

NO. TYPE
August 2022 ᴓ NEW Newly established in accordance to the Quality Management System and ALL Bonneta C. Undalayan
CHED Outcomes-Based Education (OBE) Requirements and rationalized Julius P. Laganao
based on Covid 19 protocols
June 2018 ᴓ NEW Newly established in accordance to the Quality Management System ALL Charles D. Eintein
Requirements Sheila C. Garcia

Author: Reviewer: Verifier: Validator: Final Approver: DCC use only

DOCUMENT CONTROL
BONETTA C. BEARITZ V. PALERO, MARITES S. CHUA, GIRO A. LAMBA, MA MARTIN V. PALERO, COORDINATOR
UNDALAYAN PhD. PhD Dean EdD
TIFFANY U. SMITH Department Department Vice-President of
Curriculum Chairperson Academic Affairs MASTER COP
Coordinator Y
Date: Date: Date: Date: Date:
 Bright Future Language Learning Center, Inc.

Course Syllabus for Structures of English Language and Communication

Course No. ELC 100 Rev. No. ᴓ Page 1 of 13

INSTITUTIONAL POLICY

VISION Bright Future Language Leaning Center, is driven to provide excellent educational opportunities that are responsive to the needs of our
students, and empower them to meet and exceed challenges as active participants in shaping the future of our world.
MISSION Bright Future Language Leaning Center, provides students with quality educational experiences and support services that lead to the
successful completion of degrees, transfer, certificates, career/technical education and basic skills proficiency. The college fosters academic
and career success through the development of critical thinking, effective communication, creativity, and cultural awareness in a safe,
accessible and affordable learning environment. In meeting the needs of our demographically diverse student population, we embrace
equity and accountability through measurable learning outcomes, ethical data-driven decisions and student achievement.
CORE VALUES 1. Student Success and Completion: Meeting student needs by creating an educational environment in which students can attain a
variety of goals.
2. Excellence: Maintaining a high standard of integrity and performance leading to the achievement of academic and career goals.
3. Collaboration: Seeking input from all sectors of the college and the community.
4. Diversity: Fostering a learning community in which the diverse values, goals, and learning styles of all students are recognized and
supported.
5. Life-Long Learning: Encouraging enthusiastic, independent thinkers and learners striving for personal growth.
6. Integrity: Behaving ethically in all interactions at all levels.
7. Technological Advancement: Implementing cutting-edge technology that enhances instruction and prepares students for life-long
success.

QUALITY POLICY To fulfill the mission and realize the vision of Bright Future Language Learning Center, we commit to consistently provide
STATEMENT superior services by integrating Christian values, academic excellence, highest level of professionalism, and quality
consideration in every aspect of our operations.
1. We maintain a quality management system that complies with international standards.
2. We continually improve to achieve global excellence that satisfies the expectations of the university community, partner
institutions, and the general public.

GOAL Enhance and foster student learning and support by maximizing student strengths and meeting their specific needs with targeted pathways
for success.
 Bright Future Language Learning Center, Inc.

Course Syllabus for Structures of English Language and Communication

Course No. ELC 100 Rev. No. ᴓ Page 1 of 13

OBJECTIVE

PROGRAM INFORMATION
BOR BOR Res.
Degree Program CHED CMO Reference 75, s.2017
Approval No.118,s.2018

COURSE DETAILS
Course Title Structures of English Language and Communication
Course Number ELC 100 Curriculum Component Major Course
LABORATORY (Unit-
Credit (--Unit) 3 Units LECTURE (Unit-Hours) 3-3 0-0
Hours)
Year Level/Semester 1st year/ - Second
Prerequisites ELC 111 Co-requisites None
Offered Semester
Course
Description
Faculty in
BONNETA C. UNDALAYAN AND TIFFANY U. SMITH
charge
Consultation
Contact Information
Hours

MISSION
PROGRAM EDUCATIONAL OBJECTIVES (PEO)
M1 M2 M3
 Use the conventions of diverse textual genres (e.g., the nonfiction essay, poetry, proposals, autobiography, novel, memoir,
PEO 1 film, plays, editorials, and so forth) in their own work and will explain and evaluate the use of these conventions in the work ü ü
of other writers.
Identify, employ, and interpret the literary and rhetorical methods and strategies that inform English as a discipline in their
PEO 2 ü
reading and writing of texts.
 Bright Future Language Learning Center, Inc.

Course Syllabus for Structures of English Language and Communication

Course No. ELC 100 Rev. No. ᴓ Page 1 of 13

MISSION
PROGRAM EDUCATIONAL OBJECTIVES (PEO)
M1 M2 M3
Define, apply, and integrate theoretical terms, concepts, and perspectives important to English as a discipline in their own
PEO 3 ü ü
work and will identify and analyze them in the work of other writers.
Demonstrate the ability to find, select, assess, and analyze information sources, both print and electronic, and to credit,
PEO 4 ü
integrate, and synthesize those sources in their own work.
Construct clear, grammatical sentences and produce well-organized texts that exhibit an attention to audience, genre, and
PEO 5 ü ü
purpose and that follow the conventions of logical argumentation.

PROGRAM OUTCOMES (PO)

PEO4
PEO2

PEO5
PEO3
PEO1
a) Improve their speaking ability in English both in terms of fluency and
comprehensibility ü

b) Heighten their awareness of correct usage of English grammar in writing and speaking. ü ü
c) Work effectively and independently in multi-disciplinary and multi-cultural teams. ü ü
d) Act in recognition of professional, social, and ethical responsibility. ü
e) Give oral presentations and receive feedback on their performance. ü
f) Demonstrate familiarity with major literary periods and with several leading writers during those periods. ü
g) Distinguish among contributions to world literature that are widely regarded as indicative of a particular culture. ü
h) Demonstrate mastery of subject matter/discipline ü ü

i) Facilitate learning using wide range of teaching methodologies and delivery modes appropriate to specific learners and
their environment. ü

j) Develop innovative curricula, teaching approaches, and resources for diverse learners ü ü
k) Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices ü

l) Demonstrate
outcomes
a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and ü

m) Demonstrate familiarity with a variety of themes, genres, and literary periods. ü ü

n) Formulate questions and critical responses regarding these themes, genres, and periods. ü
o) Appraise the English language and its varieties as vehicles for and manifestations of human creativity. ü
 Bright Future Language Learning Center, Inc.

Course Syllabus for Structures of English Language and Communication

Course No. ELC 100 Rev. No. ᴓ Page 1 of 13

PROGRAM OUTCOMES (PO)

PEO4
PEO1

PEO2

PEO5
PEO3
p) Use English as a global language in a multicultural context as it applies in the teaching of language and literature ü
q) Acquire extensive reading background in language, literature and allied fields ü ü
r) Demonstrate proficiency in oral and written communication ü

s) Compose projects or responses that investigate the relationship between texts and their historical /intellectual/cultural
and/or literary contexts. ü ü

t) Analyze texts from a variety of theoretical perspectives. ü

u) ü
v) Demonstrate knowledge of and an ability to teach literature of diverse voices, cultures, and historical periods. ü

POw
POh
POb

POd

POn
POo
POg

POp
POq

POu

POx
POk
POe
POa

POy
POv

POz
POc

POs
POt
POr
POf

POj

POl
POi

PO
COURSE OUTCOMES (CO)

Upon passing this course, the students must be Course Alignment to Program
able to: Outcomes
CO 1

CO 2
* Level (follow the legend used in the most relevant PSG/CMO)

[I] *Introductory. This introduces the student to the Program Outcomes(PO) [E]* Enabling. This enables the student to attain the Program [D]*Demonstrative. This enables the student’s attainment of the Program
Outcomes(PO) Outcomes(PO)

COURSE LEARNING PLAN


Course Syllabus for Structures of English Language and Communication
Course No.
Course Goals and Objectives
1.0 Develop an understanding for the
need for training in order to work
with LEP students, i.e. the
demographic, sociocultural, legal
and pedagogical reasons
Bright Future Language Learning Center, Inc.
ELC 100 Rev. No. ᴓ Page 1 of 13
Topics Evidence of Predominant Accomplished
Achievement Practices
1. Quizzes /Reading checks/
Providing Equal Education Reaction papers on  Florida Accomplished
Opportunity for the LEP Student: Practices:
National and State Efforts assigned readings
 ESOL Performance
1.1 Demographic changes into Entries in electronic learning Standards: Quiz 1: 3.1.c,
the 21st century and their Web Quest: 5.2.a
implications Logs (distance mode)
1.2 Rationale for providing
services to the LEP student  ISTE NETS: I.b and IV.b
1.3 International efforts in Case study: assignment
providing equitable
education for minority  COE CF’s: 5, 1, and 6
second language populations
1.4 National efforts in providing 4. Development of professional
equal education opportunities
resource portfolio
for LEP students
1.5 State (Florida) efforts in
providing equal education
opportunities for LEP
students
1.6 Examples of programs
designed to meet the needs of
LEP students (national and
state) as they are situated
within social and political
contexts of language policy

Course Syllabus for Structures of English Language and Communication
Course No.
2.0 (a) Develop cultural awareness
in order to understand better
the influences of various aspects
of culture on teaching and
learning. (b) Understand the
influence that home, school, and
community relationships have
on academic achievement and
school adjustment of LEP
students
3.0 Synthesize and articulate how
principles of second language
acquisition research in bilingual
education frame and support
Bright Future Language Learning Center, Inc.
ELC 100 Rev. No. ᴓ Page 1 of 13
1.7 Examples of national and
state organizations, which
support ESOL
Developing Cultural Awareness 1. Quizzes /Reading checks/
in order to Bridge Home/
Community/School Gap Reaction papers on  Florida Accomplished
Practices:
assigned readings
2.1 Stages of cultural adjustment
2.2 Stereotypes and other
 ESOL Performance
preconceived ideas
2. Entries in electronic learning Standards: Cultural
concerning cultures and
Logs (distance mode) Interview: 1.1.b
cultural characteristics
2.3 Factors that influence
LEP parent involvement in the  COE’s CF’s: 5, 1 & 6
school 3. Case study: cross-cultural
2.4 Strategies and activities that analysis
promote parent, school and
community relationships in the
4. Cultural Self-analysis and
classroom Cultural Interview
2.5 Culturally responsive Pedagogy
5. Development of professional
resource portfolio.
1. Quizzes /Reading checks/  Florida Accomplished
Second language acquisition Practices:
Reaction papers on
Issues

Course Syllabus for Structures of English Language and Communication
Course No.
inclusive instructional
practices.
4.0 Understand and implement
methods of English language
development to use with all levels
of English language learners.
Bright Future Language Learning Center, Inc.
ELC 100 Rev. No.
3.1 Approaches to language
acquistion
3.2 Literacy processing and schema
building
3.3 Proficiency scales and
assessment
3.4 Communicative Competence &
Literacy
3.5 BICS & CALP and Cummins’
Quadrants
3.6 Technology assisted second
language aquisition
Methods of English Language
Development
4.1 Historical methods of
English language
development instruction
4.2 ESL instructional goals and
standards
ᴓ Page 1 of 13
assigned readings
2. Entries in electronic learning
logs (distance mode)
3. Case study: Lesson planning
and ESOL Learners’ Stages
4. Development of professional
resource portfolio
5. Language learner interview
1. Quizzes /Reading checks/
Reaction papers on assigned
readings
2. Entries in electronic learning
logs (distance mode)
3. Case study
 ESOL Performance
Standards:
SOLOM: 2.1.a, 2.2.a, 5.3..a
Quiz 3: 3.1.b
Ch. 2: 2.1.b
LLI: 2.1.e
 ISTE NETS: II and III
 COE’s CF’s: 2, 6, 4
 Reading: SLA Quiz: 1.b.2,
1.f.4, 1.g.1, 2.f.2, LLI &
SOLOM: 1.a.1, 1.b.6, 1.c.6,
1.e.3, 2.b.5, 2.g.5, BICS &
CALP Activity, 2.b.2
 Florida Accomplished
Practices:
 ESOL Performance
Standards:
Quiz 4: 3.1.a

Course Syllabus for Structures of English Language and Communication
Course No.
5.0 Develop instructional strategies
that integrate language and
curricular content learning
Bright Future Language Learning Center, Inc.
ELC 100 Rev. No.
4.3 ESL strategies in content
areas
4.4 Whole language techniques
4.5 Cooperative learning
strategies
4.6 English language
development through
technology
Content Area Instruction
5.2 Promoting literacy in the
classroom.
5.3 The SDAIE Model
5.4 Teaching learning strategies
5.5 Approaches to teaching
multicultural content
5.6 Integrating higher order
thinking skills for English
language learners
5.7 Content area application
5.8 Technology in the classroom
ᴓ Page 1 of 13
4. Lesson planning and methods
demonstrations
5. Development of professional
resource portfolio.
1. Quizzes /Reading checks/
Reaction papers on
assigned readings
6. Entries in electronic learning
logs (distance mode)
7. Case study: Lesson Plan
modifications
8. Development of professional
resource portfolio
 ISTE NETS: II and III
 COE’s CF’s: 2, 4, and 6
 Reading: Methods Quiz:
2.b.1, 2.c.4, 2.e.2, 2.f.7
 Florida Accomplished
Practices: 2.d, 2.f, 3.g, 4.d
 ESOL Performance
Standards:
Readings: 3.2.a, 3.2.f, 3.2.g
Lesson Plan: 3.2.a, 3.2.b,
3.2.c, 3.2.d, 3.2.i, 3.2.j, 3.2.k,
4.1.a, 4.1.c, 4.1.e, 5.2.b,
5.3.b, 5.3.d, 5.3.f
HomeFUN: 1.1.a, 1.1.c,
1.1.d, 1.1.e, 1.1.f
 ISTE NETS: II and III
 COE’s CF’s: 2, and 6

Course Syllabus for Structures of English Language and Communication
Course No.
6.0 Understand the role, function and
types of assessment in the
education of LEP students
Bright Future Language Learning Center, Inc.
ELC 100 Rev. No. ᴓ Page 1 of 13
 Reading: Sheltered
Instructions Quiz: 2.f.5,
2.f.6, Reflection: 2.f.8, Text
eval: 2.a.3, Lesson Plan:
1.a.7, 1.b.4, 1.b.5, 1.f.6,
2.a.1, 2.a.7, 2.a.9, 2.b.3,
2.g.1
Assessing LEP Students and  Florida Accomplished
Monitoring Student Progress Practices: 1c, 2a, 2b, 2h, 2g
1. Quizzes /Reading checks/
5.1 Types of assessment and
Reaction papers on  ESOL Performance
assessment characteristics.
5.2 Monitoring ELL students’ assigned readings Standards:
progress
Readings: 5.2.c, 5.3.c, 5.3.e
5.3
2. Development of professional Case Study: 2.2.b, 2.2.c,
resource portfolio 2.2.d, 3.2.b, 3.3.a, 3.3.b, 3.3.c,
4.1.b, 4.1.d, 4.2.a, 4.2.b, 4.2.c,
5.1.a, 5.1.b, 5.1.c, 5.1.d, 5.1.e,
5.3.f
 COE’s CF’s: 6, 1, 5, 2
 Reading: Quiz: 1.e.5, 2.e.3,
Case Study: 1.a.9, 1.a.10,
1.e.4, 2.g.6, ESOL Resource
Folder: 2.g.3
 Bright Future Language Learning Center, Inc.

Course Syllabus for Structures of English Language and Communication

Course No. ELC 100 Rev. No. ᴓ Page 1 of 13

* any interaction, course, program, or other experience in which learning takes place (https://www.edglossary.org/learning-experience/).

Textbook/References
[1] Cameron, Lynn. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
[2] Halliwell, S. 1992. Teaching English in the Primary Classroom. Longman Handbooks for Language Teachers
[3] Mohr, K.A.J. (2004). English as an accelerated language: A call to action for reading teachers. The Reading Teacher, 58(1), 18–26.
[4] Scott A.,Wendy and LH, Ytreberg. 1990. Teaching English to Children. New York: Longman Group UK Limited
[5] Garten,Sue.& Copland,Fiona. 2019. The Routledge Handbook of Teaching English to Young Learners. New York: Routledge the Taylor and Francis Group
Life-long Learning Opportunity
After taking this course, students would have comprehensive understanding of topics and trends of central importance in the study of language and will
enable them to equip themselves with knowledge and skills confronting various concerns in the English language and communication studies.

Course Evaluation
Weight Satisfactory
Course Outcomes (CO) Assessment Task Addressing CO Target Standard
(%) Rating
Long Exams 30 60% 90% of the class obtained a rating

CO1: Describe the structures of the English language and of at least 60%
Tasks 20
communication.
Sentential/Discourse Analysis 50
CO2: Exhibit an understanding of and appreciation for key Long Exams 30 60% 90% of the class obtained a rating
of at least 60%
works in world literature, as evidenced in daily work and
Tasks 20
 Bright Future Language Learning Center, Inc.

Course Syllabus for Structures of English Language and Communication

Course No. ELC 100 Rev. No. ᴓ Page 1 of 13

Course Evaluation
Weight Satisfactory
Course Outcomes (CO) Assessment Task Addressing CO Target Standard
(%) Rating

Sentential/Discourse Analysis 50
quizzes, course discussions, written assignments, and/or
examinations (this outcome aligns to the Core objective

Grading System
Quizzes 20%
Exam 30%
Exercises/Tasks 20%
Sentential/Discourse Analysis 30%
Total 100%

Classroom Policies
1. No computers, tablets, or cellphones are allowed during class (unless there is a documented reason for you using one). You should put all cellphones
on silent before coming into class. If you forget and the cellphone rings, then just turn it off, and do not make a big deal out of it. No texting. I find this
very, very irritating, and if you are found habitually texting in class (more than once), then you will receive an absence for that day. That being said
there will be occasional uses for technology in the classroom, depending on the assignments.
2. Be respectful. Some of the topics we cover in class may be controversial in some way. If you disagree with another student, you are free to express
their viewpoint, but I will not tolerate disrespect in my classroom. I encourage lively engagement with topics covered in class, and invite conversation
over these topics, but maintaining an atmosphere of respect is crucial for achieving our goals in the classroom.
 Bright Future Language Learning Center, Inc.

Course Syllabus for Structures of English Language and Communication

Course No. ELC 100 Rev. No. ᴓ Page 1 of 13

Classroom Policies
3. Email Policy: At some points over the course of the semester, you will find that you may need to email me (this being my preferred form of contact
outside of office hours and class). All emails should be written in a professional manner. Subject headings must be precise and inform me of the topic
of the email. I will not read emails which do not have a subject heading. Emails must be readable and grammatically correct. Avoid using any sort of
“netspeak,” “textspeak,” or colloquial abbreviations. This latter point is to emphasize the need for a professional manner in communications in college
and future careers. Emails should also address me by name at the beginning and give me your name at the end. It is a courtesy.
4. The self-learning module organized by the teacher for the learning management system (modular offline) is a property of the teacher and the Bright
Future Language Learning Center and no student has the right to share this to others unless he/she is given permission to do so.
5. Students shall use their Virtual Learning Environment (VLE) (vle.brightfuture.edu.ph) account to download the lessons and answer them. All
exercises/tasks/analysis and other requirements should only be submitted to the VLE. Submission thru FB Messenger, group chat or email is
discouraged.
6. Students should only communicate with the subject professor on Monday-Thursday from 8am-5pm thru the FB messenger or group chat. A
discourse in English is preferred.