CONSOLATRIX COLLEGE OF TOLEDO CITY

Magsaysay Hills, Poblacion, Toledo City

SYLLABUS IN LANGUAGE LEARNING MATERIALS DEVELOPMENT
Course No. ED – ENG MAJ 22 Course Descriptive Title : LANGUAGE LEARNING MATERIALS DEVELOPMENT
No. of Units: 3 No of Hours :54 3 hours per week / 54 hours /18 weeks
Pre-requisites: Principles and Theories of Language Acquisition and Learning Technology in Language Learning
Course Description: Preparation of language learning materials give students advanced instruction and practice in writing and creating learning materials within an academic discipline and
make students aware of the development and administration of language learning programs in either educational or workplace settings will need little persuading that materials evaluation and
design, along with for example, syllabus design, learner assessment and the study of classroom processes are centrally important applied-linguistic activities. This course is designed for students to
develop instructional materials. It will provide the context and focus for the materials. Students will identify an important learning objective that learners have difficulty achieving in a given
learning situation, then develop a needs analysis tool about the source of the problem, design instructional materials and ways to implement them in order to address the problem in an inclusive
way, and design an evaluation plan. At each step the process will be grounded in the foundational knowledge that exists in the disciplinary and educational literature.

CILO Course Intended Learning Outcomes :

1 Exhibit awareness and appreciation of the CCTC Vision, Mission , and Quality Policy , College Goals, Program Objectives, classroom policies, course requirements, and
grading system
2 Discusses the nature, principles, and procedures of Materials Development
3 Evaluate the alignment of materials to the learning competencies in Curriculum Guide and MELCs
4 Outline the process of adapting materials
5 Create traditional and online instructional materials
6 Create specific types of materials aligned to the MELCs and Curriculum Guide

CCTC VISION – MISSION STATEMENT GRADUATE ATTRIBUTES (CCTC) EDUCATION PROGRAM OBJECTIVES

VISION After four years, the graduates of the Bachelor of

1. CHRIST- CENTERED Secondary Education, major in English program shall:
A life-giving and innovating Education ministry 2. PERSISTENT SEARCHER OF TRUTH
committed to transform community of learners into 3. COMMUNICATOR OF TRUTH AND LOVE 1. Articulate the relationship of education to larger
Christ-centered Augustinian Recollect Stewards 4. CREATOR OF COMMUNION historical, social, cultural and political processes.
5. TRANSFORMATIVE LEADER
MISSION 6. CREATIVE STEWARD OF GOD’S CREATION 2. Facilitate learning using a wide range of teaching
• Strengthen fraternal charity through God filled methodologies in various types of environment.
friendship and renewed evangelization.
• Facilitate the integral development of the learners 3. Develop alternative teaching approaches for diverse
towards transformation through current learners.
researches, relevant curricular offerings and 4. Apply skills in curriculum development, lesson
planning, materials development, instructional delivery
Subject: ED ENG MAJ 21 – LANGUAGE LEARNING MATERIAL DEVELOPMENT Page 1 of 7
Prepared by: Jose Karlo Trocio, LPT, MAEd
responsive community extension services. and educational assessment.
• Fortify leadership and professional development 5. Demonstrate basic and higher levels of thinking skills
of stakeholders through continuing education and in planning, assessing and reporting.
intensive Augustinian Recollect Spirituality. 6. Practice professional and ethical teaching standards to
• Develop a community of Christ-centered respond to the demands of the community.
Augustinian Recollect Stewards who are 7. Pursue lifelong learning for personal and professional
environmentally caring and global leaders. growth.
• Nurture one another in the shared mission for the
sustainability of the AR schools and social relevance
of programs and services.

CCTC CORE VALUES

CHARITY, COMPASSION, TENACITY, COMMITMENT

(CCTC)

Curriculum Mapping: ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES
CILO CILO CILO CILO CILO CILO
PROGRAM OUTCOMES
1 2 3 4 5 6
1 Articulate the relationship of education to larger historical, social, cultural and political processes. / / / / / /
2 Facilitate learning using a wide range of teaching methodologies in various types of environment. / / / / /
3 Develop alternative teaching approaches for diverse learners. / / / /
4 Develop alternative teaching approaches for diverse learners. / / / / /
5 Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting. / / / / /
6 Practice professional and ethical teaching standards to respond to the demands of the community. / / / / / /
7 Pursue lifelong learning for personal and professional growth. / / / / / /

Subject: ED ENG MAJ 21 – LANGUAGE LEARNING MATERIAL DEVELOPMENT Page 2 of 7

Prepared by: Jose Karlo Trocio, LPT, MAEd
 Intended Learning Outcomes Content Teaching Learning Activities Time Assessment
Allotment
At the end of these weeks, the pre-service CCTC VMGO, Classroom Lecture and Identifying School’s Best Week 1 Essay writing on the importance
teacher (PST) should be able to: Policies, Course Overview, Practices and Culture through a group of VMGO and Course Contents to
Course Requirements, and discussion. Their Future Career
Exhibit awareness and appreciation of the CCTC Grading System
Vision, Mission, and Quality Policy , College Goals, Reading and Overview of Course Contents,
and Program Objectives Requirements, and Grading System

Demonstrate understanding of the classroom

policies, course requirements, and grading
system.

By the end of this chapter, students will be able I. Introduction to Materials  Group Discussion WEEK  Quiz /Essay
to: Development Students discuss the answers to the 1-2  Oral Engagement
o Understand the principles in second language following questions: /Participation
1. Defining materials and 1. What is Materials Development? Note and present the
when developing materials group’s ideas on the
materials development 2. What are Materials?
o Distinguish the learning materials from other 2. Current trends and issues 3. What do others say about the following discussion
current (positive and negative) points.
teaching language materials in materials development
trends of materials development?  Learning Log
3. Who should develop the Students write their
o Determine the roles of instructional materials (research findings and related
materials takeaways based on the
literature)
in a language –learning classroom 4. Principles of Second discussion of their group
4. What should drive materials
Language Acquisition mates and the teacher.
o Apply the principles of materials in development?
Relevant to Materials 5. What are the principles and
developing language-learning materials
Development theories of language teaching and
o Identify the benefits of instructional materials 5. Principles and Procedures learning relevant to materials
in Materials Development development?
 Brainstorming
Students discuss on the following
points:
 Every teacher is a material
Auxiliary Lesson: developer’ (English language
Exploring and Skimming of Centre 1997) who needs to be
K-12 and MATATAG – able to evaluate, adapt, and
English Grade 7-12 Curriculum produce materials so as to
Guide ensure a match between their
learners and the materials
Subject: ED ENG MAJ 21 – LANGUAGE LEARNING MATERIAL DEVELOPMENT Page 3 of 7
Prepared by: Jose Karlo Trocio, LPT, MAEd
 they use.
 The most effective ways of
helping teachers to
understand and apply
theories of language learning
– and to achieve personal and
professional development –is
to provide monitored
experience of the process of
developing materials
(Tomlinson, 2001)
By the end of this chapter, students will be able to:
II. Preparation of Materials Week 3-4
1. Types of Instructional Materials
o Distinguish instructional materials form other 2. Classification of Materials
types used in the language classroom
3. Advantages Claimed for
o Differentiate authentic materials from created Authentic and Created
material Materials
4. Qualities of a Good Material  Quiz
o Distinguish authentic materials from created 5. Factors to Consider in Writing Class Discussion with Oral Recitation and  Oral Recitation
materials used in language teaching  Reflective / Research
Instructional Materials Interactive Activities
Essays
6. Factors to Consider in Writing
IMs
7. Principles in Materials Design
8. Design, Development and
Dissemination of Materials
9. Guidelines for Developing
Materials
PRELIM EXAM
Revise, practice, edit, and proofread to improve the IV. Materials Evaluation  Pass the Pointer Week 5  Quiz /Essay
development of the worksheets. The teacher projects images of  Oral Engagement/
1. Definition and Principles in Materials various instructional materials on the Participation
o Identify the different ways of evaluating materials Evaluation screen and asks for volunteers to Students identify key
o Apply the principles on evaluating the materials temporarily borrow the laser pointer features/ qualities of an
2. Qualities of Each Unit of Materials to identify key features/ qualities of effective material
o Differentiate the different types of evaluating should Reflect an effective materal.  Students provide a list of
materials  Brainstorm a list of universal criteria the universal criteria when
Subject: ED ENG MAJ 21 – LANGUAGE LEARNING MATERIAL DEVELOPMENT Page 4 of 7
Prepared by: Jose Karlo Trocio, LPT, MAEd
 3. Types of Materials Evaluation Students may brainstorm the evaluating language
universal criteria which would apply learning materials.
to any language learning materials  They compare and take note
anywhere for any learners. of these criteria to the
 The teacher presents the assessment presented one by the
points/criteria when evaluating teacher.
language learning materials and  Media-specific
students check if the  Content-specific criteria
features/qualities they have  Age-specific criteria
mentioned in the previous activity  Local criteria
are listed.
By the end of this chapter, students will be able to: V. Materials Adaptation  Vodcasting/Vlogging Week 6-7  Quiz /Essay
The teacher may ask students to create a  Students’ vodcast or vlog is
o Discuss the principles of materials adaptation 1. Principles and Procedures for vodcast/vlog on teacher-centered and graded using a rubric.
Adapting Materials learner-centered approaches to materials  Group Presentation on the
o Identify the techniques for materials adaptation
adaption. They may interview language chosen
o Explain reason in adapting materials 2. Teacher-centered and Learner- teachers on how they select materials in technology-based/digital
centered Approach to Adaptation their classroom. language learning materials
o Apply the evaluation processes in adapting
 Let’s Explore  Students Portfolio on the
materials 3. Key Features of Materials Adaptation The teacher may ask students to explore different materials they
o Differentiate teacher-centered from learner- technology-based/digital language have explored and designed.
4. Materials and Digital Technology learning materials and tools and have  Classroom Demonstration
centered instruction these presented in the classroom. on Steps on How these
o Determine the advantages and disadvantages of o Designing Materials Using Materials will be used. A
Online Tools rubric will be used to
teacher and leaner-centered approach o Creating audio and video evaluate students’
o Identify the significant features in adapting materials (podcast, vodcast, performance and output.
vlogs)
materials o Interactive web pages
o Integrate digital technology in a language-learning o Language corpora and
concordancing
classroom
o Creating Stories for language
o Incorporate social media interactive tools in learning using ICT (vlogs,
blogs, bubbler, etc.)
language teaching
o Teaching writing with
o Design games for interactive learning technology (grammaman,
o Create their own e-learning kit eyercize, etc.
o Computer-mediated
communication and language
Subject: ED ENG MAJ 21 – LANGUAGE LEARNING MATERIAL DEVELOPMENT Page 5 of 7
Prepared by: Jose Karlo Trocio, LPT, MAEd
 learning-mobile-assisted
language (MALL)
 Tutorial
Selected students may be asked to tutor
the class on how to use the materials
and tools they have presented.

MIDTERM EXAM
By the end of this chapter, students will be able to: IV. Developing Specific Types of  Group Project Week 8-  Written-Planning
o Develop an instructional materials suitable for
Materials Students may be grouped according 18 Activities
every macro skills language teaching to the year level they are assigned.  Group Output/Portfolio
1. Materials for the Teaching of Each group should design each of the  Students compile/package
o Create a specific material that caters for the types of materials one at a time.
Vocabulary the different language
students different learning styles and cultural These materials will be based on the learning materials they
differences 2. Materials for the Teaching of identified competencies/topics from
have designed for the
Grammar MATATAG/K-12 Curriculum –
identified competencies of
English Subject Area.
3. Materials for the Enhancing all different types of
materials.
Listening and Speaking Skills
 Rubric on the classroom
4. Materials for the Teaching of exhibits will be used.
Reading Comprehension and
Cultural Awareness
5. Materials for Improving Writing
Skills
6. Materials for Developing Viewing
Skills

Final Exam
Course Requirements: Term Exams, Portfolio Composed of Different Language Learning Materials Development, Quizzes,

Grading Scheme: Involvement (Recitation/Work Attitude/ Attendance 20%

Subject: ED ENG MAJ 21 – LANGUAGE LEARNING MATERIAL DEVELOPMENT Page 6 of 7

Prepared by: Jose Karlo Trocio, LPT, MAEd
 Projects / Research Works 40% (The course is performance-based by nature)
Class Standing (Quizzes / Assignments 20%
Periodic Exams (Prelim/Midterm/Finals ) 20%
Course Policies: 1. Regular attendance is required for all students; five (5) unexcused absences will mean automatically dropped from the course.
2. A student is responsible for his/her absence; no make-up projects will be given.
3. Wearing of the school students’ ID and uniform at all times is required for all the students except when having field activities.
4. Active participation individually or in group is expected.
5. Fifteen (15) minutes of tardiness is equivalent to one (1) period of absence.
6. Student shall abide the instructor/professor’s policy on the submission of learning outputs based on the metrics and deadlines given.
7. Others (agreed upon by the class)
References:

Alda, R. (2018). Going to the MALL: Mobile assisted language learning in english language instruction. International Journal of English Language Teaching. Volume 60/4 July-August 2018
Rs. 15
Alda, R. (2018). Podcasting tasks and students’ aural-oral skills. International Journal of Language and Education. Volume:7, Issue:4, October 2018

K to 12 English Curriculum Guide Retrieved at [Link]/wp-content/uploads/2019/01/[Link]

Mozayan, M. (2015). Materials to develop microskills and macroskills: Are there any principles? ELT Voices. Retrieved at [Link]

Poetsch, S. (2016). Teaching language: Macro skills. Retrieved at [Link]

Qodir, A., Baehaqi, L., & Miftah, M. Z. (2016). “Developing materials of listening comprehension for the English department students”. Journal on English as a Foreign Language. Retrieved
at [Link]

Stanely, G. (2013) Language Learning with Technology: Ideas for Integrating Technology in the Classroom. Cambridge Cambridge University Press.

Teaching material development: Speaking. Retrieved at [Link]

Tomlinson, B. (2013). Developing materials for language teaching. Bloomsbury Publishing Plc Retrieved at
[Link]

Carolino, C. [Link]. (2019). Instructional strategies and materials utilized in teaching viewing as macro-skill by English [Link] at
[Link]
REFERENCES Masuhara, H., Mishan F., & Tomlinson, B. (Eds.). (2017). Practice and Theory for Materials Development in L2 Learning. Newcastle upon Tine: Cambridge Scholars Tomlinson, B.
(Ed.). (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press The Bridge School (2008). Instructional framework for effective learning. Retrieved on
Subject: ED ENG MAJ 21 – LANGUAGE LEARNING MATERIAL DEVELOPMENT Page 7 of 7
Prepared by: Jose Karlo Trocio, LPT, MAEd
December 10, [Link]
Prepared by: Date: Approved by: Date:

MR. JOSE KARLO TROCIO July 15, 2024 SR. JOSEPHINE D. ATIVO, AR July 17, 2024
Instructor School Directress / Dean

Subject: ED ENG MAJ 21 – LANGUAGE LEARNING MATERIAL DEVELOPMENT Page 8 of 7

Prepared by: Jose Karlo Trocio, LPT, MAEd