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JOSE MARIA COLLEGE

Philippine – Japan Friendship Highway, Sasa, Davao City


College of Teacher Education

COURSE SYLLABUS
EL 100 – INTRODUCTION TO LINGUSTICS

PHILOSOPHY
Jose Maria College believes that education is an ennobling force that leads to the enlightenment and transformation of individuals.

VISION
Jose Maria College is a leading educational institution in the Philippines and in the Asia-Pacific Region committed to total human development for
the well-being of society and the environment.

MISSION
The mission of Jose Maria College is to achieve and sustain excellence in every area of its teaching and research, developing and maintaining its position as a recognized leading
world-class educational institution, and enriching the international, national, and regional communities through the fruits of its research and instruction, the productivity of its alumni
and staff, and the publishing of academic and educational materials.

GOALS
JMC’s commitment to excellence is reflected in its five over-arching goals, articulated below:
1. Student Excellence. Enroll, education, and graduate the most deserving, promising and diverse student body possible and in the process, provide all students
(basic education and undergraduate) with an education that is innovative, distinctive, and of the highest quality, that inspires in them a zest for learning
2. Excellence in Research, Scholarship and Creativity. Achieve national and global pre-eminence in research, scholarship and creativity.
3. Faculty Excellence. Recruit, nurture and retain a diverse faculty who are outstanding scholars and teachers and an excellent, qualified staff who provide
outstanding support to faculty and students.
4. Excellence in Public Engagement. Strengthen the engagement of the institution’s instruction, research, and extension programs with local, national, and
international communities, consonant with its stature as an academically distinguished private institution with a mission.
5. Organizational and Staff Excellence. Review and enhance organizational structure, processes, and manpower and facilities that promote and support academic
excellence.
6. Educational Excellence. Review and enhance organizational structure and processes that promote and support academic excellence.

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INSTITUTIONAL CORE VALUES
 Commit to Justice that provides fairness and equal avenues for all members of the JMC community.
 Support every Open opportunity for a collaborative, collegial and caring learning environment.
 Seek knowledge through free and open intellectual inquiry and expression between and among members of the JMC community.
 Sustain Excellence in teaching, research and extension engagement of the institution.
 Embrace opportunities to Maximize linkages, networking and promotions of the institution with external entities.
 Apply learning in every discipline to prepare the JMC community for ASEAN integration and global competitiveness.
 Reward and recognize merit, creativity and innovation of members of the JMC community.
 Instill faith and belief in the Divine Providence through a life of moral, and righteous living, and caring for people, creations and resources.
 Continue Active pursuit of life-long activities of faculty, students and personnel.

PROGRAM EDUCATIONAL OBJECTIVES


Three to five years after graduation, the BEED/BSED graduates are expected to:
PEO A Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
PEO B Demonstrate mastery of subject matter/ discipline;
PEO C Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment;
PEO D Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
PEO E Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
PEO F Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
PEO G Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
PEO H Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities; and
PEO I Model desirable values and attitudes, disciplined professionals with integrity and passion to engage in life-long learning undertakings.

STUDENT OUTCOMES PEOs


BEED/BSED students are expected to: A B C D E F G H I
SO a Acquire minimum qualifications necessary for the teaching profession     
SO b Possess and exhibit substantial understanding of the subject areas in terms of
      
knowledge and pedagogy
SO c Possess the required knowledge, skills and values that support the teaching and
      
learning process
SO d Employ strategies in all learning endeavors      
SO e Involve oneself to mentoring practices 
SO a Acquire minimum qualifications necessary for the teaching profession     
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COURSE INFORMATION

Course Title Introduction to Linguistics


Course Description This course provides an overview of linguistics as a discipline, its development, levels of structure, and its significance to English
language teaching. (EK1, ES1)
Course Credits 3 units
Contact Hours/Week 3 hours a week
Prerequisite None

COURSE OUTCOMES Upon completion of the course, the BSED/ BEED students are expected to: SOs
a b c d e
CO 1 Acquire knowledge how language emerged and developed L L
CO 2 Describe and compare the systems and structures of languages in terms of (at least) their L L O
phonology, morphology, and syntax
CO 3 Integrate linguistic theories in practice of the target language P O
CO 4 Appraise the significance of linguistic development in English language teaching P P

Legend:
L Facilitates learning of the competencies P Allows students to practice competencies O Opportunity for development

LEARNING PLAN

Schedule Intended Learning Beginning Teacher Indicators Course Content/ Teaching and Assessment Learning
Outcomes (ILO) (PPST –BTIs) Subject Matter Learning Activities Tasks (AT) Resources
Week 1 • Establish the connections Domain 2.1.1 Demonstrate • JMC Philosophy, Vision, 1-Minute Paper / • Poster and •LCD Projector
of the course to JMC’s knowledge of policies, Mission, and Goals Reflections Slogan of ACQ
Vision, Mission and Goals. guidelines, and procedures • JMC Hymn, The College education •Powerpoint
• Outline the components that provide safe and secure Student Handbook • Group Sharing Slides
and requirements of the learning environments. • Course introduction and • Memorized JMC
course. overview • Think-Pair-Share philosophy, VMG •College
• Policies on Grading System, Handbook
Domain 2.2.1 Demonstrate Attendance, and Course • • Reflective Essay
understanding of learning Requirements
environments that promote • Class Organization and
fairness, respect, and care to Acquaintance
encourage learning.

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Week 2 Domain 1.2.1 Demonstrate an • What is linguistics and why Recitation Visual and Oral •LCD Projector
understanding of research-based study it? presentation •Powerpoint
knowledge and principles of • What is and what is not Reflective Essay Slides
teaching and learning. language? Group Activity • Online
• Theories in the origin of Dyadic essays References
Domain 1.5.1 Apply teaching language • Educational
strategies that develop critical • Written Tests • Magazines
and creative thinking, and/or
other higher-order thinking skills.
Week 3 Domain 1.1.1 Demonstrate • Early Speculations by: Max Group Activity Visual and Oral •
content knowledge and its Muller presentation
application within and/or across • Gestural Theory Written Report
curriculum teaching areas. • Religion and mythology Hand in, pass out
• Written Tests
Domain 1.2.1 Demonstrate an Text rendering
understanding of research-based
knowledge and principles of
teaching and learning.

Week 4 Domain 1.1.1 Demonstrate • Functions of language by Visual and Oral Reaction sheets •
content knowledge and its Geoffrey Neil Leech, 1974 presentation
application within and/or across • Features of human Word
curriculum teaching areas. language by Charles Group Activity webs/concept
Hockett, 1960 maps
Domain 1.3.1 Show skills in the • Graphic Organizer
positive use of ICT to facilitate 3x Summarization
the teaching and learning Written Report/ Tests
process.
Week 5 Domain 1.2.1 Demonstrate an • The Speech Mechanism Line-up Exit slip
understanding of research-based • Manners of Articulation Post It Parade
knowledge and principles of • Places of Articulation Debates
teaching and learning. Dotmocracy

Domain 1.3.1 Show skills in the


positive use of ICT to facilitate
the teaching and learning
process.
Week 6 Domain 1.1.1 Demonstrate • The English Speech Think-Pair-Share Visual and Oral
content knowledge and its Sounds Buzz Groups presentation
application within and/or across • Vowels 1-Minute Paper /
curriculum teaching areas. Reflections
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• Consonants
Domain 1.2.1 Demonstrate an • Diphthongs
understanding of research-based
knowledge and principles of
teaching and learning.

Domain 1.3.1 Show skills in the


positive use of ICT to facilitate
the teaching and learning
process.
Week 7 Domain 1.1.1 Demonstrate • Phonetics and Think Aloud Visual and Oral
content knowledge and its Phonology Round Table presentation
application within and/or across • Phonemes Complete Turn Taking
curriculum teaching areas. • Classification of
Phonemes
Domain 1.2.1 Demonstrate an
understanding of research-based
knowledge and principles of
teaching and learning.

Week 8 Domain 1.1.1 Demonstrate • Structure of Words: Peer Review Visual and Oral
content knowledge and its Morphology Respond, React, Reply presentation
application within and/or across • Classification of Social Annotation of
curriculum teaching areas. Morphemes Text
• Word Associations
Domain 1.5.1 Apply teaching
• Word Formation
strategies that develop critical

and creative thinking, and/or
other higher-order thinking skills.
Week 9 Domain 1.5.1 Apply teaching • Syntax: Grammatical Pro-Con Grids Visual and Oral
strategies that develop critical Structure Case Studies presentation
and creative thinking, and/or • Phrases and Clauses Group Text Reading
other higher-order thinking skills. • Subjects and Predicates

Domain 3.2.1 Implement
teaching strategies that are
responsive to the learners'
linguistic, cultural, socio-
economic and religious
backgrounds.
Week 10 Domain 1.5.1 Apply teaching • Sentences according to Snowball Visual and Oral
BSED Program Prof Ed 2 – The Teaching Profession Revision No. __ August, 2018
strategies that develop critical function Fishbowl presentation
and creative thinking, and/or • Sentences according to Quescussion
other higher-order thinking skills. structure Index Card Pass
• Simple, compound,
Domain 3.2.1 Implement complex, compound-
teaching strategies that are complex
responsive to the learners' •
linguistic, cultural, socio-
economic and religious
backgrounds.
Week 11 Domain 1.1.1 Demonstrate • Active and Passive Voice Line-up Visual and Oral
content knowledge and its • Forms and Functions Post It Parade presentation
application within and/or across • Paraphrasing Index Card Pass
curriculum teaching areas. •

Week 12 Domain 1.1.1 Demonstrate • Semantics: The Study of Think-Pair-Share Visual and Oral
content knowledge and its Meaning Buzz Groups presentation
application within and/or across • Lexical Relations 1-Minute Paper /
curriculum teaching areas. • Denotation and Reflections
Connotation
Domain 1.2.1 Demonstrate an •
understanding of research-based
knowledge and principles of
teaching and learning.

Domain 1.3.1 Show skills in the


positive use of ICT to facilitate
the teaching and learning
process.
Week 13 Domain 1.1.1 Demonstrate • Semantic Features Visual and Oral Visual and Oral
content knowledge and its • Theories in Semantics presentation presentation
application within and/or across • Formal Semantic Theory
curriculum teaching areas. • Group Activity

Domain 1.2.1 Demonstrate an Graphic Organizer


understanding of research-based
knowledge and principles of
teaching and learning.

Domain 1.3.1 Show skills in the


positive use of ICT to facilitate
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the teaching and learning
process.
Week 14 Domain 1.1.1 Demonstrate • Conceptual Semantic Think Aloud Visual and Oral
content knowledge and its Theory Round Table presentation
application within and/or across • Lexical Semantic Theory Graphic Organizer
curriculum teaching areas. •

Domain 1.2.1 Demonstrate an


understanding of research-based
knowledge and principles of
teaching and learning.

Domain 1.3.1 Show skills in the


positive use of ICT to facilitate
the teaching and learning
process.
Week 15 Domain 1.5.1 • Sociolinguistics: Language Case Studies Visual and Oral
Apply teaching strategies that in Its Social Context presentation
develop critical and creative • Speech Community
thinking, and/or other higher- • Prestige Varieties
order thinking skills. •

Domain 3.2.1
Implement teaching strategies
that are responsive to the
learners' linguistic, cultural,
socio-economic and religious
backgrounds.
Week 16 Domain 1.5.1 • Social Network Peer Review Visual and Oral
Apply teaching strategies that • Class Differences and Respond, React, Reply presentation
develop critical and creative Aspiration Social Annotation of
thinking, and/or other higher- • Social Language Codes Text
order thinking skills. • Socio-linguistic Variables

Domain 3.2.1
Implement teaching strategies
that are responsive to the
learners' linguistic, cultural,
socio-economic and religious
backgrounds.

BSED Program Prof Ed 2 – The Teaching Profession Revision No. __ August, 2018
Week 17 Domain 1.1.1 Demonstrate • Discourse Analysis Line-up Visual and Oral
content knowledge and its • Code-switching Post It Parade presentation
application within and/or across • Multilingualism Debates
curriculum teaching areas. • Pragmatics Dotmocracy

Domain 1.2.1 Demonstrate an
understanding of research-based
knowledge and principles of
teaching and learning.

Domain 1.3.1 Show skills in the


positive use of ICT to facilitate
the teaching and learning
process.
Week 18 Domain 1.1.1 Demonstrate • Theories of Language Line-up Visual and Oral
content knowledge and its Acquisition Post It Parade presentation
application within and/or across • Nature or nurture Debates
curriculum teaching areas. • Behaviorist Dotmocracy
• Innateness
Domain 1.2.1 Demonstrate an • Cognitive Interaction
understanding of research-based
knowledge and principles of
teaching and learning.

Domain 1.3.1 Show skills in the


positive use of ICT to facilitate
the teaching and learning
process.
Week 19 Domain 5.1.1 • Language Comprehension Visual and Oral Visual and Oral
Demonstrate knowledge of the • Language Production presentation presentation
design, selection, organization • Language in Its Biological
and use of diagnostic, formative Context Graphic Organizer
and summative assessment
strategies consistent with Written Test
curriculum requirements.
Soft bound copy
of research-based
compilation

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BASIC REFERENCES
1
2
3
4
5
6
7

SUGGESTED READINGS
1
2
3

CLASSROOM POLICIES
1 Expectation from the Students
The student’s responsibility is to come to each class prepared. She/he is also expected to take all examinations on the date scheduled. She/he should read the assigned
topics/problems before entering the class. She/he is expected to attend each class and participate actively in the discussions.

Academic Dishonesty
All students are expected to be academically honest. Cheating, lying and other forms of unethical behavior will not be tolerated. Any student found guilty of cheating in
examination or plagiarism in submitted course requirements will receive an F or failure in the course requirement or in the course. Plagiarism refers to the use of books,
notes or other intellectual property without giving proper attribution to its author, or representing the work of another person as one’s own. Cheating refers to securing help
in a test, copying tests, assignments, reports or term papers; collaborating with other students during an examination or preparing academic work; signing anoher student’s
name on an attendance sheet; or otherwise, practicing scholastic dishonesty.

Policy on Absences
The maximum allowable number of absences is 6. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special
examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her/his own tardy incidents and absences that
might accumulate leading to a grade of “FA”. It is also the student’s responsibility to consult with the teacher, program chair or dean should her/his case be of special
nature.

Course Requirements

The following are the minimum requirements of a student to pass the course:

1. Attendance

BSED Program Prof Ed 2 – The Teaching Profession Revision No. __ August, 2018
2. Oral Participating
3. Projects/Assignments/Seatwork
4. Quizzes
5. Long Examination
6. Individual/Group Report/Case Analysis
7. Reflection Paper

Grading System
Every student must know how to compute their grades following the Based Twenty Grading System. Computations of grades shall observe the following formula:

_________Raw Score _ ‘ x 80 + 20 = Rating


Total Number of Items
Example: Actual score is 18 out of the highest possible score of 20. The rating will be computed as follows:

______18___ _ ‘ x 80 + 20 = 0.92 to 92 %
20
There will be four grading periods. Students who fail to take a quiz, assignment, project or any of the three grading period examinations shall be given a rating of 60 unless
the absence is excused. Students who take to take the FINAL EXAMINATION shall be automatically be given a grade of ZERO.
2
Participation/ Performance 20% (flexible)
Assignment 5% (flexible)
Projects (Research/Portfolio/etc.) 15% (flexible)
Quizzes 20% (fixed)
Periodic Examinations 40% (fixed)
Total 100%

Prepared by: Reviewed by: Approved by:

BSED Program Prof Ed 2 – The Teaching Profession Revision No. __ August, 2018
ALLAN A. MAGSIPOC, LPT JOAN MAE S. ESPINOSA, LPT, MAED CATHERINE G. SUAZO, LPT, EdD., FRIEDr
Name of Instructor Program Chair Dean, College of Teacher Education

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Student’s Acknowledgement

I have received and read the course syllabus in ( ________________ ). I understand that I have to comply with the requirements of the course and the expectations
from me as a student in the said course during the First/Second Semester, SY 2018-2019 as these have been discussed also by our instructor. I am fully aware of
the consequences of non-compliance with the above mentioned requirements.

Student’s Signature over Printed Name

Date Signed

BSED Program Prof Ed 2 – The Teaching Profession Revision No. __ August, 2018