Jose Maria College College of Teacher Education: EL 100 - Introduction To Lingustics Philosophy
Jose Maria College College of Teacher Education: EL 100 - Introduction To Lingustics Philosophy
Jose Maria College College of Teacher Education: EL 100 - Introduction To Lingustics Philosophy
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.
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
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
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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 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.
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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.
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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
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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:
______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%
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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.
Date Signed
BSED Program Prof Ed 2 – The Teaching Profession Revision No. __ August, 2018