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Master of Arts in English Language Teaching & Applied Linguistics

  • Outline
  • Admission Criteria
  • General Guideline
  • Course List

Faculty: Faculty of Arts & Social Science (FASS)

Department: Department of English

Program: Master of Arts in English Language Teaching & Applied Linguistics

Objective

 Conceptual knowledge: linguistics and applied linguistics; language acquisition; language variation, first and second language acquisition, cross-linguistic differences; bilingualism/multilingualism  Theoretical knowledge: critical language studies and sociocultural theory, linguistic rights, linguistic hegemony, and linguistic/cultural pluralism, critical and multicultural pedagogies  Applied skills: analysis, synthesis, and evaluation skills for teaching and research, programme/policy

Mission

The Master of Arts (MA) in English Language Teaching and Applied Linguistics programme intends to expose students to varied facets of applied linguistics and ELT (English language teaching). The main objective of this programme is to develop knowledge and expertise required for the teaching of English as a second/foreign language at all levels of study. A significant offshoot is the development of teacher trainers, curriculum developers, syllabus and materials writers, testers, evaluators, managers and educational researchers. This programme is specifically designed to create diverse professionals including well-trained and well-equipped English language teachers increasingly demanded both locally and globally.

Vision

To achieve excellence in academic and professional practices and to become citizens of a larger community; the Masters of Arts (MA) in English Language Teaching and Applied Linguistics Programme fosters knowledge and love of linguistics as well as language teaching among the students with up-to-date, well-structured curricula through teaching a variety of linguistics, pedagogical, theoretical and analytical skills.

1st Semester

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Objectives

  •  Introduce the fundamental concepts and issues in SLA and its applications.  Achieve an understanding of the theoretical principles and major research findings of SLA.  Interpret the SLA findings that are most relevant for the language-teaching process.  Develop the ability to establish links between SLA principles and SLA instruction in order to apply them to teaching practices.  Explore the major foreign language teaching approaches and methodologies, in particular Communicative Language Teaching (CLT).  Examine basic techniques for teaching various individual language skills (listening, speaking, reading, writing, grammar, and vocabulary), as well as integrated skills.  Discuss learner’s individual characteristics, including learning strategies and styles.  Learn how to structure and prepare a lesson plan.  Get a general understanding of the concept of language assessment.

Outcomes

  • • Demonstrate a working knowledge of socio-cultural factors which influence second language acquisition and learning • Collect and analyse information about individual language learners and analyse a second language learners’ individual needs • Demonstrate an understanding of motivation and personality factors in second language acquisition and learning Demonstrate your understanding of the relationship between cultural and linguistic competencies as part of being a second language teaching professional

References

  • De Bot, K., W. Lowie, & M. Verspoor. (2005). Second language acquisition. An advanced resource book. London: Routledge
  • Doughty, C.J., & M.H. Long. (2003). The handbook of second language acquisition. Oxford: Blackwell Publishing
  • Lightbown, P.M., & N. Spada. (2006). How languages are learned. Oxford: Oxford University Press
  • VanPatten. B. (2003). From input to output. A teacher’s guide to second language acquisition. Boston, MA: McGraw Hill.etc

Objectives

  • The objectives of the 1st part (Psycholinguistics) of this course are: This part aims at gaining an understanding of how language is acquired and processed, what language disorders may take place, why people choose to speak the way they do, and how people contextualize their choices (e.g. of utterances, varieties, languages) in order to communicate. This awakens the students' awareness of language as a dynamic communication system and provides them with insights to be effective language learners and would-be language teachers. This includes varied aspects of child language acquisition as well as second/foreign language learning and acquisition.
  • The objectives of the 2nd part (Psycholinguistics) of this course are: The objective of this part is to provide students with a sound understanding of languages in relation to society. It introduces students to Sociolinguistics, a field of study which ties language and communication to the context in which the language is being used. The basis of Sociolinguistics is that what language is cannot be separated from how and why it is used. Accordingly, the focus is on an investigation of how language varies according to context.

Outcomes

  • After the completion of the 1st part (Psycholinguistics) of this course, the students will develop critical insights into how L1 and L2 are learned/acquired and what affects learning/acquiring them.
  • After the completion of the 2nd part (Sociolinguistics), the students will be acquainted with the practical issues concerning the mutual relationship between language and society and, hence will be able to apply the knowledge to second/foreign language learning/teaching.

References

  • Introduction to Linguistics written by M Maniruzzaman, Published by Friends’ Book Corner
  • The Study of Language 4th Edition, written by George Yule, published by Cambridge |University Press
  • An Introductory Textbook of Linguistics and Phonetics written by Dr. R. L. Varshney, published by BOC Ltd.
  • ELT Theory and Practice written by Dr. Binoy Barman, Zakia Sultana and Bijoy Lal Basu, published by Friends’ Book Corner
  • Psychology of Language Fifth Edition written by David W. Carroll, published by Thomson Wadsworth
  • An Introduction to Language 7th Edition written by Victoria Fromkin, Robert Rodman, Nina Hyams, published by Thomson Wadsworth
  • The Psychology of Second Language Acquisition, written by Muriel Saville-Troike, published by Cambridge University Press
  • How Languages are Learned written by Patsy M. Lightbown and Nina Spada published by Oxford University Press
  • An Introduction to Sociolinguistics, Sixth Edition, written by Ronald Wardhaugh, published by Wiley-Blackwell
  • Sociolinguistics, 2nd edition written by R.A. Hudson, published by Cambridge University Press
  • An Introduction to Sociolinguistics, 2nd edition written by Janet Holmes, published by Longman
  • Psycholinguistics The Key Concepts written by John Field, published by Routledge

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Objectives

  • Students will be able to understand and apply recent research in the area of applied linguistics. Major areas of interest will include psycholinguistics, sociolinguistics, second language acquisition (SLA), syllabus and course design, discourse analysis, and assessment.

Outcomes

  • demonstrate critical understanding of the history and development of Applied Linguistics by taking a critical approach to the diverse theoretical orientations that have had an impact on the area
  • demonstrate critical understanding of key terms and concepts in Applied Linguistics and ability to use them
  • critically examine the role of English in contexts that are relevant to Applied Linguistics and, more specifically, show an understanding of the role of Applied Linguistics in meeting the diverse communication needs of various groups of people using English
  • communicate ideas, develop arguments and discuss academic work, showing a high level of communicative competence in both written and spoken academic English

References

  • Carter, R. & Nunan, D. (2001). Teaching English to speakers of other languages. Cambridge: CUP
  • Cook, G. & North, S. (Eds.). (2010). Applied linguistics in action. New York: Routledge.
  • Hunston, S. & Oakey, D. (2010). Introducing applied linguistics: Concepts and skills. New York: Routledge.
  • McDonough, S. (2002). Applied linguistics in language education. New York: OUP.
  • McNamara, T. (2000) Language testing. Oxford: OUP
  • Richard, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: CUP.
  • Schmitt, N. (Ed.). (2002). An introduction to applied linguistics. New York: OUP
  • Weir, C. J. (1993). Understanding and developing language tests. London: Prentice hall.

Objectives

  • This course aims to introduce learners to Applied Linguistics and mainstream educational thoughts and theories that have influenced English Language Teaching (ELT).
  • Learners will explore ELT theories and their rationale and learn to make connections in order to take informed decisions about context appropriate class room teaching.

Outcomes

  • • understand the relationship and interdependence of language teaching practices and theory
  • • construct a suitable framework for teaching English as a foreign or second language
  • • explore the prevalent ELT approaches and methods in relation to teacher roles, learner roles, materials, assessment and context
  • • connect the social context with the choice of methods and techniques

References

  • Fundamentals of English Language Teaching

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2nd Semester

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  • The overall aim of this course is to provide an introduction to the principles and practice of language teacher education. It also focuses on the debates about the nature of teaching and teacher development and the relationship between theory and practice in education.
  • The practicum component will focus on classroom practices; practical application of SLA theories and ELT methodologies; observation of language classes; micro teaching /simulation; lesson/materials preparation and self-evaluation.

Outcomes

  • Upon completion of this course, student will be able to:
  • understand the nature and needs of teacher education
  • realize the importance of planning a lesson
  • evaluate the examples of current language teacher education programmes
  • specify the purposes of classroom observation
  • demonstrate understanding of pre- service and in- service teacher training programmes
  • understand the constructivist, humanistic and reflective approaches to teacher education

References

  • Richards, J. and Farrell, T. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning
  • Ur, P. (1996). A Course in Language Teaching: Practice and theory. Cambridge: Cambridge University Press
  • Wallace, M. J. (1991). Training foreign language teachers: a reflective approach. Cambridge: Cambridge University Press
  • Aboud, F. E. (2006). Evaluation of an early childhood preschool program in rural Bangladesh. Early Childhood Research Quarterly 21, 46-60
  • Bailey, K. M. (2006). Language Teacher Supervision: A case based approach. USA: Cambridge University Press
  • Freeman, D. and Richards, J. C. (1996). Teacher Learning in Language Teaching. Cambridge: Cambridge University Press
  • Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: Cambridge University Press
  • Johnson, J. (1999). Understanding Language Teaching: Reasoning in Action. Boston: Heinle/ITP

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Objectives

  • Teaching a second/foreign language is essentially concerned with the teaching of the basic skills of the language. This course provides students with experience of and expertise in the theoretical and practical issues of the basic skills of the English as a second/foreign language – listening, speaking, reading and writing, and thus prepares them for teaching the skills in the classroom situation.

Outcomes

  • Upon completion of this course: • Students will attain and enhance competence in the four modes of literacy: writing, speaking, reading and listening. • Students will improve their speaking ability in English both in terms of fluency and comprehensibility. • Students will increase their reading speed and comprehension of academic articles. • Students will improve their reading fluency skills through extensive reading. • Students will develop skills that enable them to communicate effectively in writing. They will strengthen their ability to write academic papers, essays and summaries using the process approach.

References

  • Carter, R. and Nunan, D. Teaching English to Speakers of Other Languages. Cambridge: CUP. 2001. Platt, D. Curriculum Design and Development. New York: Harcourt, Brace, Jovanovich. 1980. Rivers, W. M. Teaching Foreign Language Skills. Chicago: University of Chicago Press. 1981. Richards, J. C. The Language Teaching Matrix. Cambridge: CUP. 1990. W. M. and Temperley, M. S. A Practical Guide to the Teaching of English. Rivers, New York: OUP. 1978.

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  • Course Objective: To provide students with knowledge of theories and execution of teaching at classroom situations.
  • Specific Objective: (1) To teach students theories of education, (2) To teach students theories of teaching, (3) To provide students with aspects of teaching-training, teaching materials and behaviour.

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  • Course Outcome

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  • Additional Reference

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  • Objectives: This course aims at introducing students to key concepts and issues related to language testing, assessment, and evaluation. It also focuses on developing an understanding of the theoretical principles and processes underlying test construction as well as the practical skills that broadly subsume the taxonomies of language tests, blueprint of total operationalization of tests, in general, and the construction of tests ensuring the test qualities proportionately, in particular. In addition, the course will address the recent trends of language testing in critical periods such as present corona pandemic, and developments in the field of assessment.

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  • The course aims to introduce learners to issues and concepts related to syllabus design and materials development. It focuses on providing learners with the knowledge and necessary skills for designing and evaluating syllabuses and language teaching materials. Theoretical insights, principles and recent developments in this field are also emphasized upon.

Outcomes

  • Upon completion of this course, student will be able to:  know the different types of syllabus, the stages of syllabus design and differentiate between syllabus and curriculum  understand the issues of syllabus design the materials development  comprehend practical, social and theoretical factors affecting ELT materials development and syllabus design  Evaluate, select and implement appropriate ELT syllabus and materials  Conduct needs analysis and design suitable syllabus and materials

References

  • Syllabus Design and Materials Development