Course Code: M-TSC Document Code: 2021-0803-ODTE-227

Prerequisite: Revision No: 00

COLLEGE OF TEACHER EDUCATION PROGRAM

Learning Plan Issue No: 01 Issue No: 01

ISO 9001:2015
Lecture Unit: 3 Issued Date:
Course Title: Principles and Theories of Language Acquisition and Learning M-PTL Laboratory Unit: None Effectivity Date: SY 2021-2022

Course Name M-PTL

Course Credits 3 units
This course provides an avenue for the pre-service English teachers to examine and demonstrate content knowledge on the principles, factors, and contexts
of language acquisition and learning based on theories and research findings. Moreover, this course enables them to explore and analyze the relationship of
Course Description
language learning principles and theories to classroom practice. They are expected to create a Language Acquisition Model/Framework integrating the
relationship of language acquisition and learning with the view of improving language instruction.
Contact Hours/week 10 weeks
Prerequisite

Course Outcomes a. examine the principles, factors, and contexts of language acquisition and learning through various teaching/learning events/scenarios; and
b. demonstrate research-based content knowledge on the relationship of language acquisition and learning theories to classroom practice.

Desired Learning Outcomes

(DLO) Course Content/Subject Teaching and Learning Assessment of Tasks References/Learning
Week Technology Used
At the end of the unit, the Matter Activities (TLAs) (ATs) Materials
students can…
a. define language and learning 1. The Nature of Language
1-2 according to different authorities; and Learning PPT • Brainstorming  Google meet
b. discuss how one’s • Definition of Language Discuss Function  Schoology
understanding of language Definition of Learning Test with students. Students may brainstorm  Quizzes
determines how once and discuss their answers  Slide
teaches it; and to the following questions:  presentation
c. share their insights on how - How does learning lake (ppt)
one’s understanding of the place?
way a learner learns - How can a person ensure
1
 determine one’s philosophy success in language
of education, teaching style, learning?
approach, methods, and - What is the optimal
classroom techniques. interrelationship of
cognitive,
- affective, and physical
domains for successful
language learning?
- What are the effects of
varying methodological
approaches, textbooks,
materials, teacher
- styles, and institutional
factors?

“Real-World”  Google meet

3-4 a. explain the theories and Theories of First Language Reflection Log  Schoology
stages of first language (L1) Acquisition Students discuss in  Quizzes
acquisition; • The Behavioristic class how parents, -Students write their
b. examine different cases on Approaches teachers, and the realizations after the
how a child learns their first • The Nativist Approach community helped discussion.
language; and • Cognitive theory the development of a
c. cite scenarios on how parents, • The Functional Approaches child’s L1. Students
teachers, and the community • Stages in Child Language point out situations
helped the development of a Acquisition and scenarios
child’s L1. regarding the given
topic by writing them
in an index card.
5-6 3. Schools of Thought in Students present their ideas  Google Meet
a. compare and contrast Second Language • Socratic Questioning to the class. A rubric on oral  YouTube
each school of thought of Acquisition recitation/engagement may  Schoology
language acquisition; • Structural Linguistics and The teacher may discuss be used.  Presentation
b. examine the teaching Behavioral Psychology the concepts by throwing  Quizzes
implications relevant to each • Generative Linguistics and questions to the students
school of thought; and Cognitive Psychology 3Whs
c. point out classroom • Constructivism: A What is it? (definition)
practices that manifest each Multidisciplinary Approach What do others say
school of thought. about it? (research
findings and related
2
 literature)
What is its teaching
implications?

7-10 Approaches to Language  Google Meet

Teaching • Group Facilitation  YouTube
a. discuss the varied • Present-day Teaching Pen and Paper Test  Schoology
approaches to language Methods Students are grouped  Presentation
teaching; - Grammar-translation and each group is
b. cite specific classroom - Audio-lingualism assigned one L2
practices wherein each - Cognitive-code approach to discuss.
approach is applied; and - Direct Method Students also cite
c. relate the principles of - Natural approach classroom practices that
interactive language teaching - Total Physical Response is reflective of the
to - Suggestopedia and different approaches.
Desuggestopedia
• The Principles of Interactive Reflective Activity
Language Teaching - How are language
teachers’ practices (or
what we regard as "good
practices") shaped by
different sets of
principles and ideas?
- What are the various
diverse social contexts in
which language teaching
takes place and what
effect might it have on
our language teaching
practices?

References:
3
Brown, D.H. (n.d.). Principles of language teaching and learning. San Francisco State University
Castello, D. (2016). First language acquisition and classroom language learning: Similarities and differences. Retrieved at https://www.birmingham.ac.uk/Documents/college-
artslaw/cels/essays/secondlanguage/First-Language-Acquisition-and-Classroom-Language-Learning-Similarities-and-Differences.pdf
“First Language Acquisition” Retrieved at http://pandora.cii.wwu.edu/vajda/ling201/test4materials/ChildLangAcquisition.htm
Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press 2011
Krashen, S. (2009). Principles and practice in second language acquisition. University of Southern California
Krashen, S. (2003). Explorations in language acquisition and use: The Taipei Lectures. Portsmouth, NH: Heinemann
Milambiling, J. (2011). Bringing one language to another: Multilingualism as a resource in the language classroom. English Teaching Forum. Retrieved from
https://americanenglish.state.gov/files/ae/resource_files/49_1_4_milambiling-1.pdf
Nacamulli, M. (2015). The benefits of a bilingual brain. Retrieved at https://www.youtube.com/watch?v=MMmOLN5zBLY
Wang, H. & Hill, C. (2011). A paradigm shift for English language teaching in Asia: From imposition to accommodation. The Journal of Asia TEFL. Vol. 8, No. 4, pp. 205-232
Zafar, M. (2010). Monitoring the 'monitor': A critique of Krashen's five hypotheses. The Dhaka University Journal of Linguistics: Vol. 2 No.4 August 2009 Page: 139-146

Prepared by: Reviewed by: Recommending Approval: Approved by:

Kendal Lay L. Unajan, LPT Hannah Lea Carmella C. Ureta, LPT Lilibeth Roa-Bagtas, PhD Dr. Marilou E. Albano
Faculty BSED Program Head Program Dean Vice-President for Academic Affairs
Date Submitted: Date Reviewed: Date approved: Date approved: