ph.d. (elt) course work a. language policy and planning … · 2020-01-28 · ph.d. (elt) course...

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.


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:


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.


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.


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












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.




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.






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:


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.












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.




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.





ph.d. (elt) course work a. language policy and planning … · 2020-01-28 · ph.d. (elt) course...

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