Вы находитесь на странице: 1из 10

Republic of the Philippines

CITY GOVERNMENT OF BAGO


BAGO CITY COLLEGE
BAGO CITY
Rafael Salas Drive, Brgy. Balingasag, Bago City, Neg. Occ. 6101

Outcomes-Based Education (OBE) Course Design/Syllabus in Introduction in Language, Society and Culture

Vision of Bago City College: Bago City College as the center of quality tertiary education is geared towards the development of individual's capabilities, produce graduates who
will improve their standards of living and be conscientious agents of heritage and natural resources, responsive to the demands of local, national, and global communities.

Mission of Bago City College: Bago City College is committed to provide education, develop graduates with ethical and moral values who are innovative, service-oriented and
globally competitive.

Goals of Bago City College: Provide a strong training ground in various academic and technical programs. Enhance knowledge and skills through competence assessment.
Establish job linkages with industries for exposure and training of students in their chosen fields. Train and produce graduates who can provide skills and expertise in their
respective field. Provide more opportunities for alumni to be a part of a competent pool of professionals in nation-building.

College of Arts Mission, Vision and Objectives

Mission: The College of Arts is committed to prepare the individual to be competent in his area of discipline, self-reliant, and imbued with the right values, and actively involved
in the total development of oneself and of the society wherein he is a member.

Vision: The College of Arts foresees the resurgence of the appreciation for the arts and its allied fields and is committed to meet its demands.

Philosophy: The College of Arts shall judiciously cater to the demand for a strong Liberal Arts Education.

Goal: The College of Arts envisions to produce disciplined and self-reliant individuals imbued with the right values who are experts in their field.

OBJECTIVES
The College of Arts aims to:
1. Provide competent instruction in one’s area of discipline and allied fields;
2. Develop every individual’s full potential through varied and wholesome experiences and opportunities to enhance one’s growth; and
3. Imbue every individual with the right values, attitude, and a strong belief in one Supreme Being.
CORE VALUES: Artistic-Reliable-Trustworthy-Integrity-Articulate-Nimble-Steadfast

Course Name INTRODUCTION IN LANGUAGE, SOCIETY AND CULTURE


Course Credit 3 Units
Course Description The course examines language in its social context, that is, the ways in which groups of people use language.
Contact Hours /Week 54 hours
Prerequisite none
The learner has reliably demonstrated the ability to:

1. Explained the relationship between Language, Society and Culture through a Graphic Representation.
2. Cited specific examples of how the aspects of social identity are supported or reinforced by language through the use of a table or a matrix
3. Explained the status of geographical variations in a language through a Data Report in various charts.
4. Performed a Role-play on Registers particularly used in a social context.
5. Identified the characteristics, similarities and difference between Monolingualism, Bilingualism and Multilingualism through a Venn Diagram
6. Discussed the Pros and Cons of Multilingualism through a video presentation.
7. Identified the Characteristics of a good language through an Agree or Disagree
8. Presented a checklist containing the characteristics of a ‘good language.
Course Outcomes 9. Provided concepts surrounding the Idea of Prescriptivism and equality of language through Creating Scenarios
10. Provided concepts surrounding the Idea of Prescriptivism and equality of language through Creating Scenarios
11. Provided specific examples of: a) standard languages, b) pidgins, c) creoles through a Question Wall.
12. Mapped countries around the world where pidgins and creoles are still spoken.
13. Illustrated a diagram describing how a creole develops from a pidgin and list specific criteria needed for a language variety to be considered
standard.
14. Identified the structural differences between Written and Spoken Language through a panel discussion.
15. Illustrated the history of Spelling and spelling reforms through a timeline
16. Explained the theories of the origin of language through a comic strip.
17. Created a documentary elucidating the First Language learning among infants aged 6 month to 3 years old.
COURSE OUTLINE AND TIME FRAMEs
Week 1 Unit 1 - Orientation
Week 2-3 Unit 2 - The social functions of language.
Week 4- 5 Unit 3 - Dialects, Sociolect and Registers.
Week 6-7 Unit 4 - Multilingualism.
Week 8 Unit 5 - Language policy and planning
Week 9-10 Unit 6 - Prescriptivism and the equality of languages
Week 11-12 Unit 7 - Pidgins and Creoles
Week 13-14 Unit 8 - Written and spoken language
Week 15 Unit 9 - Theories of the origin of language
Week 16 - 18 Unit 10 - First-language learning
One week (equivalent of Allotted for Prelim, Midterm and Final Examinations
three hours)

Intended Learning Outcomes Course Content/ Subject Textbooks Teaching and Learning Assessment of Tasks Resource Time
(ILO) Matter References Activities (TLAs) (ATs) Materials Table
At the end of the session, the Unit 1: Introduction in language, Group Discussion: Using a rubric: Pieces of 3 hours
learners must have: Orientation Society and culture paper
With the provision of the Presentation of
1. discussed the course, its a. Introduction to the course Course Syllabus of the Group Output
requirements and the schools b. The course requirements: subject discussion of
policies: c. Grading System additional policies to be
1.1 defined terms that are d. Getting to know you applied in the duration of
related to the course (Introductions) the course
1.2 written and set proper e. House Rules
expectations.
1. Explained the relationship Unit 2: https://study.com/academy/les Creation of Graphic Using a rubric: Markers 6hours
between Language, Society and The social functions of son/the-social-cultural- Representation
Culture through a Graphic language. functions-of-language.html Presentation of Manila Paper
Representation. The Class will be divided Group Output
Language and geographical, https://www.unipu.hr/fileadmi into smaller groups and
2. Cited specific examples of ethnic, national identity. n/datoteke/odjel_humanisti/Os will be assigned to create
how the aspects of social oblje/Sekelj/Engleski_jezik/The_ their own Graphic
identity are supported or social_function_of_language.pd Representation of the
reinforced by language through f Relationship between
use of a matrix language, Society and
https://www.researchgate.net/ Culture.
publication/298888477_Langua
ge_and_ethnic_identity Matrix/ Table Making

http://www.jimelwood.net/stu The students will be


dents/grips/lan_culture/hobsba expected to come up with
wm_1996_language_culture_an a matrix or a table
d_national_identity.pdf complete with examples
of how the aspects of
social identity are
supported or reinforced
by language
1. Explained the status of Unit 3: https://www.theatlantic.com/in Data Gathering Using a Rubric: Laptop 6 hours
geographical variations in a Dialects, Sociolect ternational/archive/2016/01/dif
language through a Data Report and Registers. ference-between-language- Students will be assigned Presentation of Data OHP
in various charts. dialect/424704/ to gather data from their Report Multi-media
own speech and that of Projector
2. Performed a Role-play on https://www.thoughtco.com/so their families and peers,
Registers particularly used in a cial-dialect-sociolect-1692109 of how individual
social context. speakers switch among
https://drsaraheaton.wordpress varieties
.com/2012/05/22/language-
register-and-why-it-matters-or-
why-you-cant-write-an- Brain Storming
academic-paper-in-gangsta-
slang/ Students will be assigned Presentation of a
to various registers to Role Play
discuss how they are
going to portray the
assigned tasks in a Role
Play
1. Identified the characteristics, Unit 4: https://www.linguisticsociety.or Venn Diagram Using a Rubric: Venn Diagram 6 hours
similarities and difference Multilingualism. g/resource/multilingualism
between Monolingualism, Students will be tasked to Presentation of Manila Paper
Bilingualism and https://www.thoughtco.com/w identified the difference, Group output
Multilingualism through a Venn hat-is-multilingualism-1691331 similarities and Marker
Diagram characteristics of
https://www.researchgate.net/ Monolingualism,
2. Discussed the Pros and Cons publication/329124383_Lecture Bilingualism and
of Multilingualism through a _1_What_Is_Multilingualism Multilingualism
video presentation.
Creation of Video
Presentation
Students will be expected
to discuss the advantage
and disadvantages of
Multilingualism in the
Philippine Context.
1. Identified the Characteristics Unit 5: http://www.cal.org/areas-of- Agree or Disagree Using a rubric: Pen 3 hours
of a good language through an Language policy and impact/language-planning- Checklist Creation
Agree or Disagree planning policy Presentation of Paper
Students will be grouped group output
2. Presented a checklist a. Codification https://www.ericdigests.org/pr and will be tasked to Marker
containing the characteristics of b. Standardization e-9210/planning.htm create a list of
a ‘good language. c. Elaboration components or
d. Cultivation https://www.thoughtco.com/w characteristics of a
hat-is-codification-language- language to be
1689759 considered a good
language of which the
https://www.thoughtco.com/w class is to agree upon.
hat-is-language-standardization-
1691099
1. Provided concepts Unit 6: https://www.thoughtco.com/pr Creating Scenarios Using a Rubric: Marker 6 hours
surrounding the Idea of Prescriptivism and the escriptivism-language-1691669
Prescriptivism and equality of equality of languages. Students will be grouped Presentation of Paper
language through Creating https://www.polysyllabic.com/? into smaller groups and Group output
Scenarios q=navigating/intro/equality provide or create pen
scenarios relative to the
https://linguistics.stackexchang topic of which are to be
e.com/questions/18958/could- discussed upon the class.
we-rank-languages-saying-one-
is-superior-to-the-other Ex: What would happen
if there are Superior and
https://www.rooshvforum.com Inferior Language?
/thread-48796.html
1. Provided specific examples Unit 7: https://www.uni- Question Wall Using a Rubric: Map 6 hours
of: a) standard languages, b) Pidgins and Creoles due.de/SVE/VARS_PidginsAndCr Students will be tasked to
pidgins, c) creoles through a eoles.htm create a question wall Presentation of Marker
Question Wall. relative to the topic group output
http://www.afrostylemag.com/ Pen
2. Mapped countries around ASM7/pidgin.html World Mapping
the world where pidgins and Students will be tasked to Paper
creoles are still spoken. http://www.ello.uos.de/field.ph map out countries which
p/Sociolinguistics/Stagesofpidgi are using pidgins and Manila Paper
3. Illustrated a diagram ndevelopment creoles up to this day.
describing how a creole
develops from a pidgin and list Diagram Creation
specific criteria needed for a The students will be
language variety to be tasked to create a
considered standard. diagram upon how a
Language develops from
a pidgin.
1. Identified the structural Unit 8: https://www.omniglot.com/wri Panel Discussion Using a Rubric: Paper 6 hours
differences between Written Written and spoken ting/writingvspeech.htm Students will play as
and Spoken Language through a language panelist and discussants Presentation of Pen
panel discussion. a. Alphabets https://www.thoughtco.com/sp to pre-assigned topics by group output
b. Spelling and spelling elling-reform-english-1691987 the teacher relative to Crayons
2. Illustrated the history of reform the topic.
Spelling and spelling reforms https://www.historytoday.com/ Markers
through a timeline brief-history-english-spelling- Timeline Creation
reform Students are expected to
creatively illustrate the
spelling and spelling
reforms throughout
history through a timeline
1. Explained the theories of the Unit 9: https://www.thoughtco.com/w Comic Strip Using a Rubric: Paper 3 hours
origin of language through a Theories of the origin of here-does-language-come- Students will be divided
comic strip. language from-1691015 and are expected to Presentation of Pen
create a comic strip how Group Output
http://pandora.cii.wwu.edu/vaj humans were able to Crayons
da/ling201/test1materials/origi acquire language within
n_of_language.htm the Philippine context. Markers

1. Created a documentary Unit 10: https://www.brighthubeducatio Compiling of Literatures Using a Rubric: Camera 9 hours
elucidating the First Language First-language learning n.com/teaching-tips-foreign- Phone
learning among infants aged 6 languages/42458-language- Students will be divided Presentation of data
month to 3 years old. acquisition-vs-language- into groups and will be and documentaries OHP
learning/ tasked to compile related Multimedia
literatures on the First Projector
http://www.linguanaut.com/sta Language Learning
ges_of_language_learning.htm

Interviews

Students will be tasked to


gather first hand data on
how a infants acquire
their first language by
interviewing parents and
experts.
Suggested
Readings and Course Syllabus in Introduction to Language, Society and Culture
References https://study.com/academy/lesson/the-social-cultural-functions-of-language.html
https://www.unipu.hr/fileadmin/datoteke/odjel_humanisti/Osoblje/Sekelj/Engleski_jezik/The_social_function_of_language.pdf
https://www.researchgate.net/publication/298888477_Language_and_ethnic_identity
http://www.jimelwood.net/students/grips/lan_culture/hobsbawm_1996_language_culture_and_national_identity.pdf
https://www.theatlantic.com/international/archive/2016/01/difference-between-language-dialect/424704/
https://www.thoughtco.com/social-dialect-sociolect-1692109
https://drsaraheaton.wordpress.com/2012/05/22/language-register-and-why-it-matters-or-why-you-cant-write-an-academic-paper-in-gangsta-slang/
https://www.linguisticsociety.org/resource/multilingualism
https://www.thoughtco.com/what-is-multilingualism-1691331
https://www.researchgate.net/publication/329124383_Lecture_1_What_Is_Multilingualism
http://www.cal.org/areas-of-impact/language-planning-policy
https://www.ericdigests.org/pre-9210/planning.htm
https://www.thoughtco.com/what-is-codification-language-1689759
https://www.thoughtco.com/what-is-language-standardization-1691099
https://www.thoughtco.com/prescriptivism-language-1691669
https://www.polysyllabic.com/?q=navigating/intro/equality
https://linguistics.stackexchange.com/questions/18958/could-we-rank-languages-saying-one-is-superior-to-the-other
https://www.rooshvforum.com/thread-48796.html
https://www.uni-due.de/SVE/VARS_PidginsAndCreoles.htm
http://www.afrostylemag.com/ASM7/pidgin.html
http://www.ello.uos.de/field.php/Sociolinguistics/Stagesofpidgindevelopment
https://www.omniglot.com/writing/writingvspeech.htm
https://www.thoughtco.com/spelling-reform-english-1691987
https://www.historytoday.com/brief-history-english-spelling-reform
https://www.thoughtco.com/where-does-language-come-from-1691015
http://pandora.cii.wwu.edu/vajda/ling201/test1materials/origin_of_language.htm
https://www.brighthubeducation.com/teaching-tips-foreign-languages/42458-language-acquisition-vs-language-learning/
http://www.linguanaut.com/stages_of_language_learning.htm
Course Oral and Written Reports
Requirements Periodical Examination

Grading Class Standing (Quizzes, Attendance, Participation (Performance based),


System Assignments, Projects, Oral Reports) : 40%
Examinations (Written/Performance) : 40%
Out Put 20%
TOTAL 100%

Prelim Grade : 30%


Midterm Grade : 30%
Final Grade : 40%
Grade 100%
Classroom Be Punctual
Policies 15 minutes late is considered Absent
3 Late is equivalent to one absent
6 absences is considered DROPPED
Observe deadlines in submitting the different requirements
Bring your own materials (ball pen, papers, etc.)

Вам также может понравиться