ph.d. (elt) course work a. language policy and planning … · 2020-01-28 · ph.d. (elt) course...
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Ph.D. (ELT) Course Work
Paper II
A. LANGUAGE POLICY AND PLANNING IN ELT Credit: 04 Max. Marks 100
Course Description
The course aims to give a general theoretical understanding of various issues in
language policy and planning for formulating and describing the practices of language users.
It also aims to highlight the interplay between theory and practice in policy and planning for
providing a framework through which the role of language in social life can be examined. The
course further aims to explore those concepts which are dynamic and are subject to change
over the course of time and therefore, necessary to understand issues surrounding English
Language Teaching in the framework of language policy and planning in a multilingual
context.
Course Objectives:
To acquaint the learner with the theoretical aspects in language policy and
planning.
To acquaint the learner with the impact of policies in education.
To understand issues related to language status and language use.
To critically look into the dominant discourses of language use.
UNIT: I
Recent Trends and Approaches to Perspectives in Language Policy and Language
Planning
Notes:
Selections of the topics to be discussed shall be made by the teacher(s) concerned
keeping in mind the respective scholar’s areas of research
A portfolio of writing drafts leading to the final draft for unit III is to be
maintained by the research scholars. The portfolio will be a part of continuous
assessment.
UNIT: II
Techniques and methodologies of studying and implementing language policy and
planning in education.
(Focussing on studying linguistic human rights and language)
(Focus to remain on writing and reading in accordance with the topics discussed in
Unit I)
UNIT: III
Practical Application:
Analysing the Language Policies in Schools/Colleges/Exploring Issues of Language
Rights
Submit an essay in around 4000 words based on the survey
Course Outcomes:
At the end of the course, learners will be able to:
Apply theoretical concepts and approaches to language policy and language planning.
Apply techniques and methodologies of researching language policy and planning in
education.
Analyze and apply the relevant language policy at various levels.
Maintain portfolio as part of their research.
Incorporate linguistic human rights in their research work.
Essential Readings:
Hornberger, N. H. and Ricento , T. K. (eds.) 1996.Language Planning and Policy.
(Special Issue), TESOL Quarterly, 30 (3).
Ricento, T. K. (ed.) 2006. An Introduction to Language Policy. Blackwell Publishing.
Suggested Readings:
Annamalai, E., Jernudd, B. and Rubin, J. (eds.) 1986 Language Planning: Proceedings
of an Institute. Mysore: Central Institute of Indian Languages
Kaplan, R. B. and Baldauf R. B. 1997. Language Planning from Practice to Theory.
Clevedon, Multilingual Matters.
May, S. and Hornberger, N.H. 2008. Language PolicyandPolitical Issues in
Education, Vol. 1, Encyclopedia of Language & Education. Springer.
May, S. 2001 Language and Minority Rights: Ethnicity, Nationalism and the Politics
of Language. Harlow: Pearson Education.
Assessment Plan:
End Semester Examination: 70 Marks
Continuous Assessment: 30 Marks (as detailed
below)
i. Portfolio 20 marks
ii. An Assignment/presentation carrying 10 Marks, to be given at least
three weeks in advance, as a part of teaching and not after teaching.
iii. A Sessional (as a Make up Test) to be conducted in last week
Important Notes:
1. Suggestions To Research scholars On Reading / Expectations From them:
a. Each research scholar will join the course with a prior understanding of the nature
of the course and mode of teaching / learning
b. Research Scholars will come to the class with a prior reading of the prescribed text
/ essential study materials / suggested study material that the teacher wishes to
discuss in the classroom.
c. Research Scholars need to be aware of the developments in the classroom.
d. Research Scholars need to read additional materials on research methodology and
research ethics
2. Suggestions To Research Scholars On Writing Assignments / Expectations From
Research Scholars:
a. Research Scholars need to meet the deadlines for each instruction / assignment
given by the teacher.
b. Research Scholarsneed to follow the detailed guidelines for each assignment and
presentation as provided by the teacher.
c. Research Scholars need to follow research methodology and ethics and avoid any
stance of plagiarism. cases of plagiarism will be penalised as per the gazette
notification of government of India, as adopted by AMU.
3. Teacher’s Role:
a. Teachers will provide the syllabus, guidelines, study materials (except prescribed
materials) in the form of hard or soft copies.
b. Teachers will announce each test / quiz / assignment / sessional well in advance.
c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed
guidelines for presentation & assignment as per the requirement.
d. Teachers will share the answer scripts and provide feedback if the research scholars
want to have it.
e. Marks obtained by research scholars for all tests / continuous assessments will be
announced by the teacher.
f. The teacher will destressresearch scholars by explaining that continuous assessment
is not an examination, rather it is a part of teaching and learning where they get
marks for their efforts and contributions in the form of assignments / presentations.
they have an opportunity to improve their grade by taking a make up test.
4. Class Policies:
i. Policy on late and unsubmitted tasks: those research scholars who submit their
assignments will not get same / better marks than those whose submit in time.
Teachers are always receptive to any emergency situations.
ii. Class attendance: as per university rules, 75% attendance is mandatory.
5. Additional Weekly, Post Class Discussion Sessions: Research scholars may arrange additional classes in consultation with the teacher
concerned, if time and situation permits.
Ph.D. (ELT) Course Work
Paper II
B. TECHNOLOGY IN ELT
Credit: 04 Max. Marks 100
Course Description:
This course aims to facilitate the use technology in the teaching/learning of a second or foreign
language. It will deal with technologies, ranging from use of Skype to virtual world technologies,
bringing in new challenges and opportunities in learning and teaching English.
Course Objectives:
The course aims to equip students with an understanding of
Technology and learner centred approach to technology
Rationale for using technology in ESL/EFL classrooms
Rationale for research methods/approaches to the use of technology in ELT/ELL
To familiarise the learners with the use of Skype and other virtual world technologies.
Unit I
Recent Trends/approaches
1. An overview of use of technology in ELT
2. Recent/Contemporary technologies in ELT/ELL
Notes:
Selections of the topics to be discussed shall be made by the teacher(s) concerned
keeping in mind the respective scholar’s areas of research
A portfolio of writing drafts leading to the final draft for unit III is to be maintained by
the research scholars. The portfolio will be a part of continuous assessment.
Essential Reading:
Burdick, A., Drucker, J., Lunenfeld, P., Presner , T. &Schnapp, J. (2016). Digital Humanities. The MIT
Press.
Unit II
Techniques and Methodologies of using technology in ELT (focussing on New languuge,
Gamification, online interactions for blended learning, MALL, etc.)
(Focus to remain on writing and reading in accordance with the topics discussed in Unit I)
Essential Reading:
Bean, C. (2014). The Accidental Instructional Designer: Learning Design for the Digital Age. ASTD
Press: USA
Unit III
Survey based Application
Course Outcomes:
At the end of the course, learners will be able to:
Gain awareness on research perspectives on the use of technology in ELT.
Review the recent trends in use of contemporary technologies in ELT/ELL.
Apply the relevant research and development issues in using contemporary technology in
ELT/ELL.
Use Skype and other virtual technologies applicable in ELT.
Apply the survey based application in using technology for ELT.
Suggested Readings:
Gold, M.K (2012). Debates in the Digital Humanities
Burdick, A., Drucker, J., Lunenfeld, P., Presner , T. &Schnapp, J. (2016). Digital Humanities. The MIT
Press.
Thurlow,C.&Mroczek, K. (2011). Digital Discourse: Language in New Media. Oxford University Press
McCulloch, G. (2019): Because Internet: Understanding the New Rules of Language. Riverhead
Books: USA
Denisova, A. (2019). Internet Memes and Society: Social, Cultural and Political Contexts: Routledge:
New York
Bean, C. (2014). The Accidental Instructional Designer: Learning Design for the Digital Age. ASTD
Press: USA
Assessment Plan: End Semester Examination: 70 Marks Continuous Assessment: 30 Marks (as detailed below)
i. Portfolio 20 marks ii. An Assignment/presentation carrying 10 Marks, to be
given at least three weeks in advance, as a part of teaching and not after teaching.
iii. A Sessional (as a Make up Test) to be conducted in last week
Important Notes: 1. Suggestions To Research scholars On Reading / Expectations From them:
a. Each research scholar will join the course with a prior understanding of the nature of the course and mode of teaching / learning
b. Research Scholars will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.
c. Research Scholars need to be aware of the developments in the classroom. d. Research Scholars need to read additional materials on research methodology and
research ethics 2. Suggestions To Research Scholars On Writing Assignments / Expectations From Research
Scholars: a. Research Scholars need to meet the deadlines for each instruction / assignment
given by the teacher. b. Research Scholarsneed to follow the detailed guidelines for each assignment and
presentation as provided by the teacher. c. Research Scholars need to follow research methodology and ethics and avoid any
stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.
3. Teacher’s Role: a. Teachers will provide the syllabus, guidelines, study materials (except prescribed
materials) in the form of hard or soft copies. b. Teachers will announce each test / quiz / assignment / sessional well in advance. c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed
guidelines for presentation & assignment as per the requirement. d. Teachers will share the answer scripts and provide feedback if the research
scholars want to have it.
e. Marks obtained by research scholars for all tests / continuous assessments will be announced by the teacher.
f. The teacher will destressresearch scholars by explaining that continuous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.
4. Class Policies: i. Policy on late and unsubmitted tasks: those research scholars who submit their
assignments will not get same / better marks than those whose submit in time. Teachers are always receptive to any emergency situations.
ii. Class attendance: as per university rules, 75% attendance is mandatory.
5. Additional Weekly, Post Class Discussion Sessions: Research scholars may arrange additional classes in consultation with the teacher concerned, if time and situation permits.
Ph.D Course Work Paper II
2019-20
C: Language Pedagogy and Research
Marks:100 Credits:04
Course Description
The primary aim of this course is to give a perspective of English Language learning, teaching (ELT)
and research. The course will focus on principle and practices in ELT at primary, secondary and
tertiary levels as well as at the institutions for professionals of ELT.
Course Objectives:
To familiarise students with the approaches and techniques in second language pedagogy.
To provide them hand-on experience with conducting a systematic enquiry into ESL/EFL
pedagogy-related issues.
To acquaint the students with the learner centred practices, including autonomy, blended
learning, feedback, interaction, learners’ roles, teachers’ roles, etc.
To familiarise the students with the basic concepts of syllabus designing and materials
production
To enable students to design lesson/activities on teaching of listening, speaking, reading and
writing along with vocabulary and grammar and teaching of literature.
Course content:
Unit I: Recent Approaches
Methods, Approaches and Techniques in ESL pedagogy.
Issues related to ESL/EFL pedagogy
Learner –centred practices, including autonomy, blended learning, feedback,
interaction, Role of Teacher and Learner in ESL/EFL classroom.
Unit II: Techniques
Materials development and adaptation and their effective use in ESL/EFL classroom
Various approaches to syllabuses designing and curriculum
Unit III: Applications
Presentations/Tasks based on: Teaching of listening, speaking, reading and writing,
vocabulary, grammar and literature.
Course Outcomes: At the end of the course, learners will be able to:
Apply the recent trends and techniques in ESL pedagogy
Evaluate and apply the learner-centred pedagogy and related practices.
Develop and adapt materials for its effective use in the ESL/EFL classroom.
Review the various approaches to syllabus designing and curriculum.
Review the task based methodology for teaching students of language.
List of Suggested Readings for Language Pedagogy and Research
Language Teaching Methodology- A Textbook for Teachers by David Nunan, Prentice Hall
International English Language Teaching
Approaches and Methods in Language Teaching by Jack C. Richards and Theodore S. Rogers,
Cambridge University Press
Language Teaching Research and Language Pedagogy by Rod Ellis, Wiley-Blackwell-A John
Wile & Sons, Ltd. Publication
Assessment Plan: End Semester Examination: 70 Marks Continuous Assessment: 30 Marks (as detailed below)
i. Portfolio 20 marks ii. An Assignment/presentation carrying 10 Marks, to be
given at least three weeks in advance, as a part of teaching and not after teaching.
iii. A Sessional (as a Make up Test) to be conducted in last week
Important Notes: 1. Suggestions To Research scholars On Reading / Expectations From them:
a. Each research scholar will join the course with a prior understanding of the nature of the course and mode of teaching / learning
b. Research Scholars will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.
c. Research Scholars need to be aware of the developments in the classroom. d. Research Scholars need to read additional materials on research methodology and
research ethics 2. Suggestions To Research Scholars On Writing Assignments / Expectations From Research
Scholars: a. Research Scholars need to meet the deadlines for each instruction / assignment
given by the teacher. b. Research Scholarsneed to follow the detailed guidelines for each assignment and
presentation as provided by the teacher. c. Research Scholars need to follow research methodology and ethics and avoid any
stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.
3. Teacher’s Role: a. Teachers will provide the syllabus, guidelines, study materials (except prescribed
materials) in the form of hard or soft copies. b. Teachers will announce each test / quiz / assignment / sessional well in advance. c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed
guidelines for presentation & assignment as per the requirement. d. Teachers will share the answer scripts and provide feedback if the research
scholars want to have it. e. Marks obtained by research scholars for all tests / continuous assessments will
be announced by the teacher. f. The teacher will destressresearch scholars by explaining that continuous
assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.
4. Class Policies: i. Policy on late and unsubmitted tasks: those research scholars who submit their
assignments will not get same / better marks than those whose submit in time. Teachers are always receptive to any emergency situations.
ii. Class attendance: as per university rules, 75% attendance is mandatory.
5. Additional Weekly, Post Class Discussion Sessions: Research scholars may arrange additional classes in consultation with the teacher concerned, if time and situation permits.
Ph.D. (ELT) Course Work
Paper II
D. APPLIED LINGUISTICS
Credit: 04 Max. Marks 100
Course Description:
It is a course that aims to provide students with an overview of the field of Applied Linguistics. The problems applied linguistics concerns itself with are likely to be: How canlanguages be taught in abetter and successful manner? How can the training of translators and interpreters be improved? How can a school bilingual program be evaluated? How can the language of a text be discussed? What advice can be offered to a Ministry of Education on a proposal to introduce a new medium of instruction? This course intends to explore such questions and help students broaden their understanding of the multi-faceted roles of language.
Course Objectives:
The course aims to equip students with an understanding of
Principles in language teaching/learning
Role of language in society
Relationship between language and thought
Ethics and issues in translation
Essence of language in literature
Unit IRecent Trends/approaches
3. An overview of Applied Linguistics 4. Recent/Contemporary trends in Applied Linguistics
Notes:
Selections of the topics to be discussed shall be made by the teacher(s) concerned keeping in mind the respective scholar’s areas of research
A portfolio of writing drafts leading to the final draft for unit III is to be maintained by the research scholars. The portfolio will be a part of continuous assessment.
Unit II
Techniques and Methodologies (Focus to remain on SLA, SLT and other areas of applied linguistics)
Unit III
Practical Application:
Analyzing the principles in language teaching/learning in government and private sectors.
Exploring the problems in translation at various level of language with reference to any text.
Pragma-stylistic analysis of any motivational speech
Submit an essay in around 4000 words based on the survey.
Course Outcomes:
At the end of the course, learners will be able to:
Gain an insight into the review of recent trends in Applied Linguistics.
Review the various applications of techniques and methodologies available in Applied Linguistics.
Analyze and apply the principles in language teaching/learning.
Review and apply the problems of translation at various levels
Apply the pragma-stylistic analysis in researches related to motivational speech.
Essential Readings:
Catford, J. I. C. (1998) Language Learning and Applied Linguistics: A Historical Sketch. Language Learning , 48(4), 465–96.
Corder, S. P. (1973). Introducing Applied Linguistics.Harmondsworth: Penguin.
Davies, A. (1999) An Introduction to Applied Linguistics: From Practice to Theory. Edinburgh: Edinburgh University Press
Suggested Readings:
Bloomfield, L. (1933) Language . London: Allen and Unwin.
Brown, H. D. (1987) .Principles of Language Learning and Teaching. Englewood Cliffs, NJ: Prentice-Hall.
Brumfit, C. (1997) How Applied Linguistics is the Same as any Other Science. International Journal of Applied Linguistics, 7(1), 86–94.
Schmitt, N. (ed.) (2002). An Introduction to Applied Linguistics. London: Arnold.
Schmitt, N. &Celce-Murcia, M. (2002) An Overview of Applied Linguistics. In N. Schmitt (ed.), An Introduction to Applied Linguistics (pp. 1–16). London: Arnold.
Assessment Plan: End Semester Examination: 70 Marks Continuous Assessment: 30 Marks (as detailed below)
i. Portfolio 20 marks ii. An Assignment/presentation carrying 10 Marks, to be
given at least three weeks in advance, as a part of teaching and not after teaching.
iii. A Sessional (as a Make up Test) to be conducted in last week
Important Notes: 1. Suggestions To Research scholars On Reading / Expectations From them:
a. Each research scholar will join the course with a prior understanding of the nature of the course and mode of teaching / learning
b. Research Scholars will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.
c. Research Scholars need to be aware of the developments in the classroom. d. Research Scholars need to read additional materials on research methodology and
research ethics 2. Suggestions To Research Scholars On Writing Assignments / Expectations From Research
Scholars: a. Research Scholars need to meet the deadlines for each instruction / assignment
given by the teacher. b. Research Scholarsneed to follow the detailed guidelines for each assignment and
presentation as provided by the teacher.
c. Research Scholars need to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.
3. Teacher’s Role: a. Teachers will provide the syllabus, guidelines, study materials (except prescribed
materials) in the form of hard or soft copies. b. Teachers will announce each test / quiz / assignment / sessional well in advance. c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed
guidelines for presentation & assignment as per the requirement. d. Teachers will share the answer scripts and provide feedback if the research
scholars want to have it. e. Marks obtained by research scholars for all tests / continuous assessments will
be announced by the teacher. f. The teacher will destressresearch scholars by explaining that continuous
assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.
4. Class Policies: i. Policy on late and unsubmitted tasks: those research scholars who submit their
assignments will not get same / better marks than those whose submit in time. Teachers are always receptive to any emergency situations.
ii. Class attendance: as per university rules, 75% attendance is mandatory.
5. Additional Weekly, Post Class Discussion Sessions: Research scholars may arrange additional classes in consultation with the teacher concerned, if time and situation permits.
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