Republic of the Philippines

COURSE HOLY CROSS COLLEGE OF CARIGARA

Rebolledo St., Brgy. Ponong, Carigara, Leyte
SYLLABUS Email address: [email protected]
ESC ID: 0801246 SCHOOL ID: 404667

COLLEGE EDUCATION PROGRAM: FIRST YEAR ENGLISH

Prepared by: Reviewed and Approved by:

Janice S. Claros Sister Mary Michael G. Bactong, OSF-PhD

College Instructor College Dean

COURSE CODE: COURSE TITLE: Language, Culture, and Society

CREDIT UNIT: Three (3) LECTURE: 3hrs/wk (18 weeks, 54 hrs total)
PRE-REQUISITE: NONE NAME: Janice S. Claros
DEGREE: Bachelor of Secondary Education - English
CONTACT NUMBER: 09655572157
EMAIL: [email protected]
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
teaching. Also, they must be able to gain insights of responsive learning environments in terms of language and
community/society needs.

HCCC VISION
HCCC envision to be eminent diocesan educational community committed to promote holistic transformation and global competence through integrated
community-based and ethical learning.

HCCC MISSION
Guided by Franciscan values, and rooted in Catholic traditions, HCCC is a learning community committed to academic and socio-cultural excellence, and
produce Christian leader, life-long learners, responsible professional creative innovators and compassionate stewards.
HCCC GOALS
HCCC aims to:
 Recruit and retain competent faculty, academic and service-oriented staff and student population.
 Provide scholarship opportunities and research and development productivity.
 Expand infrastructure and support system including technological innovation for research, teaching, service, and community partnership.
 Preserve a climate of harmony and human dignity.
 Model quality instruction and student mentoring.

CORE VALUES

Peace Loving
-Prayerfulness, obedience, truthfulness
Humility
-Simplicity, frugality, modesty, prudence
Integrity
-Honesty, moral decency, honor, excellence
God-fearing
-Commitment, responsibility, efficiency, courage, fortitude
Service
-Compassion, forgiving, communication, cooperation
Stewardship
-Care for environment, people-centered, generosity

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 responds to community contexts.
COURSE LEARNING PLAN

Time Allotment Intended Learning Outcomes Content Teaching Learning Activities ASSESSMENTS
(ILOs)
Weeks At the end of these weeks, 1. Review on Linguistic
1-3 the pre-service teacher (PST) Components of Language
should be able to:
1. Review on Definitions of  Review discussion on  Short objective quiz on
a. Review concepts in Language, Macro Skills, the Nature of the Nature of
linguistics in Communicative Language and Language Study and
reference to culture Competence, Views on Language Study and the Plurality of English
and society; Language, and the Plurality of
b. Differentiate Components of Grammar English  Debate about
linguistic terms in 2. First Language (L1) vs. Standard English vs
general language Second Language (L2),  Debate on the World Englishes
study (L1 vs L2, Native Language vs. Standard English and (focusing on
Mother Tongue vs. Mother Tongue vs. World Englishes arguments
Native Tongue, Foreign Language formulation)
Pidgin vs. Creole, 3. Pidgins and Creoles
etc.); 4. Macro and Micro  Drawing Implications
c. Discuss the plurality Linguistic Studies of Plurality of English
of English and its 5. Prescriptive vs. to society and
implications to Descriptive language teaching
society and language 6. Diachronic vs. Synchronic
teaching; 7. Oral vs. Written  Creating a
d. Argue as to the need Language differentiation table
for Standard English 8. Plurality of English on important
and World Englishes;  Linguistic Universals contrasting literary
and and Universal terms
e. Relate Philippines Grammar
English to  English vs. Englishes  Four S Brainstorming
local/community  Standard English Activity about the
needs Common Language relationship of
vs. Multilingualism Philippines English to
 World Englishes Community Needs
 Kachru’s Concentric
Circles (Inner, Outer,
Expanding Circles)
  Philippines English
Week 4-6 At the end of these weeks, 2. Language and Humans
the pre-service teacher (PST)
should be able to: 1. Features of Human  Lecture discussion on  Verbal participation on
Language by Hockett the Language and the discussion on
a. Recognize the 2. Halliday’s Language Humans highlighting Concepts of Language
features that Functions on its features, and Humans
distinguish human 3. Hon-human functions and the
and animal Communication non-human  Group process
languages; 4. Transmission in communication assessment on
b. Identify the functions Animal Language surveying community
of language distinct 5. Animal  Group and its language needs
to humans; consciousness documentation
c. Identify contextual 6. Experiments on activity on surveying  Community and
community and Language and the community to Language Needs
school learning Animals (Viki, Kanzi, determine the Assessment
activities in relation Gua, Koko, etc.) relationship of Documentation Report
to language language functions (focusing on
functions; and school learning Completeness of
d. Discuss and present activities Documentation,
how animals Discussion Analysis on
communicate with  Mixed-Pair-Discuss Community’s Needs,
humans and other Activity or the Elbow and Organization)
animals with or Partners Activity to
without deeply discuss the  Case Analysis/Journal
consciousness; and ways on how animals Review of an
e. Imply tenets of communicate with Anthropological
language teaching humans and other Linguistics, and
and learning through animals with or Organization of Ideas)
analyzing the without
cases/experiments consciousness within
on apes with human an environment or
language community.

 Case Analysis on
Apes Experiment on
the language of
humans-a research –
based perspective of
 teaching and learning
a language
Week 7-8 At the end of these weeks, 3. Language and Culture
the pre-service teacher (PST)
should be able to: 1. Accounts on the  Match Mine;  Formative
Origin of Language Trace What I Say Assessment on
a. Trace the possibility 2. Biblical, Activity – this is Concepts about
of language origin in Mythological, to trace the Language and
a cultural Historical and origin of Culture through
(anthropological) Scientific Accounts language in an oral participation
perspective; 3. Otto Jesperson’s anthropological
b. Recognize sign Language Origin perspective  Mastery Test on
language as a Hypotheses Language and
language of cultural 4. Semiotics or Sign  Sign Language Humans and
significance to Language Appreciation Language and
people with special 5. Icon, Index, Report to people Culture
needs; and Symptom, Signal, with and without
c. Identify the different and Symbol special needs  Sign Language
theories of 6. Sign Languages Appreciation
anthropological (Finger Spelling,  Discussion of Performance
linguistics and relate Filipino Sign research results (focusing on
them to society and Language, other of common Creativity of SL
language learning means of SL, etc.) theories in Presentation
through a case 7. Theories in Language language and Sincerity of
presentation and Culture culture Attitude towards
 Sapir-Whorf SL Users, and
Hypothesis Group Effort)
 Ethnopoetics
 Oral Gesture  Oral participation
Theory by Paget on research
results in language
and culture
Week 9-11 At the end of these weeks, 4. Language and History
the pre-service teacher (PST)
should be able to: 1. Historical Timeline of  Historical  Timeline synthesis
Noteworthy Linguist Timeline of on Language and
a. Identify noteworthy (from Aristotle to Language Activity History Contents
linguists and their Lowth, Jones, de to trace the as formative
contributions to Saussure, Chomsky) development of assessment
 language that it is 2. Historical Language and  Group process
today; Development of the English assessment on
b. Trace the Langauge language in a creating a
development of (Evolutionary or historical discourse analysis
language and the Darwinian) perspective and on historical
English language in a 3. Historical its noteworthy development of
historical perspective Development of contributions to English
from Anglo-Saxon to English (from Anglo- language
global periods; Saxon to Global progress  Discourse Analysis
c. Recognize the English)  Recognizing the Paper tracing
language family of 4. The English Language Language Family Grimm’s and the
English including the Family Tree of English Great Vowel Shift
modern foreign 5. Proto Indo-European including the in the Historical
languages related to 6. Proto-Germanic modern foreign Development of
it in phonology, 7. Old English, Middle languages English (focusing
morphology, syntax, English, and Modern  Discourse on Use of
and semantics; English Analysis on the Theories/Historical
d. Differentiate the 8. Changes in the changes of Linguistic
three Englishes English Language English from Old Concepts,
according to time  Grimm’s Law to Modern Organization of
period – Old, Middle,  Great Vowel  Sharing of Ideas, Reflection)
and Modern – Shift discoveries from
through in-depth the analyses  Class Participation
historical linguistics made about the Result during the
analysis case; and development of Sharing of Analysis
e. Analyze the changes language and its for in-depth
of English from Old history to justify discussions
to Modern through its relevance to
tracing Grimm’s Law the community
and the Great Vowel
Shift in sample
discourses.
Week 12-15 At the end of these weeks, 5. Language and Society
the pre-service teacher (PST)
should be able to: 1. Language vs. Dialect  Defining and  Open response
2. The Speech differentiating answering of
a. Define and Community language terms in questions on the
differentiate 3. Linguist Borrowing sociolinguistics concepts, terms and
linguistic terms in and Language  Lecture Discussion related topics of
sociolinguistics Contact Language and Society
 (language vs. dialect, 4. Language Variations on the construct of as formative
contact vs. 5. Language Registers Language and Society assessment
borrowing, etc.); 6. Language Shift and and Role of Research  Group process
b. Discuss how Death in Sociolinguistics assessment on
language affects 7. Language and  Team Stray Activity collaborative work/
aspects in society Gender and Creative creative presentation
and vice versa 8. Language and Social Presentation on the on language variations
(gender, social class, Class or Ethnicity utilization of  Collaborative
ethnicity, power, 9. Language and Power language in the Work/Creative
etc.); (politeness) different variations, Presentation on the
c. Recognize the role of sociolects, idiolects, utilization of
research and slangs in languages in the
Philippines English different variations,
sociolects, idiolects,
and slangs in
Philippines English
(focusing on
Respectful Use of
Language Variations,
Creativity of
Presentation, and
Teamwork and
Collaboration)
 Case Study
Analysis/Journal
Review and
Presentation of
Researches on
Sociolinguistics
Week 16-18 At the end of these weeks, 6. Introduction to
the pre-service teacher (PST) Ethnography and
should be able to: Ethnolinguistic Research

a. Recognize 1. Linguistic Borrowing  Lecture discussion on  Short objective quiz on

ethnography and 2. Code Switching Contents related to Essential Contents of
ethnolinguistic 3. Discourse of Applied Linguistics Applied Linguistics
research as viable Language in Cultural  Argument Report on
tools to improve and and Social Relevance  Argument report on Codeswitching
advocate languages; (i.e. Speeches, codeswitching as a (focusing on
 b. Argue on Meetings, Policy product or sub-form Arguments
codeswitching as a Making, Journalism, of language Formulation and
product or sub-form etc.) Organization of Ideas)
of language;  Societal Survey on  Societal Survey
c. Point out and Language issues Documentation Report
produce several concerning language on Language Issues
language discourse teaching and learning (focusing on
that could help to show the Completeness of
culture and society; application of Documentation,
d. Draft a language linguistics in culture Reflection, and Effort
policy that could be and society on Survey)
relevant to culture  Creative Presentation
and social groups in  Reading samples on on Community-based
the community; and ethnography and Language Discourses
e. Discuss language ethnolinguistic (focusing on Creativity
teaching and learning researches or Presentation,
scenarios which Teamwork, and
show application of  Writing and Collaboration. And
linguistics in culture producing several Use of Language in
and society. language discourse Relevance to Culture
to improve culture and Society)
and for the needs of
society

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

Stern, H.H. (2009). Fundamentals concepts of language teaching. 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.