QUIRINO STATE UNIVERSITY

ARA-Instruction

AN OUTCOMES-BASED

COURSE SYLLABUS

in

Eng 102
Language, Culture and Society

First Semester
Academic Year 2022-2023
College of Teacher Education- Bachelor of Secondary Education

Prepared by:

ANALIZA TUPPAL, MAEd.

Subject Instructor

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Course Number Eng 102

Course Title Language Culture and Society
Course Description This course allows the students 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 Credits Three (3) units
Contact Hours Three (3) Hours / Week
Prerequisite None
Educational Mandates VISION: QSU as the leading center for academic and technological excellence and prime catalyst for progressive
and sustainable Quirino Province and Southern Cagayan Valley.

MISSION: Develop competent and morally upright professionals and generate appropriate knowledge and
technologies to meet the needs of Quirino Province and Southern Cagayan Valley.

GOALS: 1. Perform the mandated functions of the university through an effective and efficient
management system;
2. Provide innovative and quality academic programs and produce competent, productive and
committed professionals;
3. Generate relevant knowledge and responsive technologies through quality researches;
4. Develop and implement techno-transfer and efficient training and extension services; and
5. Generate adequate resources to support and enhance institutional development.

CORE VALUES: Quirino State University commits itself to stakeholders to:

Quality and Excellence – Quickly & willingly render excellent, ethical and professional service at all times;
Commitment – Seriously pursue academic excellence to produce globally competitive graduates; and
Unity & Integrity – Unitedly promote a working environment of morally upright government servants.

QUALITY POLICY: Quality Service Upheld: a continuous commitment in improving our endeavors to meet the
satisfaction of our valued stakeholders. Specifically, Quirino State University shall:
Quickly & willing render excellent, ethical & professional service which show strong management involvement
& commitment to produce quality graduates

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Seriously pursue to continually improve the quality management system through the enhancement of faculty
& staff competencies, creativity, empowerment & accountability through relevant development programs; and
Unitedly provide quality services through participatory governance & compliance to legal & other prescribed
requirements.

QUALITY OBJECTIVES:
1. Provide continuous excellent instruction to produce competent, productive and committed professional;
2. Generate relevant knowledge and responsive technologies through advanced research;
3. Develop and implement techno-transfer approaches for sustainable extension activities; and
4. Generate adequate resources to support and enhance institutional development.

GOALS OF THE COLLEGE OF TEACHER EDUCATION:

1. Development of competent teachers in basic education;
2. Preparation of competent teachers supportive to national development goals; and
3. Preservation and promotion of desirable values for a dignified teaching profession.

OBJECTIVES OF THE BACHELOR OF SECONDARY EDUCATION

1. To equip prospective high school teachers with the academic and cultural background for better
understanding of their roles in the society;
2. To provide knowledge, skills and desirable attitudes necessary for efficient and effective teaching in the
secondary high
Schools;
3. To instill moral and social responsibilities in the teaching professions; and
4. To produce patriotic, upright productive, technology driven and globally competitive high school teachers.
Program Educational Program Educational Objectives
Objectives Graduates of the BSED are professionals who:
1. have a deep and principled understanding of a wide range of ranging process (including curriculum
development, lesson planning, materials development, educational assessment and teaching
approaches) and the role of the teacher in facilitating these processes in their students (COGNITIVE)

2. have creativity and innovation in applying alternative teaching approaches, while demonstrating
basic and higher literacy, communication, numeracy, critical thinking, and learning skills needed for
higher learning in diverse types of learning environment; (PSYCHOMOTOR/SKILLS)
3. can demonstrate and practice the professional and ethical requirements of the teaching profession

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(AFFECTIVE/VALUES)

Learning Outcomes 1. Possess broad knowledge of language and literature for effective learning.
(For major in English 2. Use English as a global language in a multilingual context as applies in applies to the teaching of language
and literature.
3. Acquire extensive background in the field of language, literature, and other allied services.
4. Demonstrate proficiency in oral and written communication.
5. Show competence in employing innovative language and literature teaching approaches, methodologies, and
strategies.
6. Use technology in facilitating language learning and teaching.
7. Inspire students and colleagues to lead relevant and transformative changes to improve learning and
teaching language and literature.
8. Display skills and abilities to be a reflective and research-oriented language and literature teacher.

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

Learning Outcomes
(For the subject) 1. get oriented with the subject background and the mandates of the university;
2. define and differentiate language, culture, society and explain related concepts;
3. explain the status of geographical variations in a language through a Data Report in various charts;
4. identify the characteristics, similarities and difference between Monolingualism, Bilingualism and
Multilingualism through a Venn Diagram;
5. explain the theories of the origin of language;
6. provide specific examples of standard languages, pidgins, and creoles;
7. discuss the Pros and Cons of Multilingualism;
8. explain the relationship between Language, Society and Culture;
9. cite specific examples of how the aspects of social identity are supported or reinforced by language;
10. attain in-depth knowledge of how social factors influence language;
11. deepen their understanding of social and cultural diversity through problematizing language use across
different social and cultural practices;
12. identify some of the ways in which language varies based on cultural context;
13. discuss cultural bias in relation to specific cultural identities;
14. participate in individual and group-based data-related activities within and outside the classroom; and
15. Broaden and apply research skills utilizing a variety of primary and electronic sources, and develop
awareness of intellectual integrity and research ethics in sociolinguistic research.

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Grading System
LECTURE % Allocation
Prelim/Midterm/Final
40%
Exams
Quizzes 30% Final Grade =Prelim Grade + Midterm Grade + Semi-Final Grade
Requirements 10% 3
Recitation/Participation 10%
Attendance and
10%
Assignment
Total 100%
Transmutation of Grades
Point System Percentage System Point System Percentage System
1.00 98-100 2.50 80-82
1.25 95-97 2.75 77-79
1.50 92-94 3.00 75-76
1.75 89-91 4.00 71-74
2.00 86-88 5.00 70-below
2.25 83-85
Y
Course Requirements Written and Performance Outputs, Research Presentation
LCD Projector, slides, laptop computer, research guides, sample literary pieces, case study sample, books, and
Materials/Equipment
other related materials.
Holmes, J,(2013), An introduction to sociolinguistics.
Stern, H.H.(2009).Fundamental concepts of language teaching.Oxford University Press.
Saymo, (2005). Effective Writing. Trinitas Publishing, Inc.
Jimerez, et. al. (2001) An Introduction to thinking and creative writing. Acad Publishing
Learning Resources
Catajal, et. al. (1997) Effective English for College. Phoenix Publishing house, Inc.
Language and Culture Society Module by Ronalyn D. Bana-Ag
Syllabus on Language Culture and Society by Kate Kyle L. Mapalo

Modality Face to Face

Classroom Policies 1. Prayer. Each class begins and ends with a prayer.
2. Greeting. Students greet the teacher “Good Morning”, Sir/Ma’am/Sister. Praised be Jesus and Mary!”

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before the beginning of the class.

3. Attendance. Only for valid reasons can students be excused from class.
4. Identification Card. A validated student identification card must always be worn by all students.
5. Promptness. Students are expected to come to class on time. More than 15 minutes is considered absent.
6. Participation. As much as possible students are to participate in class discussions and activities.
7. Intellectual integrity. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with
accordingly. Honesty is the best policy.
8. Use of Cellular Phones. All cellular phones are put in silent mode inside the classroom. Texting and
answering calls are to be done at designated areas in the campus.
9. Energy Conservation. Lights and fans are put off by the one nearest the switch after every class.
10.Submission of Requirements. Haste makes waste. Class requirements are to be submitted on time.
11.Courtesy. Respect for others is practiced at all times and in all places.

Faculty Information Name of Faculty: ANALIZA TUPPAL

Academic Rank: INSTRUCTOR-COS
Designation: COLLEGE / PROGRAM SECRETARY, BATCH ADVISER
Contact Number: 09656689950
Email Address: analizatuppal@gmail.com
Consultation Time: MWF 1:00-2:00

LEARNING PLAN

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LEARNING
TOPICS MODALITY ASSESSMENT
OUTCOMES METHODOLOGY RESOURCES REMARKS

Familiarize with the Orientation Face to face Open discusssion Student’s Oral recitation
University’s VMGO. A. VMGO Handbook
Discuss the B. Class Rules and
requirements of the Regulations QSU Manual
course, grading C. Class
system and requirements Videos/ Songs
expectations.
a. review concepts 1. Review on Face to face Interactive Lecture Hand Out/ Essay: The
in linguistics in Linguistic Module significance of
reference to culture Components of language in day to
and society; Language Powerpoint day life and the need
b. distignuish 1. Review on Presentation of language
different views on Definitions of development
language and its role Language, Macro Differetiated
to human and Skills, Activities
society; and Communicative
c. asserts the types of Competence,
grammar used in 2. Views on
formal and informal Language, and
communication Components of
Grammar
a. differentiate Types of Language Face to face Lecture Hand Out/ Role Playing:
linguistic terms in 1. First Language Module Development of
general language (L1) vs. Second Discussion Language to Human
study (L1 vs L2, Language (L2), Powerpoint
Mother Tongue vs. Brainstorming Presentation Quiz
Native Tongue, Pidgin 2. Native Language
vs. Creole, vs. Mother Tongue Differetiated Group Reporting
etc.); vs. Foreign Library research/ Activities
b. discuss the Language Research Analysis

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plurality of English 3. Pidgins and Creoles 4.

and its implications Macro and Micro
to society and Linguistic Studies
language teaching; 5. Multilingualism
c. argue as to the 6. English vs. Englishes
need for Standard 7. Linguistic Universals
English and World and Universal Grammar
Englishes; and
d. relate Philippine
English to
local/community
needs
PRELIMINARY EXAMINATION
a. recognize the Language and Humans Face to face Interactive Lecture Hand Out/ Peer Group: Research
features that 1. Features of Human and Discussion Module Analysis
distinguish human Language by Hockett
and animal 2. Halliday’s Language Group Reporting Powerpoint
languages; Functions Presentation
b. identify the Library Research
functions of Language and Culture Differetiated
language distinct to 1. Accounts on the Activities
humans; Origin of Language
c. trace the 2. Biblical,
possibility of Mythological, Historical
language origin in a and Scientific Accounts
cultural 4. Semiotics or Sign
(anthropological) Language
perspective; 5. Icon, Index, Symptom,
d. recognize sign Signal, and Symbol
language as a 6. Sign Languages
language of cultural (Finger Spelling, Filipino
significance to Sign Language, other
people with special means of SL, etc.)
needs; and

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e. identify the
different theories of
anthropological
linguistics and relate
them to society and
language learning
through a case
presentation
a. Define and Language and Society Face to face Interactive Lecture Hand Out/ Individual Activity
differentiate linguistic 1. Language vs. Dialect and Discussion Module
terms in 2. The Speech Group Activity
sociolinguistics Community Peer Discussion Powerpoint
(language vs. dialect, 3. Linguistic Borrowing Presentation Essay: Explain and
contact vs. and Language Contact Case Study elaborate the
borrowing, 4. Language Variations Analysis Differetiated connection of
etc.); 5. Language Registers 6. Activities language and power.
b. discuss how Language Shift and
language affects Death Case Study
aspects in society 7. Language and Gender Presentation
and vice versa 8. Language and Social
(gender, social class, Class or Ethnicity
ethnicity, power, 9. Language and Power
etc.); (Politeness)
c. appreciate 10. Sample Studies in
how language Sociolinguistics
is alive in the 11. Philippine
different Sociolinguistics
variations, sociolects, Varieties of Philippine
idiolects, and English with Studies
slangs in (Yaya English by
Bautista, Colehiala
Philippine English
English by Perez) -
through creative
optional
presentations;
MIDTERM EXAM

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a. recognize ethnography Introduction to Face to face Interactive Lecture Hand Out/ Individual Activity
and ethnolinguistic Ethnography and and Discussion Module
research as viable tools to Ethnolinguistic Quiz
improve and advocate 1. Linguistic Borrowing Group Reporting Powerpoint
languages; 2. Code Switching Presentation
b. argue on code 3. Discourses of Exercises
switching as a product or Language in Cultural and Differentiated
sub-form of language; Social Relevance (i.e. Collaborative Activities
c. point out and produce Speeches, Meetings, Learning
several language Policy Making,
discourses that could help Journalism, etc.)
culture and society; d.
draft a language policy
that could be relevant to
culture and social groups
in the community; and
e. discuss language
teaching and learning
scenarios which show
application of linguistics
in culture and society.
a. understand English The English Language Face to face Interactive Hand Out/ Module Comparison Contrast
Language Family Tree Family Tree Discussion
b. differentiate Old, Powerpoint Diciphering a literary
Middle, and Modern Old English, Middle Class Research Presentation piece
Englishes English, and Modern
c. identify the changes English Literary Analysis Differetiated
distinct to English Activities
Language Changes in the English
Language
a. differentiate Other components of Face to face Interactive Lecture Hand Out/ Module Dialogue
Prescriptive vs. Language and discussions Presentation
Descriptive language 1. Prescriptive vs. Powerpoint
b. present roles of English Descriptive Group Discusssion Presentation Written activity
language in both written 2. Diachronic vs. Group Activity

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and oral Synchronic Differetiated

3. Oral vs. Written Activities
Language
4. Plurality of English
5. Linguistic Universals
and Universal Grammar
a. Conduct case studies/ Language Research Face to face Group Research Research Guide Research Presentation
research (Research Integration)
presentation on language Culminating Activity Brainstorming
and society
through its various
aspects
FINAL EXAM

COURSE MAP
Learning Outcomes (for BSEd Program) Indicator
Possess broad knowledge of language and literature for effective learning. I
Use English as a global language in a multilingual context as applied to the teaching of language and D
literature.
Acquire extensive background in the field of language, literature, and other allied services. I
Demonstrate proficiency in oral and written communication. D
Show competence in employing innovative language and literature teaching approaches, methodologies, and P
strategies.
Use technology in facilitating language learning and teaching. I
Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching D
language and literature.
Display skills and abilities to be a reflective and research-oriented language and literature teacher D

Legend: I- Introduction: basic concepts are merely introduced; P- Practice: the concepts and principles are presented with applications;

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D- Demonstrate: I + P + with skills acquisition

=============================================================================================================

REVISION HISTORY

Revision Number Date of Revision Date of Implementation Highlights of Revision

1 July 24, 2023 August 7,2023 Improve learning competencies

Prepared by:

ANALIZA TUPPAL, MaEd

Subject Instructor

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Notes:
 For the programs without Dean, the Program Chairperson will check and approve the syllabus.
 For the programs without Dean, the Program Chairperson will evaluate, check and approve the syllabus of the core courses.
 For the programs with Dean, the Program Chairperson will evaluate and check the syllabus of the core courses.

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