UNIVERSITY OF CALOOCAN CITY

COURSE SYLLABUS

COLLEGE : College of Education

COURSE : PRINCIPLES AND THEORIES OF LANGUAGE ACQUISITION
COURSE CODE : ENGL 502

I. INSTITUTIONAL VISION:
The University of Caloocan City aims to have a quality higher institution with stakeholders imbued with relevant knowledge, skills, and values for the
attainment of community-driven, industry sensitive, environmentally conscious, resilient, globally competitive
university in and for the love of God, country, and people.

II. INSTITUTIONAL MISSION:

The university calls to develop God-loving, people-driven, patriotic, industry sensitive, environmentally conscious, globally competitive, and resilient
graduates.

III. INSTITUTIONAL GOALS:

1. To be a sought-after educational institution integrating quality, competence and servant hood that will produce successful and well-rounded pool of
graduates in their chosen careers and endeavors.
2. To yield graduates that will continue to uplift the already strong ideals of the City of Caloocan through the promotion of desirable values as love (of
God, people, and self), environmental consciousness, and resiliency, and
3. To prepare graduates in becoming highly abreast and competitive in a fast-paced, globalized economy through awareness on national issues, trend,
and ASEAN integration.

IV. COLLEGE OF EDUCATION VISION:

A quality teacher education institution in a perpetual quest of producing teachers and school leaders imbued with character and intellect and guided by
strong sense of integrity, excellence, ecological consciousness, and community service.

V. COLLEGE OF EDUCATION MISSION:

1. To develop future educators and school leaders that will:
2. Deliver exemplary instruction and leadership in the field of education;
3. Exhibit resiliency and competitiveness in any learning environment;
4. Engage in scholarly researches that support sustainable development; and
5. Promote environmental and community-driven services for the general welfare.
 UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS

VI. COURSE DESCRIPTION

Examines principles, factors, and contexts of language acquisition and learning based on theories and research findings

VII. COURSE EXPECTED OUTCOMES:

1. Articulate and contrast the principal theories of language acquisition, encompassing nativist, behaviorist, and interactionist perspectives.
2. Delineate the developmental stages of second language acquisition, and compare these stages with those observed in first language development,
highlighting similarities and differences in the acquisition process.
3. Analyze key developmental milestones in language acquisition across various age groups and levels of proficiency, assessing their implications for
understanding normative and atypical language development trajectories.
4. Evaluate how various theories of second language acquisition (SLA) account for individual differences and contribute to comprehending the variability in
language acquisition rates and outcomes among learners.
5. Investigate how socio-cultural contexts affect language learning and pedagogical practices, exploring the role of cultural factors in shaping both the
acquisition process and instructional strategies.
6. Design and execute discourse-based instructional activities, such as role-plays, group discussions, and interactive tasks, to foster meaningful language use
within contextualized settings.
7. Discuss the application of neuro-linguistic principles to enhance language acquisition and instructional methodologies, integrating insights from cognitive
neuroscience into language teaching practices
8. Apply evidence-based strategies and techniques in language instruction, informed by current research in second language acquisition (SLA), to optimize
teaching effectiveness.
9. Implement evidence-based strategies and techniques in language instruction that are supported by SLA research.
10. Critically evaluate contemporary research findings in the field of second language acquisition and assess their implications for language teaching practices
and methodologies.

VIII. COURSE OUTLINE AND TIMEFRAME:

TIME COURSE CONTENT

Week 1 A. Foundations of Second Language Acquisition
Week 2 B. Universal Features of Second Language Acquisition (SLA) Learner and Learning Process
Week 3-4 C. Individual Influences related to Different Rate of SLA
Week 5-6 D. Social Contexts of Second Language Acquisition
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COURSE SYLLABUS

Week 7-8 E. Three General Language Acquisition Theories: Behaviorist, Innatist, and Interactionist
Week 9 Midterm Examination
Week 10-11 F. Piaget’s Accommodation Theory & Acculturation Model, and Andersen’s Nativization Model
Week 12-13 G. Hatch’s Discourse Theory & Krashen’s Hypotheses
Week 14 H. Chomsky’s Universal Hypothesis and Vygotsky’s Sociocultural Theory
Week 15 I. Complexity and Connectionism Theories in Second Language Acquisition
Week 16 J. Paradigms of Second Language Acquisition: A Neurolinguistic Perspective of SLA
Week 17 K. Principles in Practice for SLA (Approaches to Language Teaching)
Week 18-19 Final Examinations

IX. COURSE MAPPING

PROGRAM OUTCOMES
COURSE OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

Articulate and contrast the principal theories of language acquisition, encompassing I I I I I I I I

nativist, behaviorist, and interactionist perspectives.

Delineate the developmental stages of second language acquisition, and compare these P P P P P P P P
stages with those observed in first language development, highlighting similarities and
differences in the acquisition process.

Analyze key developmental milestones in language acquisition across various age groups I I I I I I I I
and levels of proficiency, assessing their implications for understanding normative and
atypical language development trajectories.

Evaluate how various theories of second language acquisition (SLA) account for P P P P P P P P
individual differences and contribute to comprehending the variability in language
acquisition rates and outcomes among learners.
 UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS

Investigate how socio-cultural contexts affect language learning and pedagogical I I I I I I I I

practices, exploring the role of cultural factors in shaping both the acquisition process and
instructional strategies.

Design and execute discourse-based instructional activities, such as role-plays, group D D D D D D D D

discussions, and interactive tasks, to foster meaningful language use within
contextualized settings.

Discuss the application of neuro-linguistic principles to enhance language acquisition and P P P P P P P P

instructional methodologies, integrating insights from cognitive neuroscience into
language teaching practices

Apply evidence-based strategies and techniques in language instruction, informed by D D D D D D D D

current research in second language acquisition (SLA), to optimize teaching
effectiveness.

Implement evidence-based strategies and techniques in language instruction that are D D D D D D D D

supported by SLA research.

Critically evaluate contemporary research findings in the field of second language D D D D D D D D

acquisition and assess their implications for language teaching practices and
methodologies.

Legend:
I - Introduced (The students get introduced to concepts and principles.)
P - Practiced (The students practice the competencies with supervision.)
D - Demonstrated (The students demonstrate the competencies across different settings with minimal supervision.)
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COURSE SYLLABUS

X. LEARNING PLAN

Course Content/Subject Matter Desired Learning Outcomes References/Textbook Teaching and Learning Assessment
(DLO’s) Activities(TLA’s) Tasks (AT’s)
Foundations of Second Language Explain the significance of SLA Saville-Troike, M. (2012). Pop Quiz
Acquisition in the context of language Introducing Second Lecture: Utilizing a diverse array of Presentation
1. What is SLA? education and cognitive Language Acquisition, 2nd multimedia resources, students will Reflective Essay
2. First and second languages development. edition. Cambridge participate in a comprehensive Literature
3. Nature of Language Learning University Press, New York. discourse on Second Language Review
4. Language acquisition vs Compare SLA stages with first https://repository.bbg.ac.id/bi Acquisition (SLA) topics, critically
language learning language acquisition to tstream/588/1/Introducing_S analyzing and synthesizing key
5. L1 vs L2 learning understand similarities and econd_Language_Acquisitio concepts, theories, and empirical
6. Logical problems of language differences. n_.pdf findings to deepen their
learning understanding of the subject matter.
7. Frameworks for SLA Ortega, L. (2009).
8. SLA in the world Understanding Second Peer Discussion and Reflection:
Language Acquisition. Students will engage in structured
London: Hodder. peer discussions and reflective
https://mohammedaljohani.w exercises to critically examine the
ordpress.com/wp-content/upl educational implications of the SLA
oads/2014/10/understanding- topics covered, evaluating how
second-language-acquisition. theoretical insights and empirical
pdf evidence can inform and enhance
second language teaching
methodologies and practices.

Universal Features of Second Define universal features of Brown, H. D. (2006). Pop Quiz
Language Acquisition (SLA) SLA and explain their relevance Principles of Language Lecture: Utilizing a diverse array of Presentation
Learner and Learning Process in the context of second language Learning and Teaching. 5th multimedia resources, students will Reflective Essay
1. Age and Critical Periods acquisition. edition. participate in a comprehensive Literature
2. Cross-linguistic Influences https://gustavorubinoernesto. discourse on Second Language Review
 UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS

3. Role of the Environment Describe common linguistic com/wp-content/uploads/202 Acquisition (SLA) topics, critically Peer Review
4. Cognitive Contributions in and cognitive processes that are 0/06/H-Douglas-Brown-Prin analyzing and synthesizing key
SLA observed across different learners ciples-of-Language-Learning concepts, theories, and empirical
5. Interlanguage variability vs. and learning contexts. -and-Teaching.pdf findings to deepen their
Systematicity understanding of the subject matter.
6. Developmental Stages and Identify and describe the stages
Sequence of SLA of second language Peer Discussion and Reflection:
7. Myths about SLA development and how these Students will engage in structured
stages compare to first language peer discussions and reflective
acquisition. exercises to critically examine the
educational implications of the SLA
Analyze language development topics covered, evaluating how
milestones for different age theoretical insights and empirical
groups and proficiency levels. evidence can inform and enhance
second language teaching
Evaluate current research methodologies and practices.
findings in SLA and their impact
on language teaching practices. Research Work: Students will
compose a scholarly literature
review that systematically examines
and integrates existing research
related to the SLA topics addressed
in the course, demonstrating the
ability to critically assess and
synthesize relevant literature to
contribute to the academic discourse
on second language acquisition.

Individual Influences related to Define and explain key Ortega, L. (2009). Pop Quiz
Different Rate of SLA individual factors that influence Understanding Second Lecture: Utilizing a diverse array of Presentation
1. Age the rate of SLA, including age, Language Acquisition. multimedia resources, students will Reflective Essay
2. Crosslinguistic difference cognitive abilities, motivation, London: Hodder. participate in a comprehensive
 UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS

3. The linguistic environment personality traits, and prior https://mohammedaljohani.w discourse on Second Language Literature
4. Cognition language knowledge. ordpress.com/wp-content/upl Acquisition (SLA) topics, critically Review
5. Development of learner oads/2014/10/understanding- analyzing and synthesizing key Peer Review
language Discuss how external factors, second-language-acquisition. concepts, theories, and empirical
6. Foreign language aptitude like cultural and educational pdf findings to deepen their
7. Motivation contexts, impact SLA. understanding of the subject matter.
8. Affect and other individual Peregoy, S. F. & Boyle, O. F.
differences Examine how affective (2013). Reading, writing, Peer Discussion and Reflection:
variables such as motivation, and learning in ESL: A Students will engage in structured
anxiety, and self-esteem resource book for teaching peer discussions and reflective
influence language learning K-12 English Lessons (6th exercises to critically examine the
outcomes and progress. ed.) Boston: Pearson. educational implications of the SLA
https://commons.mtholyoke. topics covered, evaluating how
Evaluate how different SLA edu/wp-content/uploads/sites theoretical insights and empirical
theories address individual /227/2016/06/First-and-seco evidence can inform and enhance
variability and contribute to nd-language-acquisition-Per second language teaching
understanding variations in egoy-_-Boyle-2013-p.-57-69 methodologies and practices.
language acquisition rates. .pdf
Research Work: Students will
Reflect on how personalized compose a scholarly literature
instruction impacts learner review that systematically examines
engagement, motivation, and and integrates existing research
overall SLA rates. related to the SLA topics addressed
in the course, demonstrating the
Evaluate current research ability to critically assess and
findings in SLA and their impact synthesize relevant literature to
on language teaching practices. contribute to the academic discourse
on second language acquisition.

Social Contexts of Second Language Discuss the role of cultural and Saville-Troike, M. (2012). Pop Quiz
Acquisition sociolinguistic factors in second Introducing Second Lecture: Utilizing a diverse array of Presentation
1. Macrosocial factors language acquisition, including Language Acquisition, 2nd multimedia resources, students will Reflective Essay
 UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS

2. Microsocial factors identity, motivation, and social edition. Cambridge participate in a comprehensive Literature
3. Communicative competence interaction. University Press, New York. discourse on Second Language Review
4. Variation in learner language https://repository.bbg.ac.id/bi Acquisition (SLA) topics, critically Peer Review
5. Input and Interaction Explain how social contexts tstream/588/1/Introducing_S analyzing and synthesizing key
6. Global and national status of impact language learning econd_Language_Acquisitio concepts, theories, and empirical
L1 and L2 processes and outcomes, n_.pdf findings to deepen their
7. Institutional forces and including the role of social understanding of the subject matter.
constraints interaction, cultural norms, and Ortega, L. (2009).
8. Social categories community support. Understanding Second Peer Discussion and Reflection:
9. Circumstances of learning Language Acquisition. Students will engage in structured
10. Social Dimensions of L2 Discuss how access to London: peer discussions and reflective
learning language-rich environments Hodder.https://mohammedalj exercises to critically examine the
A. Self-regulation and and cultural immersion ohani.wordpress.com/wp-co educational implications of the SLA
language mediation opportunities enhance SLA. ntent/uploads/2014/10/under topics covered, evaluating how
B. Lexical density standing-second-language-ac theoretical insights and empirical
C. Grammatical metaphor Examine how cultural norms quisition.pdf evidence can inform and enhance
D. Grammatical intricacy and values shape language second language teaching
E. Appraisal system learning experiences and Peregoy, S. F. & Boyle, O. F. methodologies and practices.
theory expectations. (2013). Reading, writing,
and learning in ESL: A Research Work: Students will
Identify the impact of societal resource book for teaching compose a scholarly literature
attitudes towards language K-12 English Lessons (6th review that systematically examines
learning and multilingualism on ed.) Boston: Pearson. and integrates existing research
SLA. https://commons.mtholyoke. related to the SLA topics addressed
edu/wp-content/uploads/sites in the course, demonstrating the
Examine how socio-cultural /227/2016/06/First-and-seco ability to critically assess and
context influences language nd-language-acquisition-Per synthesize relevant literature to
learning and teaching. egoy-_-Boyle-2013-p.-57-69 contribute to the academic discourse
.pdf on second language acquisition.
Evaluate current research
findings in SLA and their impact
on language teaching practices.
 UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS

Three General Language Explain key theories and Peregoy, S. F. & Boyle, O. F. Pop Quiz
Acquisition Theories: Behaviorist, models of second language (2013). Reading, writing, Lecture: Utilizing a diverse array of Presentation
Innatist, and Interactionist acquisition (SLA), such as and learning in ESL: A multimedia resources, students will Reflective Essay
1. First Language Acquisition behaviorism, innatism, and resource book for teaching participate in a comprehensive Literature
Theories interactionist theories. K-12 English Lessons (6th discourse on Second Language Review
A. Behaviorist ed.) Boston: Pearson. Acquisition (SLA) topics, critically Peer Review
B. Innatist Compare and contrast https://commons.mtholyoke. analyzing and synthesizing key
C. Interactionist different SLA theories in terms edu/wp-content/uploads/sites concepts, theories, and empirical
2. Second Language Acquisition of their implications for language /227/2016/06/First-and-seco findings to deepen their
Theories teaching and learning. nd-language-acquisition-Per understanding of the subject matter.
A. Behaviorist Perspective egoy-_-Boyle-2013-p.-57-69
in Second Language Assess the effectiveness of these .pdf Peer Discussion and Reflection:
Acquisition approaches in facilitating Students will engage in structured
B. Innatist Perspective in language acquisition and peer discussions and reflective
Second Language understanding. exercises to critically examine the
Acquisition \ educational implications of the SLA
C. Interactionist Discuss the strengths and topics covered, evaluating how
Perspective in Second limitations of various theories in theoretical insights and empirical
Language Acquisition explaining how language is evidence can inform and enhance
acquired. second language teaching
methodologies and practices.
Evaluate current research
findings in SLA and their impact Research Work: Students will
on language teaching practices. compose a scholarly literature
review that systematically examines
and integrates existing research
related to the SLA topics addressed
in the course, demonstrating the
ability to critically assess and
synthesize relevant literature to
 UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS

contribute to the academic discourse

on second language acquisition.

MIDTERM EXAMINATION

Piaget’s Accommodation Develop inclusive practices that Peregoy, S. F. & Boyle, O. F. Pop Quiz
Theory & Acculturation consider the diverse cultural (2013). Reading, writing, Lecture: Utilizing a diverse array Presentation
Model, and Andersen’s backgrounds of learners and their and learning in ESL: A of multimedia resources, students Reflective Essay
Nativization Model acculturation processes. resource book for teaching will participate in a comprehensive Literature Review
K-12 English Lessons (6th discourse on Second Language Peer Review
Analyze how Piaget’s theory can be ed.) Boston: Pearson. Acquisition (SLA) topics, critically
applied to understand the cognitive https://commons.mtholyoke. analyzing and synthesizing key
processes involved in second language edu/wp-content/uploads/sites concepts, theories, and empirical
acquisition. /227/2016/06/First-and-seco findings to deepen their
nd-language-acquisition-Per understanding of the subject matter.
Discuss the implications of egoy-_-Boyle-2013-p.-57-69
accommodation for language teaching .pdf Peer Discussion and Reflection:
practices and curriculum design. Students will engage in structured
Ellis, R. (1985). peer discussions and reflective
Assess classroom scenarios and suggest Understanding Second exercises to critically examine the
adjustments based on Piagetian concepts Language Acquisition. educational implications of the
to support learners in accommodating Oxford: Oxford University SLA topics covered, evaluating
new language input. Press. how theoretical insights and
http://ereserve.library.utah.ed empirical evidence can inform and
Evaluate current research findings in u/Annual/LING/6820/Christi enhance second language teaching
SLA and their impact on language son/second1.pdf methodologies and practices.
teaching practices.
Research Work: Students will
compose a scholarly literature
review that systematically
UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS
UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS
UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS
UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS
 UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS

GRADING SYSTEM XI. COURSE REQUIREMENTS

Class Standing - 50% 1. Quizzes
Major Examinations - 50% 2. Midterm and Final Examinations
TOTAL - 100% 3. Attendance
4. Performance Test
5. Term Papers
XII. CLASSROOM POLICIES
Attendance: Regular attendance is crucial for participation and progress in this course. Students are allowed up to three absences. Absences beyond this may affect
your grade unless prior arrangements are made with the professor.
Participation: Active participation is expected. Engage in discussions, activities, and peer interactions to enhance your learning experience. Participation will be
factored into the final grade.
Deadlines: All assignments are due by the specified deadlines. Late submissions will incur a penalty of 25% per day unless prior arrangements are made.
 UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS

Submission: Assignments should be submitted through the designated platform or medium in the specified format (e.g., PDF). Follow the provided guidelines for
each assignment.
Honesty: All work submitted must be your own. Plagiarism, cheating, and any form of academic dishonesty will not be tolerated and will result in disciplinary
action as per college policies.
Collaboration: While collaboration is encouraged for discussions and group work, ensure that individual assignments are completed independently.
Respect: Respectful behavior is expected at all times. This includes listening to others, refraining from disruptive behavior, and maintaining a professional
demeanor.
Technology Use: Cell phones should be silenced and used only for class-related activities. Laptops and tablets may be used for note-taking and research, provided
they do not distract others.
Group Projects: In group work, all members are expected to contribute equally. Conflicts should be addressed within the group or with the professor if necessary.
Feedback: Provide constructive feedback to peers and accept feedback graciously.
Grading: Grades will be based on the outlined criteria for assignments, exams, and participation. Students will receive feedback on their performance to support
their learning and improvement.
Grade Disputes: If you have concerns about a grade, discuss them with the professor within five days of receiving the grade.
Research: Follow ethical guidelines for research and properly cite all sources used in assignments and projects.
Resources: Utilize course materials, library resources, and academic databases. Unauthorized or inappropriate use of resources will not be tolerated.
Emergencies: In case of emergencies, inform the professor of any emergencies that may affect your coursework.

Prepared by:

ERJEL E. TABONARES, LPT, MAEd

Assistant Professor I

Reviewed by:

MARGARET A. BAELLO, LPT

Program Coordinator, BSE-ENGCHI North

Recommending Approval:
 UNIVERSITY OF CALOOCAN CITY
COURSE SYLLABUS

DR. RAMONA A. PRADO

Dean, College of Education

Approved by:

ATTY. RODERICK P. VERA, LLM

VP for Academic Affairs

NOTE:
***This syllabus can be revised according to your best judgment.
If revisions or improvements were made, kindly notify the dean or the department head concerned.
Your suggestions/recommendations are important for the refinement of our syllabus.