SACRED HEART COLLEGE

GRADUATE SCHOOL
Lucena City

COURSE OUTLINE

COURSE TITLE : CONTEMPORARY ISSUES IN LANGUAGE TEACHING AND

LEARNING
COURSE CODE : ENG 204
CREDIT : 3 UNITS
PROFESSORS NAME : CHENEE M. DINO-APARICIO, Ph. D.
ACADEMIC YEAR : 2017-2018

I. COURSE DESCRIPTION:

This course deals with the assessment of current major practices in language teaching and learning and
their issues, theoretical framework, development, contributions to the field, limitations, and place in relations to
contemporary linguistic theories

Using a historical perspective, this course traces the major changes in the theory and practice of language
teaching and learning. It raises the issues attendant to the new trends in language pedagogy and examines the
research agenda that have provided important insights, ideas and directions for classroom practitioners.

II. COURSE OBJECTIVES:

Upon successful completion of this course students will be able to:

COGNITIVE:
1. Contextualize the new trends in language instruction against the broader perspective of language
teaching evolution
2. Review the conceptual bases of language teaching and learning in order to acquire a principled
understanding of the various types of language education through the years
3. Identify major issues emerging from new views about language, language teaching and language
learning as they influence classroom practices:
4. Critique current research findings that have shaped innovations and practices in language teaching
and learning
5. Propose and undertake a small-scale classroom-based research on identified issues in language
teaching and learning

AFFECTIVE:
1. Discuss the distinguishing characteristics of the diversified approaches in teaching and learning
language
2. Map out the value of innovation, new learnings, insightful ideas, and significant contributions of
various language methodologies that lead to the advancement of the language teaching.
3. Manifest perseverance, industry, resourcefulness and scholarship in accomplishing assigned tasks.

PSYCHOMOTOR:
1. Present required output via t-bar presentation, grid, concept map, and the like
2. Outline and align language competencies in language teaching and learning
3. Conduct buzz sessions with the members of the class on assigned topics.

CRITICAL
1. Critique current trends and issues in language teaching and learning
2. Analyze classroom-based empirical data on language teaching and learning
3. Formulate research topic/title with sub-variables for a small-scale study on any current trends in
language teaching and learning
4.
III. REQUIREMENTS:

Major Examinations (Midterm and Final Examinations)

Written Output/Occasional Paper/Critique Paper
Oral Presentations and Class Participation
IV. GRADING SYSTEM:
1. Major Examinations . . . . . . . . . . . . .. . . . . . . . . . . . . . 30%
2. Written Output/ Occasional Paper/Critique Paper . . . . 25%
3. Oral Presentations . . . . . . . . . . . . . . . . . . .. . . . . . . . . . 25%
4. Class Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20%__
TOTAL 100%

Written Output:

The written output will be graded from the report submitted by assigned facilitator. To be submitted in a Clear
Book. The report comprises:

1. Title Page, Table of Contents, and Appropriate Headings of Contents

2. Outline (not the PPT) of important topics 10%
3. Prepared visual aids or handouts 10%
4. (2) Scholarly articles and sources used for the presentation 5%

Oral Presentation:

The oral presentation is based on the assigned topic to be facilitated in class. The system of grading the oral
presentation includes:

1. Content (via delivery of information and response to inquiries) 10%

2. *Structured activity for critical or evaluative discussion
and active **class participation 10%
3. Deportment 5%

*Options for the structured activity are: Impromptu or supervised Debate, Panel Discussion, Mini Class workshop
with group output, Role play or presentation taken from Case analysis or Reflective paper, and other activities that require
Higher Order Thinking Skills

**To be assessed by the Facilitator

Class Participation:

This is an aggregate of the grades acquired in participating in EACH topic and activities prepared by the
Facilitators. Options include self assessment and facilitators assessment. A rubric may be prepared by the Facilitators in
assessing the class participation.

V. PRODUCTION

Group Time Facilitator/s Learning Content

Allotment
1 Orientation on the course content,
Week 1 requirements, and grading system

Pre-exposure and pre-immersion to the

course content
2 Week 2 Dr. C Setting the Classroom Objectives
Week 2 1. ACLETA, JOHN MICHAEL O. History of Language Teaching
2. ACUA, MILDRED OMAGA
3 Week 3 1. ALPUERTO, WINDERLY D. World Englishes and Its Implications for
2. BELARMINO, JUVY Z. Teaching and Learning English
Week 3 1. BELLEN, RACHEL U. The Conceptual Bases of Language
2. DEBOQUE, JHELMARIE E. Teaching and Learning
Week 4 1. DELIS, MARICEL F. Comparison Between Traditional and
2. ENRIQUEZ, ABBY GALE Experiential Models of Language
Teaching and Learning
4 Week 5 Preliminary Examination
Week 6 1. ENRIQUEZ, AIZEL Q. The Mother Tongue-Based Multilingual
2. ESCLANDA, MARIA CARMELA Education (MTB-MLE)
RACHEL G.
4 Week 7 1. JAVIER, LEILANI T. Second Language Acquisition Theories
2. JAVIN, CHARLENE A.

5 Week 8 1. LUNA, MHYR ANNE A. Communicative Language Teaching

2. LUSTERIO, JHANNA BETH C. (CLT)
Week 9 1. MARASIGAN, MARCO SERABIA Learner-Centered Education (LCE)
2. MORON, RECHELLE S.

Week 10 1. NIEVA, ANGELA JAVIERTO The Negotiated Curriculum

2. OLIVEROS, CHARLENE JOY G.
6 Week 11 Midterm Examination
Proposal Paper on Issues in Language
Teaching and Learning
Week 12 1. PABELLANO, JANELA MARIE F. Process vs. Product
2. PANCHO, DOLORES M.

Week 13 1. PEREZ, AIZA C. Outcome-based Teaching and Learning

2. PERMEJO, RAM LYNNE N.
7 Week 14 1. SALES, MA. CARLETH ANDREA T. Performance-based Learning and
2. SAN MIGUEL SHANNEN A. Assessment

Week 15 1. SOTOMAYOR, CHRIZZA KAYE R. Task-based Language Teaching

2. UNLAYAO, JOHN HERSON T.

Week 16 1. VILLADIEGO, CHRISTINE B. Competency-based Instruction

2. WARE, LUZVIMINDA PANGANIBAN
8 Week 17 Paper Presentation
9 Week 18 Final Examination

VI. REFERENCES:
Alsagoff, L. Mckay, S. Hu, G. and Renandya, W. (2013).Principles and Practices for Teaching English as an
International Language. USA: Routledge Publication.

Burke, J. (2005) Competency-based Education and Training. USA: Routledge Publication

Celce-Murcia, M. Brinton, D. & Snow, M.A. (2013).Teaching English as a Second Language.4th Ed. USA: Heinle ELT.
Dita, S. (2011).Issues and trends in Applied Linguistics in the Philippines. Manila: Anvil Publishing, Inc.
Ellis, R. (2009). Task-based Language Learning and Teaching. USA: Oxford University Press
Ellis, R. (2003). Second Language Acquisition: New York: Oxford University Press
Gass S. (2013). Second Language Acquisition: An Introductory Course. 4th Ed. USA: Routledge Publication
Kirkpatrick, A. (2013). World Englishes: Implications for International Communication and English Language Teaching.
USA: Cambridge University Press

Larsen-Freeman, D. & Anderson M. (2011).Techniques & Principles in Language Teaching. 3rd Ed. New York: Oxford
University Press.
Luongo-Orlando, K. (2003) Authentic Assessment: Designing Performance-based Tasks. Canada: Pembroke Publishers
McCarthy, M. (2011) Issues in Applied Linguistics. USA: Cambridge University Press
Milner, M., Johannsen, K. and Chase B.T. (2010).World English: Real People, Real Places, Real Language. USA:
National Geographic Learning/Cengage Learning.

Rasinski, T., Blachowics, C. &Lems, K. (2012). Fluency Instruction, Research-Based Best Practices. (2nd Ed.) New York:
The Guilford Press
Richards, J. and Renandya, W. (2011).Methodology in Language Teaching. USA: Cambridge University Press
Shehadeh, A. and Coombe, C. (2012).Task-based Language Teaching in Foreign Contexts: Research and
Implementation. USA: John Benjamins Publishing Company.

Sunseri, R. & Jacobson, M. (2004).Outcome-based Education. USA: Multomah Books.

Prepared by:

CHENEE M. DINO-APARICIO, Ph. D.

Professor

Note:

No part of this Course Outline may be reproduced or reprinted without the permission of the Professor or the College.
This Course Outline was adapted from the 2016 ENG 204 Course Outline designed by Dr. Raquel Sena, the Dean of the
Graduate School.