LNU VISION

A globally recognized university of education,

Republic of the Philippines management, arts and sciences geared
Leyte Normal University towards the inclusive growth and
COLLEGE OF EDUCATION sustainability of society
Tacloban City

LNU MISSION
To produce globally recognized human
capital along teacher education,
management, arts and sciences responscive
to the development needs of the society

EL 102 Language, Culture and COLLEGE OF EDUCATION GOAL

To produce world class educators and
education leaders imbued with ideals,
Society aspirations, values and traditions of Philippine
life that can adapt to the challenges of the
Secondary Education Department world
S.Y. 2022-2023
Second Semester
COURSE DESCRIPTION
DR. ARLYNN C. AGUILAR
MS. MARY GRACE S. FABI EL 102 – LANGUAGE, CULTURE, AND
MS. RITZEE O. FLORES SOCIETY – explores the inextricable link
Course Instructors 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
I. COURSE CODE : EL 102
taught.
II. COURSE TITLE : Language, Culture and Society
III. COURSE CREDIT : 3 Units
IV. 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.
V.INSTITUTIONAL
VERTICAL ALIGNMENT MATRIX
OUTCOMES COLLEGE OUTCOMES PROGRAM OUTCOMES COURSE OUTCOMES
Produce graduates who can: Produce graduates who can : Produce students who can:

- design educational
interventions to address
Critical Thinkers problems in educational
institutions;
- exemplify principles and
values through proficient oral
Effective and written communication;
Communicators - adopt the language of the
community in the context by
which they interact;
- develop comprehensive learning plan - Describe the nature, elements, and
with the emphasis on higher order functions of verbal and non-verbal
thinking skills; communication in various and
- craft and apply innovative instructional multicultural contexts
strategies aligned with the - Explain how cultural and global issues
objectives set; affect communication
- introduce complex disciplinary content - Determine culturally appropriate terms,
in easy and simplified manner; expressions, and images
- exhibit exemplary practice in the
utilization of effective verbal and non-
verbal communication skills;
- exhibit communicative competence in
delivering instruction and mindful
feedback to the students;

- demonstrate competency in - exhibit high sense of professionalism - Write and present academic and non-
planning teaching, by considering beliefs, values and academic text types using appropriate
 Professionally assessing, norms whenever they express tones, style, conventions, and
Competent managing students and themselves using different forms reference styles
utilizing appropriate (writing & speaking);
pedagogies and
instructional
materials for learning;
- innovate ICT tools that - maximize and generate in the use of - Convey ideas through oral audio-visual
respond to diverse needs of ICT tools in their practice of and/or web-based presentations for
ICT Competent learners; and, profession: journalism, instruction and different target audiences in local and
office support; and global settings using appropriate
registers
- practice transformative - observe responsibility and - Listen, speak, read, and write
Value-laden leadership skills and ethical accountability whenever they speak responsibly and empathetically
Leaders standards of the teaching and write observing inter cultural - Recognize, accept, empower, and
profession. communication. celebrate cultural diversity

VI. COURSE PLANS

LESSON 1

INSTITUTIONAL INTENDED LEARNING TIME TEACHING AND RESOURC

CONTENT ASSESSMENT
OUTCOMES OUTCOMES FRAME LEARNING EXPERIENCE E

Critical Thinker Students who can: I. Orientation I. Group Activity -- I. Task Prompt. Produce 1. PPT
I. formulate his/her own A. LNU Vision & 1 week sharing of students’ a video reflection on the 2. Videos
vision and mission Mission First Semester following: 3. Camera
parallel with the B. Program experiences TARGET A. your impression and phone
university’s: Objectives OUTPUT: Survey reflection of and on the 4. Internet
A. engage in a dialogue C. Introduction to Report university’s Vision and 5. Computer
to inquire on and the Course II. Presentation of Mission statements;
scrutinize an issue or Survey Report by B. your analysis on how
 subject matter; group’s representative
B. negotiate differences; III. Open discussion
and on students’
C. agree on a common realization
ground IV. Presentation of the C.
LNU Vision and
Mission via a PPT
V. Open forum on the D.
Vision and Mission
statements II.
VI. Revisiting of
students’ formulated
Vision and Mission A.
during the First
Semester
VII.Reformulation of
their Mission and
Vision for the
semester. TARGET
OUTPUT: Video
Reflection and
Action Plan
VIII. Submission
of Requirements:
Video Reflection is
via GC; Action Plan, B.
for printing and
compiling in a folder
following the given
format
IX. Presentation of
individual video and
action plan in the
you fared during the
First Semester, in terms
of the university’s
Vision and Mission;
your plans on how you
could improve this
semester; and
your revised vision and
mission statement.
Procedure. The
following steps will help
you do the tasks:
Revisit your
experiences during the
First Semester – how
do you think you fared
in your academic life;
how’s your relationship
with your classmates
and teachers; and how
did you do in your
extra-curricular
activities? Have your
own vision and mission
statements been met?
From your reflection,
come up with an Action
Plan for the Second
Semester – how do you
want to improve this
time; which area/s do
you want to improve on;
and how do you want it
 class to happen? What
X. Presentation of the practices or habits
Program Objective, should you avoid or
Introduction to the stop this time? How do
Course, and the you intend to do it?
Syllabus C. Then, write a reflection
XI. Open Forum on paper on it.
the Syllabus D. Finally, shoot a
XII. videoblog on your
Presentation of the reflection.
Revised Syllabus III. Performance Task. To
kick off the Second
Semester, the
university will conduct a
retreat or recollection
for its students. Part of
the activity is a
testimonial night where
students and the entire
LNU community will
gather around, dine,
and listen to success
stories of a select few
during the First
Semester. The activity
hopes to boost the
morale of the students,
inspire them to pursue
their dreams despite
the odds, and continue
to succeed in their
university life. You were
chosen to present a
 testimonial video on the
challenges and
triumphs you came
across with and
conquered during the
First Semester.
Effective II. engage in a dialogue to 1.
Communicator inquire on and
scrutinize an issue or
subject matter,
negotiate differences,
and agree on a
common ground:
A. listen, speak, read,
and write responsibly
and empathetically;
B. demonstrate
sensitivity and
awareness to verbal
and non-verbal cues;
C. exhibit certitude and
impartiality in the
expression of
thoughts, emotions,
or positions; and
D. share insights
sincerely and tactfully
III. write an Action Plan;
ICT Competent IV. produce a video
reflection essay;
Value-laden V. exhibit reflective
Leaders thinking and
diplomatic demeanor
 in reacting and
negotiating a point:
A. recognize and
understand his/her
own moods,
emotions, and drives;
and, how each may
affect others;
B. control or redirect
disruptive impulses
and moods and
suspend judgment;
C. understand people’s
emotional makeup;
and
D. manage
relationships, build
networks, and find a
common ground.
Professionally VI. negotiate;
competent VII. become a resource
speaker; and
VIII. teach vision and
mission.
LESSONS 2, 3, 4, 5, 6, & 7
A. Describe the nature, elements, and functions of verbal and non-verbal communication in various and multicultural contexts
1. Explain how cultural and global issues affect communication
2. Determine culturally appropriate terms, expressions, and images
Define, analyze, and draw the relationship between and among language, culture, and society

Critical Thinker Students who can: II. Definition of 6 weeks Output 1. Research I. Performance Task. The 1. Videos
I. Plan, conceptualize, Sociolinguistics Exploration. National Youth 2. Books
design, strategize, and III. Importance of Gather, study, and Commission in
 produce a travelogue.
Effective II. Write a travelogue
Communicator III. Speak for and in a
travelogue
ICT Competent IV. Produce a travel vlog
V. Promote a travelogue via
social media platforms
Value-laden VI. Promote cultural
Leaders heritage
Professionally VII. Produce a travelogue
competent VIII. Teach definition and
importance of
sociolinguistics
Sociolinguistics analyze literatures on the collaboration with the
IV. Variation and definition and importance Department of Tourism Magazin
Language of sociolinguistics. From Region 8 is holding a es
A. Regional your readings, make a Search for Millennial 4.
Dialectology and summary with proper Icons. The competition is
Social Dialectology citations—APA format. open to all youth ages Exempla
 Phonological Output 2. Concept fifteen to twenty-five who rs
Paper Writing. have strong advocacies 5. Internet
 Lexical
From your gathered in promoting cultural 6.
 Semantic
 Syntactic literatures, write a heritage of his or her
concept paper on it. town. Interested Comput
Difference er
B. Sociolects -A video tutorial on applicants are required
writing concept paper to produce a travelogue. 7. Modules
 Register/style
shifting shall be provided for you II. You would be
 Lingua Franca for peruse. A template evaluated in the
and a set of guidelines as following areas with the
 Pidgins and
well on Formatting, corresponding rubric:
Creoles
Writing of the Title, your brochure, the
 Jargon and
Covering and Packaging travelogue, and your
Argot
of the Paper will be presentation skill. You
C. Variation and
provided for your have a week to work on
style
compliance. it.
 Overt vs. Output 3. Reflection III. Procedure. The
Covert Paper following steps will help
Prestige A. From the concept you do the tasks:
 Observer’s paper, write a reflection. 1. Organize a team of 5
Paradox In writing your paper, be to work on the task
IV. Language guided by the following with – study,
Attitudes questions: brainswarm, delegate,
A. Semantic Shift 1. What did you learn consult, and practice
and about the topic? with them.
Semantic 2. How are language, 2. A timetable helps you
Derogation culture, and
B. Linguistic visualize how the
 Relativism society project will go; who,
C. Perceptual interconnected or when, and how to do
Dialectology not? what; how much, and
D. Social 3. How is your how it is going. It will
Identity learning significant help you keep track of
Theory to you as: the group’s progress,
E.  student; performance,
Accommodation  family member; accomplishments,
Theory  community threats/challenges,
E. Language member; and results. Hence,
Politeness  Filipino; and the need to make one.
 human being at 3. Research on the town
large. you will be
4. What can you representing—the
contribute to language, culture:
maintain, promote, festival, jokes, food,
and intensify the people, games, tourist
interconnectednes spot, and other
s? practices
distinct/unique to the
B. Follow strictly the community.
template and 4. The quality of
standard guidelines information your
on formatting, project will provide
writing the title, and depends on the level
covering and of your understanding
packaging the of the topic. The more
paper. you know about it, the
Think-Pair-Share more comprehensive,
Activity reliable, and valid
Processing of your claims, concepts,
Reflection Paper and data and the
Video showing on better your execution
Travelogues of the plan will be.
Brochure Critiquing Hence, the concept
Travelogue Production paper requirement.
From the gathered data
in the concept paper,
interviews and other
forms of investigations,
produce a travelogue and
brochure on a particular
locality.
Do further research about
the locality featuring
distinctive cultural
heritage. This will be
helpful in crafting your
travelogue and designing
your brochure.
Conduct a
Sociolinguistic
Interview highlighting the
target contents as
variables of the
investigation.
-May triangulate data thru
literary pieces.
-Draw insights from
Labov’s studies—
Martha’s Vineyard: A
Study of Social Dialects
and The New York City:
Dialect Survey
Deliberate with the
group on the concept
 of the travelogue and
brochure design to use
for the assigned topic.
Execute the plan.
Performance Task
Presentation In a Jigsaw
Puzzle, a simulation of an
art exhibit set up, you are
to present your
travelogue and brochure.
Hence, the call for a
creative way of the
presentation.
Script Writing. Prepare a
script for the group to
guide each member on
the presentation – what
to say, what to do, and
for how long.
LESSONS 8, 9, 10, 11, & 12

5. Describe the nature, elements, and functions of verbal and non-verbal communication in various and multicultural contexts
6. Explain how cultural and global issues affect communication
7. Determine culturally appropriate terms, expressions, and images
8. Write and present academic and non-academic text types using appropriate tones, style, conventions, and reference styles
9. Convey ideas through oral audio-visual and/or web-based presentations for different target audiences in local and global settings using
appropriate registers
10. Listen, speak, read, and write responsibly and empathetically
11. Recognize, accept, empower, and celebrate cultural diversity
Agreement
Critical Thinker Students who can: Sociolinguistics: 5 weeks Output 1: Research Task Prompt. The Leyte
I. Gather, sort out and Issues and Trends Work Normal University is
analyze journals/articles on  Language Gather, sort out, and conducting its 2nd
 issues and trends related to
sociolinguistics;
Effective II. Write a literature review
Communicator paper, craft out a script,
design an infographic
material, anchor or host and
deliver a speech;
ICT Competent III. Use various computer
applications in the layout and
production of the infographic
material;
IV. Create a video montage
for oral presentation
Value-laden V. Promote awareness on
Leaders the different sociolinguistic
issues;
Professionally VIII. Be a resource speaker
competent
A. Describe the nature, elements, and functions of verbal and non-verbal communication in various and multicultural contexts
B. Explain how cultural and global issues affect communication
Policy and analyze literatures on International
Planning sociolinguistic issues and Multidisciplinary Research
 Language trends. Conference which aims to
Standardization From the gathered promote awareness on
 Politically researches, craft a précis varied sociolinguistic
correct observing proper issues. As a research
language citations. practitioner, you are invited
 Language and Output 2. Concept as a resource speaker,
Gender Paper Writing hence, the following
 Language Review the guidelines on preparations:
Change concept paper writing. A. Research on
 Language Follow strictly the sociolinguistic issues;
Attitudes guidelines and B. A Power point on the
 Language formatting, writing the topic; and
Ideology title, and covering and C. A script;
packaging of the paper.
 Language
Output 3. Reaction
Relativism
Paper
 Linguicism
From the concept paper,
write a position paper.
Output 4. Infographic
Production
Convene with your group
mates: plan,
conceptualize, design
and create your
infographic.
Output 5. Script Writing
Prepare a sizeable script
for the presentation.
LESSONS 13, 14, 15, 16, 17 & 18
 C. Determine culturally appropriate terms, expressions, and images
D. Write and present academic and non-academic text types using appropriate tones, style, conventions, and reference styles
E. Convey ideas through oral audio-visual and/or web-based presentations for different target audiences in local and global settings using appropriate
registers
F. Listen, speak, read, and write responsibly and empathetically
G. Recognize, accept, empower, and celebrate cultural diversity

Critical Thinker Students who can:
I. Plan, conceptualize, and
design a marketing strategy.
Effective II. Write business
Communicator correspondences;
III. Present marketing plans
strategically
ICT Competent IV. Create a website
Value-laden V. Support, promote and
Leaders empower local
entrepreneurship
Professionally VI. Be an entrepreneur
competent VII. Teach the target
contents
Theories on 6 weeks Output 1: Research Task Prompt. You are a
Language Work group of young
Diversity Gather, sort out, and entrepreneurs from Region
 Babelian analyze literatures on the 8, pioneer or start a
Hypothesis of theories on language company that venture into
Language diversity. the incorporations
Diversity From the gathered language, culture and
 Braj’ Kachru’s researches, craft a précis society. As a startup
Concentric observing proper company, design a
models of WE citations. marketing plan.
Output 2. Concept
World Englishes Paper Writing
 Philippine Review the guidelines on
English concept paper writing.
Follow strictly the
guidelines and
formatting, writing the
title, and covering and
packaging of the paper.
Output 3. Reflection
Paper
From the concept paper,
write a position paper.
Output 4. Business
proposal and
correspondences
 Output 5. Orthography
Production
Output 6. script;
Output 7. story board;
Output 8. promotional
video;
Output 9. website

Grading System & Target Outputs:

1. Product – 50%
a. Concept Paper/Reaction Paper/Worksheets/ brochures
b. Quizzes/ Midterm & Final examination
2. Performance – 50%
a. Oral presentation/Class Participation/ Attendance
b. Terminal Requirement

References:
Baker, A. & Hengeveld, K. (2012). Linguistics. United Kingdom: Wiley-Blackwell.
Bautista, M. (1997). Readings in Philippine sociolinguistics. Manila: DLSU Press.
Fromkin, V. & Rodman, R. (2014). Introduction to language (10th edition).
Meyerhoff, M. (2006). Introduction to sociolinguistics. New York: Routledge.
Yule, George. (2010). The Study of Language (4th Edition).

Prepared by:
Mary Grace S. Fabi Ritzee O. Flores Rogelio Ticoy

Updated by:

ARLYNN C. AGUILAR, EdD-ELT

Reviewed by:

LUIS LUIGI VALENCIA, PhD

Program Head, Secondary Education Department

Approved:

LINA G. FABIAN, EdD

Dean, College of Education