Course Syllabus

1. Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Tampilisan Campus
COLLEGE OF ARTS AND SCIENCES
Program: Bachelor of Arts in English Language Studies
Department: English Language
Instructor/Professor: Deo J. Galvez
COURSE SYLLABUS
Pre-Requisites: History of English Language
Unit of Credit: 3 units
No. of Hours: 54 hours
Course Code ELS - 102 Day & Time:
Room:
Consultation Hours:
Course Title Theories of Language and Language Acquisition
PHILOSOPHY
Jose Rizal Memorial State University adheres to the principle of dynamism and cultural diversity in building a just and humane
society.
VISION
A dynamic and diverse internationally recognized University
A dynamic, inclusive, and regionally-diverse University in Southern Philippines
MISSION
Jose Rizal Memorial State University pledges to deliver effective and efficient services along research, instruction, production
and extension.
It commits to provide advanced professional, technical and technopreneurial training with the aim of producing highly
competent, innovative and self-renewed individuals.
GOALS
Globally-competitive educational institution;
Resilient to internal and external risks hazards;
Innovative processes and solutions in research translated to extension engagements;
Partnerships and collaborations with private enterprise, others HEIs, government agencies, and alumni;
Sound fiscal management and participatory governance
Second Semester
A.Y. 2022-2023
Registration No. 62Q15965
INSTITUTIONAL LEVEL

2. Graduate Attributes of Ilustrado Tribe
(GAIT)
addressed by the Course
At the end of the semester, students are expected to:
A. Globally Competitive
B. Industry Relevant
C. Effective Communicator
D. Service-Driven
Program Outcome/s
addressed by the Course
At the end of the semester, students are expected to:
A. Articulate a comprehensive and contextualized view of the English language system and development.
B. Use appropriate theories and methodologies critically and creatively.
C. Facilitate English language learning in diverse social, cultural, academic, and professional settings.
D. Participate effectively in oral communication situations where language systems vary.
E. Produce well-written texts for various academic and professional purposes.
Course Description This course explains the theories of the origin of Human language and of language acquisition and development, (CMO 75 S. 2017)

3. Course
Outcomes
Learning Outcomes Topics References Learning Activities
Learning
Materials
Formative
Assessment
Summative
Assessment
Week 1
At the end of this
week, students are
expected to:
a. familiarize the
course requirements,
topics coverage,
learning policies, and
guidelines.
-Orientation on the grading
system, overview of the
course, Learning policies &
guidelines
-Assigning of tasks
 Students Manual
 Syllabus
Individual activity:
With the use of
graphic organizers,
students are going to
Brainstorm the way
they understood
language.
 LED TV
 HDMI
 Laptop
Weeks 2 – 3
Explore and
examine the
various
theories,
concepts,
developments,
and assertions
from the
selected case
studies related
to the origins
of language,
language
learning, and
acquisition.
At the end of these
weeks, the students
are expected to:
a.) compare and
contrast each theory
about the origins of
language;
b.) discuss the various
concepts of language,
language learning,
and language
acquisition; and
c.) cite scenarios that
explicate the
language learning and
language acquisition
Chapter I: Origins of
Language
1.1 The Devine source
1.2 The natural sound
source
1.3 The social interaction
source
1.4 The physical adaptation
source
1.5 The genetic source
Chapter II: The Nature of
Language
1.6 Definition of Language
Key concepts:
1.7The distinctions between
language learning and
language acquisition
Article on the origins
of language
By:
Israa Burhanuddin
Abdurrahman
Tikrit University
Article on the nature
of language and
language learning
and acquisition
From:
World Englishes
international
conference
- Presentation of
their assigned topic
using the 4A’s
approach
- Activity
- Analysis
- Abstraction
- Application
-Write a reflection
paper about the
origins of language.
 LED TV
 HDMI
 Laptop
All needed
reading
materials are
uploaded on
google
classroom
Formats and
rubrics will be
given prior to
the activity.
Short
subjective quiz
on concepts of
language
learning and
language
acquisition.

4. Weeks 6- 8
Examine the
various
theories,
concepts,
developments,
and assertions
from the
selected case
studies related
to second
language
acquisition.
At the end of these
weeks, students are
expected to:
a.) analyze the stages
of child language
acquisition;
b.) discuss the
relevance and
implications of various
theories of first
language acquisition;
and
c.) discuss the given
case study on how
specific theory
addresses language
acquisition.
Chapter II: Theories of First
Language (L1) Acquisition
1.8 Stages in Child Language
Acquisition
1.9 The Behavioristic
Approaches
1.10 The Nativist Approach
1.11 Cognitive theory
1.12 The Functional
Approaches
1.13 Social interaction theory
1.14 Variable Competence
In Second Language
Acquisition
Tomasello, M.
(2005). Constructing
A Language: A
Usage-Based
Theory of Language
Acquisition. Harvard
University Press.
Ambridge, B., &
Lieven, E.V.M.
(2011). Language
Acquisition:
Contrasting
theoretical
approaches.
Cambridge:
Cambridge
University Press
Research findings
Presentation/
Case
Presentation
- Students may
search and
present
articles and
research on first
language
acquisition
highlighting the
different
processes and
implications.
 LED TV
 HDMI
 Laptop
 Periodic
paper
 Reading
materials
 Scoring
rubric
Short objective
quiz on the
stages of child
language
acquisition.
Midterm
Examination
Case Study
Analysis/ Journal
Review and
Presentation of
researches on
first language
acquisition
Articles are
provided during
the examination
day.
Weeks 9- 11
Examine the
various
theories,
concepts,
developments,
and assertions
from the
selected case
studies related
to second
language
acquisition.
At the end of these
weeks, students are
expected to:
social class, ethnicity,
power, etc.);
a.) examine various
case studies related
to language
acquisition from
different contexts; and
b.) construct their own
arguments, stands,
and claims from the
given case studies.
Chapter III: Case studies on
language acquisition
1.15 First language
acquisition: A case study of
a three-year-old Lebanese
child
By: Joel C. Meniado1
University of the
Philippines
1.16 Case Study of a Bilingual
First Language Learner
By: Georgina M.
Orbeta11Eastern Visayas
State University-Ormoc City
Campus, Georgina.or beta
Scholarly articles
-Asian Context
By pair final
requirement:
Presentation of
their case study
analysis centered
on language
acquisition
Each presenter
will be given 12
minutes to share
and discuss their
output.
 LED TV
 HDMI
 Laptop
 Periodic
paper
 Reading
materials
 Scoring
rubric
Short
subjective quiz
on language
acquisition
from different
contexts
Final Examination
Case Study
Analysis/ Journal
Review and
Presentation of
researches on
language
acquisition.
Articles are
provided during
the examination
day.

5. References
 “First Language Acquisition” Retrieved at http://pandora.cii.wwu.edu/vajda/ling201/test4materials/ChildLangAcquisition.htm
 Islam, M. T. (2013). First language acquisition theories and transition to SLA. In Ali, S., et al. (Eds.). Paper presented at the Asian Conference on Language
Learning 2013 Official Conference Proceedings, Osaka, Japan (499-510). Aichi, Japan: The International Academic Forum (IAFOR). Retrieved from
http://iafor.org/archives/offprints/acll2013- offprints/ACLL2013_0289.pdf
 Salim, J. A., & Mehawesh, M. (2014). Stages in language acquisition: A case study. English Language and Literature Studies, 4(4), 16-24.
doi:10.5539/ells.v4n4p16
 Suwandi, S. (2010). A Thorough study on a child learning her first language: A case study on a three-year-old child. Eternal, 1 (2), 1-15. Retrieved from
http://ejurnal.ikippgrismg.ac.id/index.php/eternal/article/view/178/169
 Whitehurst, G. J., & Valdez-Menchaca, M. C. (1988). What is the role of reinforcement in early language acquisition? Child Development, 59(2), pp. 430-440.
Doi: 10.2307/1130322
 Dixon, L. Q., Zhao, J., Shin, J-Y., Wu, S., Su, J-H., Burgess-Brigham, R., Gezer, M., & Snow, C. E. (2012). What we know about second language acquisition:
A synthesis from four perspectives. Review of Educational Research, 82(1), 5-60. doi:10.3102/0034654311433587
 Tomasello, M. (2005). Constructing A Language: A Usage-Based Theory of Language Acquisition. Harvard University Press
Grading Plan
The following are the criteria for grading:
30% - Major Examination (Midterm or Final)
30% - Quizzes
40% - Performance Tasks (projects/assignments/activities/recitations, works, seat works, output)
100%
Transmutation shall be based on a 0=50% grading system
General Average (GA) is the grade that appears in the transcript of records for a certain course which is 50% of the Midterm Grade + 50% of the Final grade).

6. Classroom Rules of Conduct
 Late submissions are not accepted. Unless there is a very valid excuse for a such late submission.
 Plagiarism is to be avoided at all costs. First offense, the student will receive a grade of 0 for the work/activity/seatwork/essay. Second offense, the student
will receive a final grade of 0.0 for the subject.
 No one is allowed to use his or her phone for texting or calling during the class unless it is for emergency purposes
Prepared:
DEO J. GALVEZ
Signature over Printed Name
Noted:
Prof. RUTHIE LIZA R. LAPINIG
Signature over Printed Name of Program
Chair
Noted:
ROMEO C. LOPEZ, Ph. D
Signature over Printed Name of
System Dean
Approved/Disapproved:
JAY D. TELEN, Ph. D
Signature over Printed Name of
VPAA
Date: Date: Date: Date:
Date Revised: _____________