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MA in Applied Linguistics and ELT (Draft Proposal)

Program Structure Requirements For students with a BA in English : For students without a BA in English : For students with low proficiency in English : students with a BA in English: 39+3 (Extra 3 for remedial English): students without a BA in English 48+3 (Extra 3 for remedial English):

39 credits 48 credits 42 credits 51 credits

To obtain an MA in ELT degree students must complete credits in the following manner: 1. Students with a BA in English Core Courses : 18 credits Group A : 9 credits Group B : 9 credits Thesis : 03 credits Total : 39 credits 2. Students without a BA in English Core courses : 27 credits Group A : 9 credits Group B : 9 credits Thesis : 03 credits Total : 48 credits

Students without a BA in English must take all the core courses given below to complete 27 credits while students with a BA in English must take the last six courses (from ELT 504 to ELT 509) from the following list of core courses to complete 18 credits. Each course consists of three credits. For students without a BA in English ELT 501: The History of English Language ELT 502: Language and Linguistics ELT 503: Advanced English Grammar ELT 504 English Phonetics and Phonology

ELT 505: English Morphology and Syntax ELT 506: Research Methodology ELT 507: Theories and Practices of ELT ELT 508: Syllabus Design and Materials Development ELT 509: Testing and Evaluation For students with a BA in English ELT 504 English Phonetics and Phonology ELT 505: English Morphology and Syntax ELT 506: Research Methodology ELT 507: Theories and Practices of ELT ELT 508: Syllabus Design and Materials Development ELT 509: Testing and Evaluation

Group A: Applied Linguistics ELT 601: Second Language Acquisition ELT 602: English Morphology and Syntax ELT 603: Semantics and Pragmatics ELT 604: Discourse Analysis ELT 605: Sociolinguistics ELT 606: Psycholinguistics ELT 607: Comparative Linguistics ELT 608: Language Planning in Education Group B: English Language Teaching (ELT) ELT 609: ELT in a Post Colonial World ELT 610: ESP/EAP ELT 611: Teaching Young Learners ELT 612: Teaching English through Literature ELT 613: ELT and New Media ELT 614: Gender and Language ELT 615: Thesis Group C ELT 499: Remedial English

Group D: Thesis ELT 618: Thesis Course Descriptions: ELT 501: Language and Linguistics: This course aims to provide students with basic knowledge of core linguistic concepts and methods. It will emphasize on developing the students knowledge of linguistic categories and techniques and thus enable them to apply their knowledge to describe English and other languages to solve language problems. This course will introduce students to the following topics: Phonetics, Phonology, Morphology, Syntax and Semantics. Recommended Reading: 1. Contemporary Linguistics: An Introduction (3rd Edition; London: Longman: 1996) .OGrady, W., M. Dobrovolsky and F. Katamba . 2. Hockett, Charles F. 1958. A Course in Modern Linguistics. The Macmillan Company. 3. Lyons, John. 1968. Introduction to Theoretical Linguistics. Cambridge University Press. 4. Yule, George. 1996. The Study of Language. Cambridge University Press. 5. Jean, Aitchison. 1999. Linguistics: An Introduction. (2nd edition). Hodder and Stoughton. ELT 502: Research Methodology The course introduces students to methods, analysis, interpretation and presentation of original research in language, teaching and composition. The student will learn the techniques and procedures necessary for conducting and presenting linguistic research. The aim of this course is to equip students with the skill to evaluate and conduct their own research. Suggested Reading 1.McDonough, Jo and McDonough, Steven. (1997) Research Methods for English Language Teachers. London: Hodder Arnold Publication. 2. Burns, A. (1999). Collaborative action research for English Language Teachers. Cambridge: Cambridge University Press. 3.Freeman, D. (1998). Doing teacher research. Boston: Heinle & Heinle. 4. Wallace, M. (1998). Action research for language teachers. Cambridge: Cambridge University Press. ELT 503: Theories and Practices of ELT: This course presents the principles, history, recent developments and contemporary concerns in language teaching. It focuses on the ideas/appropriate methodology that impact language teaching and how language courses are delivered. In this course, the theories underlying the

teaching of the following skills and their implications will also be discussed: reading, writing, speaking, listening and vocabulary. Recommended Reading: 3. Nunan, D. Task Based Language Teaching .Cambridge University Press. 4. Nunan, D. and Carter, R. (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press. 5. Harmer, J. The Practice of English Language Teaching . 6. Jack C. Richards and Theodore Stehphen Rodgers .Approaches and Methods in Language Teaching .Cambridge University Press. 7. Diane Larsen- Freeman (2000).Techniques and Principles in Language Teaching Oxford University Press. 8. Jack C. Richards and Willy A. Renandya (eds). Methodology in Language Teaching: An Anthology of Current Practice .Cambridge University Press. 9. David Hall and Ann Hewings (2001). Innovation in English Language Teaching Routledge. 10. Graham Hall. (2011). Exploring English Language Teaching . Routledge . 11. Jo McDonough and Chirstopher Shaw(3rd ed) (2003). Materials and Methods in ELT: A Teachers Guide . Blackwell. 12. Jeremy Harmer (2012).Essential Teacher Knowledge: Core Concepts in English Language Teaching. Pearson ELT 504: Syllabus Design and Materials Development This course examines a wide range of issues related to syllabus design and materials development and evaluation. It focuses on different types of syllabuses such as structural syllabus, notional-functional syllabus, task-based syllabus etc. and studies various stages of syllabus design. The course will help students in developing materials for the classes they teach. Suggested Readings 1. Brumfit, C. J. 1984. General English Syllabus Design. Pergamon Press 2. McDonough, Jo and Christopher Shaw (1993). Materials and Methods in ELT. Blackwell Publishing Ltd 3. Munby, John.1987. Communicative Syllabus Design. Cambridge University Press 4. Nunan, David. 1988. Syllabus Design. Oxford University Press 5. Richards, Jack C. 1990. The Language Teaching Matrix. Cambridge University Press 6. White, Ronald V. 1988. The ELT Curriculum. Blackwell Publishing Ltd ELT 505: Testing and Evaluation This course examines a wide range of issues related to testing and evaluation. It considers
assessment with regard to appropriate purposes, teaching targets, methods and various quality indicators and studies the norm & criteria for referenced testing, commercial testing, testing of the four skills, progressive assessment as well as course evaluation. Students are introduced to various testing and

evaluation methods with regard to planning the instruments, administering them and interpreting results in order to assess learning.

Suggested Readings 1. Harris, David P. 1969. Testing English as a Second Language. McGraw-Hill Inc. 2. Harrison, Andrew. 1983. A Language Testing Handbook. Macmillan 3. Hughes, Arthur. 1989. Testing for Language Teacher. Cambridge University Press ELT 506: English Phonetics and Phonology The course aims at study of English sound system. It also focuses on the structure of English Syllables. Three dimensions to phonetics are studied: production, transmission and reception of sound. It further includes stress and intonation patterns in English. It prepares the students to be able to handle the challenges in teaching pronunciation in ELT. Suggested Readings 1. Collins, & Inger M. Mees. 2008. Practical Phonetics and Phonology: A Resource Book for Students. Routledge 2. Gimson, A. C. 1989. An Introduction to the Pronunciation in English. Clays Ltd 3. Roach, Peter. 2000. English Phonetics and Phonology. Cambridge University Press ELT 507 The History of English Language This course familiarizes the student with the history of the English Language by tracing its development from the earliest records available in the language to the present day. Changes such as phonological, morphological, syntactical, semantic as well as changes in spelling, which have taken place in the English language from the Old and Middle English periods till the modern period, will be discussed. This course will also look at the growth and development of scientific English and the emergence of new registers, new dialects, creoles, pidgins and new varieties of English in countries outside England. Readings Baugh, A.C Bradley, K. Wood, F.T

The history of the English Language The Making of English An outline of the History of the English Language

ELT 508 Advanced English Grammar This course aims to strengthen students knowledge of traditional grammar and introduce them to current ways of looking at grammar. The course will look at language and meaning, linguistic forms, clause structures, tense, modality and syntactic functions.

1. 2. 3. 4.

Geoffery Leech: English Grammar for Today (Today A 2 only topic C.L. 1983. Leech and Svartik:A Communicative Grammar of English Palmer,E.: Grammar 1971. Quirk and Greenbaum: A University Grammar of English Longman

All students must take three courses from each group. Group A: Applied Linguistics ELT 601: Second Language Acquisition This course focuses on the theoretical perspectives of second language acquisition. It studies the difference between language acquisition and learning and compares and contrasts second language with first language and foreign language acquisition. The course also covers factors that influence second language acquisition- learner variability, language instruction, language literacy, oral tradition, acquisition of sounds, vocabulary, task-based language learning and so on. Readings:
1. 2. 3. 4. 5. 6. 7. 8. 9.

Bialystock, E. Bilingualism in development: Language, literacy, and cognition. Cambridge University Press, 2001. Print Brown, H. D. First language acquisition. Principles of language learning and teaching Englewood Cliff CA: Prentice Hall, 2006. 20-35. Print Cook, V. Second language learning and teaching. 4th ed. Hodder Arnold, 2008. Print Ellis, R. The study of second language acquisition. Oxford University Press, 1994. Print Freeman, D. E., & Y. S. Freeman. Between worlds: Access to second language acquisition 2nd ed. Portsmouth, NH: Heinemann, 2001. Print Koda, K. & A. M. Zehler. Learning to read across languages: Cross-linguistic relationship in first- and second language literacy development. Lawrence Erlbaum, 2007. Print Saville-Troike, M. Introducing second language acquisition. Cambridge University Press, 2006. Print Perdue, C. Adult Language Acquisition. Cambridge: Cambridge University Press, 1993. Print P. Lightbown and N. Spada. How Languages Are Learned. Oxford University Press, 1999. Print R. Mitchell and F. Miles. Second Language Learning Theories. Edward Arnold, 1998. Print


ELT 602: English Morphology and Syntax This course examines the internal structure of words and rules through which word formation takes places and provides an introductory study of English grammar. Students are introduced to the history and evolution of word boundaries, inflexions and grammatical markers and how new

words are formed in a language and the implications this has on language learning, especially by examining how grammaticality is maintained as words are formed in different areas of discourse. The course also examines the phrase and clause structure properties of English. Particular emphasis will be given on generative grammar and how natural languages are processed as the aim is not only to initiate the study of morpho-syntactic theories but to relate these studies with the actual language production process. Readings:
1. Aarts, Bas. English Syntax and Argumentation. 2nd ed. Palgrave Macmillan, 2001. Print 2. Embick, David and Rolf Noyer. Distributed Morphology and the Syntax/Morphology

Interface. Eds G. Ramchand and C. Reiss. The Oxford Handbook of Linguistic Interfaces. OUP, 2007. 289 324. Print
3. Huddlestone, R. An Introduction to the Grammar of English. Cambridge: Cambridge

University Press, 1984. Print

4. Baltin, M. and C. Collins eds. The Handbook of Contemporary Syntactic Theory. Malden:

Blackwell, 2001. Print

5. Carstairs-McCarthy, Andrew An Introduction to English Morphology. Edinburgh: Edinburgh

University Press, 2002. Print

6. Bauer, Laurie. Introducing Linguistic Morphology. 2nd ed. Georgetown: Georgetown

University Press, 2003. Print

7. Plag, Ingo. Word-Formation in English. Cambridge: Cambridge University Press, 2003. Print

ELT 603: Semantics and Pragmatics Advanced study of meaning communicated through language with an emphasis on the way words acquire meaning and the processes by which native users of a language are able to give stable interpretations to word strings. The investigation, which predominantly involves English and Bengali, operates at the ranks of word and sentence. At word rank, students explore the relationships that words have with each other within the language as a whole, and study the related theories. At sentence rank, students explore the concept of truth-value of linguistic expressions, and study the related theories. Pragmatics, on the other hand, consists of a cluster of approaches that cohere around the preoccupation with the contextual constraints on meaning. Students are taught to view the two branches of semiotics as complementary, rather than competing forms of linguistic analysis. Suggested Readings 1. Grice,H. P. 1978. Further notes on logic and conversation, in Cole, P., (ed.), Pragmatics, Syntax and Semantics. Vol. 9. New York. Academic Press 2. Hurford, James R. & Brenden Heasley. 1983. Semantics: a coursebook. Cambridge University Press 3. Levinson, S. 1983. Pragmatics. Cambridge. Cambridge University Press 4. Palmer, F. R. 1981. Semantics. Cambridge University Press 5. Searle, J. R. 1969. Speech Acts. Cambridge. Cambridge University Press

6. Yule, G. 1996. Pragmatics. Oxford. Oxford University Press ELT 604: Discourse Analysis This course offers theoretical insights into how humans construct narratives and how we identify and analyze spoken and written discourse in different domains of language use. Students are exposed to different perspectives of language use through the analysis of context, registers, style, coherence and cohesion in dialogues, presupposition, ambiguity and misunderstanding, deixis, referencing and various linguistic strategies based on social hierarchy. Readings: 1. Brown, G. and G. Yule. Discourse Analysis. Cambridge: Cambridge University Press, 1983. Print 2. Brown, G. Speakers, Listeners and Communication. Cambridge: Cambridge University Press, 1995. Print 3. Davison, A. and G. Green eds. Linguistic Complexity and Text Comprehension. Lawrence Eribaum, 1988. Print 4. Gernsbacher, M.A. and T. Givon, eds. Coherence in Spontaneous Text. Amsterdam: John Benjamins, 1995. Print 5. Hawkins, J.A. The grammaticalization of definiteness marking. J.A. Hawkins. Efficiency and Complexity in Grammars. Oxford: Oxford University Press, 2004. 82-93. Print 6. Lambrecht, K. Information Structure and Sentence Form. Cambridge: Cambridge University Press, 1994. Print 7. Levinson, S. Pragmatics. Cambridge: Cambridge University Press, 1983. Print
8. Searle, J. Speech Acts: An Essay in the Philosophy of Language. Cambridge, Eng.:

Cambridge University Press, 1969. Print

9. Dooley, R. A. and S. H. Levinson. Analyzing Discourse: A Manual of Basic Concepts.

University of North Dakota, 2000. Print

10. Bax, S. Discourse and genre: Analysing language in context. London: Palgrave, 2011. Print

ELT 605: Sociolinguistics Sociolinguistics can be defined as the study of language in use and the effects of language use on society. The study of sociolinguistics documents the diversity and variation of language in societies. This course will introduce students with the following concepts: world Englishes, language planning, language policy, bilingualism/multilingualism, code switching, code mixing, language and gender issues, language minority in different societies, language decline and language death, etc. The course will examine the implications of these concepts in language teaching. Recommended Reading: 1. Sandra McKay, Nancy H. Hornberger (1996). Sociolinguistics and Language Teaching. Cambridge University Press

2. 3. 4. 5. 6. 7. 8.


Holmes, J. (2008). An Introduction to Sociolinguistics. Longman. Romaine, S. (2000). Language in Society. Oxford University Press. Hudson, A. Richard (1996). Sociolinguistics. Cambridge University Press. Trudgill,P. (2000). Sociolinguistics: An Introduction to Language and Society. (2nd eds). Penguin. Wright, S. (2004). Language Policy and Language Planning. Basingstoke: Palgrave Macmillan. Fasold, R. (1984). The Sociolinguistics of Society. Chapts 3 and 10. Oxford: Blackwell. Simpson, A. (ed) (2007) Language and National Identity in Asia. Oxford: OUP. Ferguson. G. 2003. Classroom code-switching in post colonial contexts.Functions, attitudes and policies in Makoni,S. and Meinhof.U. (eds) 2003 African and Applied Linguistics. AILA Volume Review Volume 16. Amsterdam. John Benjamins.

ELT 606: Psycholinguistics This course provides students with an introduction to the relationship between linguistics and psychology. It emphasizes the psychological and neurological factors that are involved in language processing and learning. Students will be exposed to the studies of mental lexicon, bilingualism and the cognitive processes that are responsible for language production and comprehension. Recommended Reading: 1. Garrod, S. and Pickering M. (1999). Language Processing. Psychology Press. 2. Harley, T.A. (2001). The Psychology of Language. Lawrence Eribaum.2nd edition. 3. Scovel. T. (1998). Psycholinguistics. Oxford University Press. 4. Garman, M. (1990). Psycholinguistics. Cambridge University Press. 5. Spivey, M., Joanisse, M., McRae, K., (2012). The Cambridge Handbook of Psycholinguistics. Cambridge University Press. 6. Gaskell, G. (2009). Oxford Handbook of Psycholinguistics. Oxford University Press. 7. De Groot, A.M.B. and Kroll, J.F. (1997). Tutorials in Bilingualism. Lawrence Eribaum Associates.

8.Matthew J. Traxler John Willey and Sons. (2011). Introduction to Psycholinguistics.

Understanding Language Science.

9.Field, J. (2004). Psycholinguistics: The Key Concepts. Routledge. 10.Eva M. Fernndez, Helen Smith Cairns. (2010). Fundamentals of Psycholinguistics.
ELT 607: Comparative Linguistics The course compares and contrasts the structures of two or more languages and their respective

linguistic systems. The rationale of the course is that a comparative angle brings out specific characteristics of each language than when each language is treated in isolation. Students look at the language typologies in order to establish differences between a language learners native language and the target language in the areas of grammar, vocabulary and sound system. Suggested Readings
1. Beekes, Robert S.P. (2005) Comparative Indo-European linguistics: An Introduction. John Benjamins Publishing Company. 2. Everaraert, M. and H. van Riemsdijk.(2005)The Blackwell Companion to Syntax, volumes I-V. Oxford: Blackwell. 3. Haegeman, L. (1994) Introduction to Government and Binding Theory. Oxford: Blackwell. 4. Haegeman, L. (ed.) (1997) The New Comparative Syntax. London and New York: Longman 5.Haegeman, L. (2006) Thinking Syntactically. A Guide to Argumentation and Analysis. Oxford: Blackwell. 6. Levin, B. (1993) English Verb Classes and Alternations. Chicago: University of Chicago Press. 7. Levin, B. and M. Rappaport Hovav (2005) Argument Realization. Cambridge: CUP. 8. Rappaport Hovav, M. and B. Levin (1998) Building Verb Meanings. In Miriam Butt and Wilhelm Geuder (eds.) The Projection of Arguments. Lexical and Compositional Factors. Stanford: CSLI Publications. 9. Ringe, Donald. (2009) A Linguistic History of English: From Proto-Indo-European to Proto-Germanic. Oxford. Oxford University Press 10. Witko. J. (2004) Movement Rules. Foundations of GB Syntax of English. Pozna: Wydawnictwo Poznaskie.

ELT 608: Language Planning in Education A language education approach to language policy & planning issues, especially those related to ELT, with a focus on Bangladesh. The development of standard languages & increasing access to languages of wider communication through increased educational provision has been a major driving force for modernisation & change in Bangladesh. A social, historical & educational examination of forces unleashed by language & education provision and how language planning is applied to new issues & problems is provided. Suggested Readings 1. Hall, G. (1999). Review Article: Literacy in the Modern World. Journal of Sociolinguistics 3(3), 381-399. 2. Hornberger, N. (2002) Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy 1, 27-51. 3. Kaplan, R.B. & Baldauf, R.B., Jr. (2011) Language Planning from Practice to Theory (2nd Edn). Clevedon: Multilingual Matters. 4. Liddicoat, A. J. (2007) Language planning for literacy: Issues and implications. In A. J. Liddicoat (ed.) Language Planning and Policy: Issues in Language Planning and Literacy (pp. 13-29). Clevedon: Multilingual Matters. 5. Liddicoat, A.J. & Baldauf, R. B., Jr. (2008). Language planning in local contexts: Agents, contexts and interactions. In A. J. Liddicoat & R. B. Baldauf Jr. (eds) Language Planning and Policy: Language Planning in Local Contexts (pp. 3-17). Clevedon: Multilingual

Matters. 6. May, S. (2003). Rearticulating the case for minority language rights. Current Issues in Language Planning 4(2), 95-126. Mhlhusler, P. (2000). Language planning and language ecology. Current Issues in Language Planning 1(3), 306-367. 7. Wright, S. (2004). Language in a postnational era: Hegemony or transcendence? In Language Policy and Planning: From Nationalism to Globalism (pp. 157-178; 273-275). New York: Palgrave Macmillan. 8. Ferguson. G. (2006) Language Planning in Education. Edinburgh: Edinburgh University Press. Group B: English Language Teaching (ELT) ELT 609: ELT in a Post Colonial World This course aims at the rapid cultural and economic changes worldwide which have led to the exponential growth of ELT influence around the world. This informal empire both explicitly rewards and implicitly threatens those living in nations of the former colonies. Rewards often come in the form of greater access to political, economic and cultural power. Threats range from economic marginalization to cultural isolation. This course explores the underlying forces of ELT. Suggested Readings 1. Kachru, Yamuna and Cecil L. Nelson. World Englishes in Asian Contexts.Hong KongUniversity Press:Hong Kong, 2006. Print. 2. McArthur, Tom. The English Languages. CUP:Cambridge, 1998. Print. 3. Phillips, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press. 4. Ramanathan, V. (2005) The English Vernacular Divide. Post-colonial Language Politics and Practice. Multilingual Matters Limited. 5. Dua, H. (1994) The Hegemony of English. Jaipur: Yashoda. ELT 610: English for Specific Purposes With globalization, the need for diversifying ones skills is growing. Thus, teaching and learning English for Specific Purposes rather than for general purposes is now believed to be more effective in the language learning/teaching domain. This course examines the history, need and application of English for Specific Purposes (ESP). Since ESP deals with the linguistic activities and discourses of different areas of work or study, students will learn the theoretical aspects of teaching and learning ESP and couple this knowledge with their analyses of discourses and their genres present in the society. They will learn to conduct needs analyses, understand and locate their roles as ESP practitioners, design teaching material and practice assessment methods for ESP. Also, developing material and evaluation techniques revolving around critical thinking will be a challenge that students in this course will learn to deal with. Readings:

1. Bruce, Ian. Theory and Concepts of English for Academic Purposes. Palgrave Macmillan,

2011. Print
2. Dudley-Evans, T., and St. John, M. J. Developments in English for specific purposes: A multidisciplinary approach. Cambridge, England: Cambridge University Press, 1998. Print 3. Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. Routledge, 4. 5. 6. 7. 8.

2006. Print Adams, P., B. Heaton and P. Howarth, eds. Socio-cultural issues in English for academic purposes. London: Macmillan, 1991. Print Alderson, J. C. Assessing reading. Cambridge: Cambridge University Press, 2001. Print Benesch, S. Critical English for academic purposes. Malwah, NJ: Lawrence Erlbaum Associates, 2001. Print Bhatia, V. K. Analysing genre: Language use in professional settings. London: Longman, 1993. Print Bruce, I. Academic writing and genre: A systematic approach. London: Continuum, 2008. Print

9. Belcher, Diane. English for Specific Purposes in Theory and Practice. University of Michigan Press/ESL, 2009. Print 10. Hutchinson, Tom and Alan Waters. English for Specific Purposes. Cambridge Language Teaching Library: CUP, 1987. Print ELT 611: Teaching Young Learners This course aims to develop the knowledge and practical skills which are required to teach English to young learners effectively. The course addresses issues related to theories of learning, the learning strategies of young children, teaching-learning activities, the classroom methods and techniques to be used when teaching English to young learner. Recommended reading: 1. Cameron, L. (2001)Teaching Languages to Young Learners. Cambridge: Camrbidge University Press. 2. Brewster, J., Ellis, G. & Girard, D. (2002).The Primary English Teachers Guide. Harlow, Essex: Penguin Books Ltd. 3. Dodge, D.T. & Colker, L.J. (1999). The Creative Curriculum for Early Childhood. Washington, DC: Teaching Strategies, Inc. 4. Halliwell, S. (1992). Teaching English in the Primary Classroom. Harlow, Essex: Longman. 5. Ioannou-Georgiou, S. & Pavlou, P. (2003). Assessing Young Learners. Oxford: Oxford University Press. 6. Phillips, S. (1993). Young Learners. Oxford: Oxford University Press. 7. Slatterly, M & Willis, J. (2001).English for primary teachers: A handbook of activities and classroom language. Oxford: Oxford University Press. 8. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Longman.

9. Richards, J. C. & Rodgers, T. S. (2001).Approaches and Methods in Language Teaching: A description and analysis. Cambridge: Cambridge University Press. ELT 612: Teaching English through Literature Rationale for introducing literature in ELT classroom. The role of stories (preferably authentic, written by authors from English speaking countries) in teaching English at different ages and levels of knowledge. The nature of relevant activities varying from listening and understanding for the youngest beginners to creative story re-writing for the advanced. The role of poems: reading/comprehension/discussion. Expressing personal opinions about the topic, content and artistic merit of the poems. The importance of short stories and extracts from novels as means of introducing a particular problem. Problem-solving and expressing opinions, which contributes to developing both linguistic and communicative competence as well as shaping general world view. The use of plays with topics relevant to students. TV plays as language input and a source of topics for discussion. The nature of relevant activities varying from note-taking while watching to creative re-writing and performing. Suggested Reading
1. Brumfit, C.J. and A. C. Ronald, eds. (1986) Literature and Language Teaching. Oxford: Oxford University Press. 2. Carter, R. and M. Long, eds. (1991) Teaching Literature. London: Longman. 3. Coady, J. (1997) L2 vocabulary acquisition through extensive reading. Second Language Vocabulary Acquisition. Ed. J. Coady and T. Huckin. Cambridge: Cambridge University Press. 4. Collie, J. and S. Slater, eds. (1987) Literature in the Language Classroom. Cambridge: Cambridge University Press. 5. Collie, J. and S. Slater.(1990) Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge: CUP. 6. Duff, A. and A. Maley.( 1990) Literature. Oxford: Oxford University Press. 7. Grellet, F. (1981) Developing Reading Skills. Cambridge: Cambridge University Press. 8. Lazar, G. (1993) Literature and Language Teaching. Cambridge: Cambridge University Press. 9. Maingay, S. (1983) Making Sense of Reading. Hong Kong: Nelson Harrap. 10. Maley, A. (1996) Thats for your poetry book!. Language, Literature and the Learner. Ed. R. Carter, and J. McRae. London: Longman. 11. Mckay, S. (1986) Literature in the ESL Classroom. Literature and Language Teaching.Ed. C.J. Brumfit and R.A. Carter. Oxford: Oxford University Press. 12. Sage, H. (1987) Incorporating Literature in ESL Instruction. New Jersey: Prentice-Hall, Inc. 13. Stern, S. (1991) An Integrated Approach to Literature in ESL / EFL in Teaching English as a Second or Foreign Language. ed. Murcia, M. Boston: Heinle & Heinle Publishers.

ELT 613: ELT and New Media This course examines the study of theoretical basis and pedagogical implications for creating and using materials through media in a language classroom. Students analyze the needs of using media and technology in their classes and use this knowledge to design media based instructions.

The course rationalizes the role of teacher in a technology driven classroom, the role of students in a digitized classroom, and the techniques of assessment as part of digitally interactive teaching. Student-centeredness being the key factor behind exploiting digital resources (multimedia, e-whiteboards, youtube, facebook, podcasting, wikis, blogs, podcasting, etc.) students taking this course will be challenged with the role of digital media in both stunting and nurturing critical language learning. Readings: 1. Konstanze, Wolgast. Authenticity and new media in foreign language teaching: Chances, problems and perspectives. GRIN Verlag, 2007. Print 2. Sengupta, Sima. Exchanging Ideas with Peers in Network-Based Classrooms: An Aid or a Pain?" Language Learning & Technology. 5.1 (2001): 103. Web 3. Goodwyn, A. ed. English in the Digital Age. London: Cassell, 2000. Print 4. Kress, G. Literacy in the New Media Age. London: Routledge, 2003. Print 5. Burbules, N.C. The Web as a Rhetorical Place. Silicon Literacies: Communication, Innovation and Education in the Electronic Age. Ed. I. Snyder. London: Routledge Falmer, 2002. Print 6. Merchant, G. Web 2.0, new literacies, and the idea of learning through participation. English Teaching: Practice and Critique. 8. 3 (2009): 8-20. Print 7. Crystal, D. Language and the Internet. Cambridge: Cambridge University Press, 2001. Print 8. Ohler, Jason. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity. Thousand Oaks: Corwin Press, 2008. Print 9. Hart, Andrew and Alun Hicks. Teaching Media in the English Curriculum. Trentham, 2002. Print 10. Chan, W. M. Chan, K. N. Chin, M. Nagami and T. Suthiwan eds. Media in foreign language teaching and learning. de Gruyter, 2010. Print ELT 614: Gender and Language This course examines the interaction between gender and language and the impact of gender differences in English Language Teaching. Facts, theory, and analytic tools will be provided with which to consider issues related to gender and sexuality, and their relation to language. The course will look at various theoretical frameworks through which this relationship has been studied. It will look at the language structures and usage patterns exhibited by women and men, and how language treats the sexes differently. Topics will include the gender binary, the discursive construction of gender, gender markings in language, stylistic practice, sexism in language, heterosexist and racist language, names and forms of address, politeness, schoolroom discourse and shifts in word meaning. Readings: 1. Biber, D& Burges, J. 2000. Historical change in the Language Use of Women and Men: Gender Differences in Dramatic Dialogue. Journal of English Linguistics 28: 21-37.

2. Christie, C. 2000. Feminism and Pragmatics, Edinburgh, Edinburgh University Press. 3. Coates, J. 1996 Woman Talk, Oxford, Blackwell. 4. Griffin, M.A., D. McGahee, and J. Stale. 1999 Gender Differences in nonverbal Communication: Valdosta State University. 5. Foucault, M. 1978 History of Sexuality: An Introduction, Vol. I, Harmondsworth, Penguin. 6. Severiens, S & Dam, G. 2005. Sexist Talk: Gender Categories, Participant Orientations and Irony 7. Spender D, E. 1980. Man-made Language. London, Rutledge. 8. Tannen, D. 1990. You Just dont Understand: Women and men in Conversation. New York: Morrow. 9. Vanfossen, Beth. 2001. Gender differences in Communication. ITROWs Women and Expression Conference. 10. Watts, R. 1992 `Acquiring status in conversation: `male and `female discourse strategies, pp.467-505, Journal of Pragmatics, 18/5

Group C: Remedial English ELT 499: Remedial English

Group D: Thesis ELT 615: Thesis