Syllabus MA Proposed 1

Syllabus for M.A.
in English Language Teaching (ELT)

Session: 2022-2023 onwards
Total Credit: 42
1st Semester
1. MELT 5101- Curriculum and Syllabus Design 4 credit

2. MELT 5102- Materials Development 4 credit
3. MELT 5103- Teaching Practicum & Language Teacher Education 4 credit
4. MELT 5104- Teaching Language through Literature 4 credit
5. MELT 5105- Research Methods in Applied Linguistics and ELT 4 credit
6. MELT 5106- Viva- voce 1 credit
2nd Semester
1. MELT 5206- Assessment and Testing 4 credit

2. MELT 5207- Transnational Literatures and English Translation 4 credit
3. MELT 5208- Critical and Post colonial perspectives on ELT 4 credit
—-----------------------------------------------
4. MELT 5209- Thesis: Dissertation- 150 marks 8 credit
Thesis Defense- 50 marks
—------------------------------------------------
Non-thesis (any two):MELT 5210- Stylistics 4 credit
MELT 5211- Teaching English for Specific Purposes 4 credit
MELT 5212- Culture in ELT 4 credit
—---------------------------------------------------------------------
Viva-voce 2 credit
TOTAL CREDIT: 42
Programme Learning Outcomes
1. Understand the key concepts, models, approaches/frameworks related to syllabus
designing, material development, testing, teacher education and other relevant fields of ELT.
2. Analyze the needs of the variety of learner groups and design lessons and modify/adopt
teaching strategies/methodologies accordingly.
3. Evaluate, select, adapt and design appropriate syllabus and materials for teaching the four
language skills to different groups of learners.
4. Use technological tools effectively in different stages of the teaching and learning
process.
5. Apply the acquired knowledge of testing and assessment in designing tests for different
language skills for different groups of learners.
6. Think critically while exploring various literary genres and using the literary
knowledge/texts in the teaching of English language.
7. Synthesize the knowledge about research design, literature review, sampling, reporting
etc. and conduct educational research independently.
8. Acquire classroom management skills including how to deliver content, use teaching
aids, lead a discussion, handle questions and answers and obtain feedback and so on.
9. Realize the ethical dimension in research, teaching and learning.
10. Critically question some fundamental beliefs of ELT while developing an awareness of
the connections between English language pedagogy and imperialism, colonialism, social
justice etc.
Semester I
MELT 5101: Curriculum and Syllabus Design
1. Course code: MELT 5101

2. Course Title: Curriculum and Syllabus Design
3. Course Type: Core
4. Year & Semester: Master’s 1st Semester
5. Prerequisite: None
6. Credit value: 4
7. Contact hours:
8. Total Marks: 100 (Semester final =70, Continuous assessment =30)
[Continuous Assessment: Two mid semester =20,
Attendance=5, Class participation =5]
9. Rationale of the Course
This course attempts to review the principal approaches to the Curriculum and Syllabus Design
and inspect relevant factors in specifying a syllabus. Besides, the course will explore scopes,
purposes and models of syllabus designing and consider the processes involved in implementing
a curriculum. Students will be taught different types of syllabi: Structural, situational, notional
functional, task-based, skill-based, need-based and content-based syllabus, theories, and
principles of ELT required for designing syllabi and curriculum.
10. Course Objectives (COs)
The objectives of this course are as follow-
1. Introducing learners to issues and concepts related to syllabus design.

2. Providing learners with the knowledge and necessary skills for designing and evaluating
syllabuses.
3. Highlighting the theoretical insights, principles and recent developments in this field.
4. Helping learners to understand needs analysis and learner variations when designing
syllabi for teaching different language skills.
11. Course Contents
● Definition and scope of syllabus and curriculum

● Types of syllabi: Structural, situational, notional functional, task-based, skill-based,
content-based and need based syllabus
● Models of syllabus and curriculum designing
● Factors and steps involved in syllabus and curriculum design, principles, purposes, goals
● Syllabus evaluation and design
● Designing syllabus for students of different levels and needs
● Evaluation and adaptation of ELT syllabi
● Know the considerations for designing syllabi and prepare syllabi for language skills
courses
12. Course Learning Outcome (CLOs)

Upon completion of this course, students will be able to:
1. Define syllabus and curriculum and differentiate between syllabus and Curriculum
2. Know the different types of syllabus and the stages of syllabus design
3. Evaluate, select, adapt and implement appropriate ELT syllabi
4. Conduct needs analysis and design suitable syllabuses
5. Create syllabi for the four language skills classes: Reading, Speaking, Writing, Listening
and Integrated skills class
13. Assessment and Evaluation

13.1 Assessment strategy:Semester Final (written), Mid-semester & Class Participation
13.2 Marks Distribution:Total=100
i) Continuous Assessment (CA)

a) Two Mid-semester Examinations (10*2) =20
b) Attendance =5
c) Class Participation =5
ii) Semester Final =70
13.3 Make-up Procedure: Improvement & Re-admission (Re-take)
14. Learning Materials
Core Texts
Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.
Dubin, F., and Olshtain, E. (1986). Course design: Developing programs and materials for
language learning. Cambridge: Cambridge University Press.
Recommended Readings
Hutchinson, T. and A. Waters. (1997). English for specific purposes. Cambridge: Cambridge
University Press.
Nunan, D. (1989), Designing tasks for the communicative classroom.Cambridge: Cambridge
University Press.
Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge
University Press.
White, R.V. (1988). The ELT curriculum: Design, innovation, and management. Oxford:
Blackwell.
Yalden, J. (1987). Principles of Course Design for language teaching. Cambridge University
Press.
Yalden, J. (1983). The Communicative syllabus: Evolution, design and implementation.Oxford:
Pergamon
MELT 5102: Materials Development

2. Course Title: Materials Development
6. Credit value: 4
7. Contact hours:
In this course students will learn about the principal approaches to the materials and methods.
The course will also analyze teaching materials in relevance to the syllabus requirements.
Students will be taught how to select, adapt, and design materials needed for the specific
purpose. The context of evaluation of ELT materials and how to evaluate materials will also be
studied in this course. Overall, students will comprehend practical, social and theoretical factors
affecting ELT materials development.

1. Introducing learners to the framework, current approaches and principles of materials
development.
2. Providing learners with the knowledge and necessary skills for designing and evaluating
language teaching materials.
3. Introducing the concepts of evaluation of materials that involves lessons on internal,
external and overall evaluation.
4. Introducing techniques of adapting materials considering learner needs and variations.
5. Providing lessons on designing materials for four skills classes with focus on each skill.
6. Using technology in developing materials for a blended learning environment.
11. Course Contents
● Theories and principles of ELT materials design

● Current approaches to material designing
● Adaptation of ELT materials
● Evaluation of ELT materials: internal, external and overall evaluation
● Designing materials for teaching the four language skills
● Designing materials for integrated skills classroom
● Use of technology in materials design and blended learning

Upon completion of this course, students will be able to: ·
1. Understand the current approaches, framework to materials and methods designing and
factors affecting ELT materials development
2. Evaluate, select, adapt and implement appropriate ELT materials.
3. Conduct needs analysis and design suitable materials for the four language skills:
Reading, Speaking, Writing, Listening and Integrated skills class
4. Use technology in materials designing for a blended learning classroom


b) Attendance =5

Core Texts
McDonough, J.; Shaw, C. and Masuhara H. (2012). Materials and methods in ELT: A teacher's
guide (3 ed.). Oxford: Wiley-Blackwell.
Dubin, F., and Olshtain, E. (1986). Course design: Developing programs and materials for
language learning. Cambridge: Cambridge University Press.
Nunan, D. (1989), Designing tasks for the communicative classroom.Cambridge: Cambridge
University Press.
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh:
Edinburgh University Press.
Tomlinson, B. (2011) Materials development in language teaching(2 ed.)Cambridge: Cambridge
University Press.
MELT 5103: Teaching Practicum and Language Teacher Education

2. Course Title: Teaching Practicum and Language Teacher Education
6. Credit value: 4
7. Contact hours:
The course is inseparable from ELT graduate program since it will help raise
awareness among the potential language teachers about how much socially, culturally
and intellectually diverse students they can expect in their teaching career, and how
they can meet the various needs of their students by preparing themselves as
adaptable to changes and inquisitive about the latest knowledge and technology. This
course also offers students the opportunity to apply their knowledge of curriculum
design, material development, instructional strategies, classroom management, and
assessment in a language classroom. Mixed experience of classroom observation and
microteaching along with the instruction and feedback they receive from the course
teachers will equip students with life-long skills of handling the ever-emerging
challenges of teaching.
This course aims to:
1. Introduce students to the principles and practice of language teacher education

2. Inform students about the debates about the nature of teaching and teacher development
3. Reassess the relationship between theory and practice in education
4. Provide practical experience in classroom teaching and give feedback on teaching
techniques
5. Direct students in practical application of SLA theories and ELT methodologies
6. Provide opportunities to observe master teachers and evaluate own teaching practice
7. Develop lesson-planning skills
11. Course Contents
● Current models and theories of teacher education

● Beliefs, maxims and experiences of teacher development
● Pre-service and in-service teacher education
● Teacher as a reflective practitioner
● Teacher as a researcher
● Supervision, evaluation, monitoring and mentoring
● Review of skills teaching
● Current methodologies of ELT
● Managing change and innovation in language teaching
● Lesson Planning
● Microteaching and practicum
12. Course Learning Outcomes (CLOs)
Upon completion of the course, students will be able to:
1. Understand the nature and needs of teacher education

2. Realize the importance of pre-service and in-service teacher training programmes
3. Specify the purposes of classroom observation
4. Understand different approaches to teacher education
5. Continually evaluate their own teaching practice to improve teaching and learning
6. Adopt appropriate teaching method by analyzing the course goals, the learner group and
their various needs
7. Design appropriate lesson plan for a particular language class
8. Effectively use teaching aids and technological tools required for making the class more
engaging and participatory
9. Acquire classroom management skills including how to deliver content, lead a
discussion, handle questions and answers and obtain feedback from students regarding
the class process

b) Attendance =5
Core Texts
Richards, J. and Farrell, T. (2005). Professional Development for Language Teachers: Strategies
for Teacher Learning. USA: Cambridge University Press.
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.
Bates, T., Swennen, A., &Jones,K. (Eds.),(2011). The Professional Development of Teacher
Educators.London: Routledge.
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:
Harvard G.R., & Hodkinson, P. (1994).Action and Reflection in Teacher Education. NewJersy:
Ablex Publishing Corporation.
Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: Cambridge
University Press.
Nunan, D. (1989). Understanding Language Classrooms. London: Prentice Hall.
Richards, J. C. (1998). Beyond Training: Perspectives on language teacher education.Cambridge:
Richards, J. C. Teacher's Maxims in Language Teaching. TESOL QUARTERLY Vol. 30, No. 2,
Summer 1996.
Richards, J.C. and Rodgers, T.S. (2001). Approaches and Methods in Language Teaching (2nd
ed.). USA: Cambridge University Press.
Richardson, V. (Ed.), (1997). Constructivist Teacher Education. London: Routledge and Falmer.
Roberts, J. (1998). Language teacher education: the reflective trainer. New York: Arnold.
Teachers on Teachers. (NB All experts from Autumn 1989)
MELT 5104: Teaching Language through Literature

2. Course Title: Teaching Language through Literature
6. Credit value: 4
7. Contact hours:
This course attempts to incorporate literary texts to provide rich linguistic input, effective stimuli
for students to express themselves in other languages. and a potential source of learner
motivation. Literary texts will offer a rich source of linguistic input and can help learners to
practice the four skills - speaking, listening, reading, and writing - in addition to exemplifying
grammatical structures and presenting new vocabulary. In this course, different literary texts will
provide opportunities for multi-sensorial classroom experiences for the students.
1. Using literary texts in the classroom to give the learners exposure to authentic language
materials, and the actual language samples of real life
2. Initiating interactions among the students by asking them to discuss and share their
critical thoughts about different literary pieces
3. Exploring the value of literature in the English language curriculum.
4. Paying more attention to the way language is used
5. Listening effectively to lectures and taking adequate, well-organized notes on both oral
and written texts
6. Teaching the learners a wide range of individual lexical or syntactic items through
literature
7. Writing more effectively about various literary topics
11. Course Contents:
● Poems:
Matthew Arnold: Dover Beach
W. B. Yeats: The Second Coming
Seamus Heaney: Digging
Adrienne Rich: Aunt Jennifer’s Tiger
Rabindranath Tagore: Song Offerings
Robert Frost: The Road Not Taken
● Short Stories:
Katherine Mansfield : The Garden Party
Shirley Jackson: The Lottery
The Ant And The Grasshopper by Aesop
● Dramas:
Shakespeare: Hamlet
Shakespeare: Measure for Measure
Eugene O'Neill: The Hairy Ape
Arthur Miller: Death of a Salesman
● Fiction:
Ernest Hemingway: The Old Man and the Sea
Joseph Conrad: Heart of Darkness
Mark Twain: The Adventures of Huckleberry Finn
Toni Morrison: The Bluest Eye
Khaled Hosseini: The Kite Runner
1. Understand various literary genres through integrated activities

2. Read and comprehend different texts
3. Speak fluently and address others in good English
4. Know about the syntax and discourse functions of sentences, the variety of possible
structures, and the different ways of connecting ideas, which will develop and enrich their
own writing skills.
5. Develop critical thinking in reading and writing
6. Understand those works as expressions of individual and human values within a historical
and social context.
7. Evaluate the reading subject matter and views and suggest other endings and
modifications for the texts


b) Attendance =5
Core Texts :
Short, M., Exploring the Language of Poems, Plays, and Prose
Michael Toolan, Language in Literature
Lazar, G., Literature and Language Teaching
Recommended Readings:
Collie, J, & Slater, S., Literature in the Language Classroom
MELT 5105: Research Methods in Applied Linguistics and ELT

2. Course Title: Research Methods in Applied Linguistics and ELT
6. Credit value: 4
7. Contact hours:
Research Methodology is a hands-on course designed to impart education in the foundational

methods and techniques of academic research in the field of English language teaching. The
students would examine, explore, and be practically exposed to the main components of a
research framework i.e., problem definition, research design, data collection, ethical issues in
research, report writing, and presentation. Once equipped with this knowledge, participants
would be well‐prepared to conduct disciplined research under supervision in an area of their
interest. In addition to their application in an academic setting, many of the methodologies
discussed in this course would be similar to those deployed in professional research
environments as well.
10. Course Objectives (Cos)
The objectives of this course are:
1. to develop an understanding of the basic framework of the research process.

2. to develop an understanding of various research designs and techniques.
3. to identify various sources of information for literature review and data collection.
4. to develop an understanding of the ethical dimensions of conducting applied research.
5. appreciate the components of scholarly writing and evaluate its quality.
11. Course Contents
● Definition of research; its characteristics and importance

● The process of research using quantitative approaches
● The process of research using qualitative approaches
● Identification of the research problem
● Review of literature
● Purpose statements, research questions, and hypotheses
● Research ethics, reliability, and validity
● Quantitative research and methods of data collection
● Analyzing data, reporting, and interpreting quantitative results
● Qualitative research and data collection
● Analyzing data, reporting, and interpreting qualitative results
● Reporting and evaluating research
● Survey designs; experimental designs; and ethnographic designs
● Mixed methods design; and action research designs.
1. Understand key concepts and issues in educational research

2. Understand the process of conducting research
3. Attend to the politics of what to do and not to do as researchers
4. Increase critical thinking skills on various types of research and demonstrate this by
seriously considering multiple viewpoints and perspectives
5. Submit a research proposal and deliver an oral presentation
6. Have ethical awareness of plagiarism and other illegal practices in research
7. Apply the research-based knowledge in practical life

b) Attendance =5
Core Texts:
Creswell, J. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative

and Qualitative Research, 5th Edition. Pearson Education.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press
Brown, J. D. and Rodgers, T. S. (2002). Doing Second Language Research. Oxford University
Press. Cohen, L., Manion, L. and Morrison, K. (2011). Research Methods in Education.
Routledge
Heigham, J. and Croker, R. (Eds.). (2009). Qualitative Research in Applied Linguistics: A
Practical Introduction. Palgrave Macmillan.
McDonough, J. and McDonough, S. (1997). Research Methods for English Language Teachers.
Arnold.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge University Press.
Kothari, C. R. and Garg, G. Research Methodology: Methods and Techniques
Ahuja, R. Research Methods
Semester II
MELT 5206: Assessment and Testing

2. Course Title: Assessment and Testing
4. Year & Semester: Master’s 2nd Semester
6. Credit value: 4
7. Contact hours:
This course aims to introduce learners to the key concepts, models and issues in testing and
assessment. It will focus on different approaches to language testing and different testing
techniques. It will also focus on developing an understanding of the theoretical principles and
processes underlying test construction as well as the practical skills required for the design,
construction, administration, assessment and evaluation of English language tests and
programmes. Moreover, it will cover testing language skills and grammar. In addition, the
course will address the current issues in language testing research.
1. Introducing learners to the key concepts of testing and assessment and assessment
process.
2. Providing learners with the knowledge of different testing techniques, their
advantages/disadvantages and principles of a good test.
3. Introducing test specifications for different language skills, grammar and vocabulary.
4. Introducing the concepts of test administration, grading and evaluating tests
5. Providing lessons on alternative testing methods, critical language testing.
11. Course Contents
● Key concepts of testing, assessment and evaluation

● Types of tests (proficiency, achievement, diagnostic, placement)
● Approaches to language testing (Direct vs indirect; criterion-referenced vs
norm-referenced; discrete point vs integrative; objective vs subjective )
● Test formats/ Common test techniques, their advantages and disadvantages
● Test construction and evaluation, moderation of tasks
● Testing the language skills: Reading, writing, speaking and listening, testing vocabulary
and grammar
● Grading tests and interpretation of results
● Test administration
● Communicative language testing
● Evaluation of tests and programme evaluation
● Current issues in language testing research (alternative assessment, authentic assessment,
portfolio assessment) and Computerized testing
● Critical language testing
● National and international tests ( SSC, HSC, BCS, IELTS, TOEFL, GRE)
Upon completion of this course, students will be able to: ·

1. Understand the definitions, key concepts, models and approaches to language testing and
assessment
2. Understand types of tests, test formats and test techniques
3. Understand test construction, administration, evaluation criteria and moderation of tasks
and grading tests
4. Learn about current issues in language testing research: alternative assessment methods,
critical language testing methods, communicative language testing etc
5. Testing the language skills, grammar and vocabulary

b) Attendance =5
Core Texts
Alderson, J. C., Clapham, C. and Wall, D. (1995). Language test construction and evaluation.
Cambridge: Cambridge University Press.
Heaton, J. B. (1990). Classroom language testing. London, UK: Longman.
Hughes, A. (2002). Testing for language teachers (2 ed.). Cambridge, UK: Cambridge University
Press.
Bachman, L. and Palmer, A. (1996). Language testing in practice. Oxford, UK: Oxford
University Press.
Cheng, L. Watanabe, Y. and Curtis, A. (eds.), (2004). Washback in language testing: Research
contexts and methods. New Jersey: Lawrence Erlbaum and Associates.
Coombe, C., and Fosle, K. and Hubley, N. (2007). A practical guide to assessing English
language learners. Ann Arbour, MI: University of Michigan Press.
Coombe, C., Davidson, P. and Lloyd, D. (eds.). (2009). The fundamentals of language
assessment: A practical guide for nd teachers (2 Edition). Dubai, UAE: TESOL Arabia
Publications.
Douglas, D. (2010). Understanding language testing. London, UK: Hodder Education.
Fox, J. and Wesche, M. (eds.). (2007). Language testing reconsidered.Ottawa, ON: University of
Ottawa Press.
Fulcher, G. (2010). Practical language testing. London: Hodder Education.
Fulcher, G. and Davidson, F. (2007). Language testing and assessment. London and New York:
Routledge.
Heaton, J.B. (1989). Writing English language tests. London, England: Longman.
McNamara, T. (2000). Language testing.Oxford, UK: Oxford University Press.
Shohamy, E. 2001. The Power of tests: A critical perspective on the uses of language. London,
UK: Longman.
MELT 5207: Transnational Literatures and English Translation
MELT 5207: Transnational Literatures and English Translation

2. Course Title: Transnational Literatures and English Translation
3. Course Type: Core Course
6. Credit value: 4
7. Contact hours:
9. Rationale of the course
This course focuses on literary works and cultural networks that cross the borders of the
nation-state. These border-crossings involve and raise questions regarding a variety of
contentious phenomena such as globalization, cosmopolitanism, exile, migration and identity.
While engaging with the literatures from different political, cultural and linguistic borders, this
course uses a transnational lens to understand the issues of territory and the multilayered
dialogues between cultures and languages. In doing so, this course explores how literatures
written and translated in English are byproducts of flows of people through different
transnational territories. It also examines the issues related to hegemony of language and culture
in the arena of world literatures and how translation plays a key role while raising central
questions regarding issues such as untranslatability, equivalence and cultural translation. Thus it
aims at bringing together some key issues concerning border phenomenon and its relation to
translation.
The course aims to:
1. Introduce students with the contemporary critical debates on border-crossing and their relation to
literature
2. Familiarize students with trends in translation studies through a critical outlook and how
issues related to transnationalism relates to and impacts impacts translation practice
3. Demonstrate a critical understanding of how translation of literatures from different
canons engage in the process of circulation, reception and linguistic and/or cultural
exchange
11. Course Contents:
Nature of borders in contemporary world
Migration literature: core concepts
Relation between transnational literarure and translation
Translation & Comparative Literature
Translation & Second-Language Teaching
Lawrence Venuti: Foreignisation and Domestication
Gender in Translation: Cultural Identity and the Politics of Transmission
1. Critically analyze literary texts through the lense of transnational attitudes

2. Demonstrate an understanding of postcolonial translation and its connection with border
phenomenon
3.

b) Attendance =5
14. Learning Materials:
Core texts:
Chimamanda Ngozi Adichie : Americanah :
Krishan Chander : ‘The Peshawar Express’
Saadat Hasan Manto : ‘Open It!’; ‘TobaTek Singh’; ‘The Gift’
Hasan Azizul Huq : ‘The Daughter and the Oleander’ (Translated by Kalpana
Bardhan)
Faiz Ahmad Faiz : ‘We Who Were Executed’; ‘On My Return from Dhaka!’
Khaled Hosseini : A Thousand Splendid Suns/The Kite Runner
Theoretical Texts:
Balibar, Étienne : What is a border?
Anzald : Borderlands: The New Mestiza = La Frontera
Sara Bowskill : Gender, Nationa and the Formation of Twentieth-Century Mexican Literary Canon
Walter Benjamin : ‘The Task of the Translator’
Gayatri Chakravorty Spivak : ‘The Politics of Translation’
Lawrence Venuti : ‘Translation, Community, Utopia’

Piyush Raval : ‘The Task of the Postcolonial (-Subaltern) Translator’
Bijoy Kumar Das : ‘Translation as Nation Building’, ‘Translator’s Dilemma: Agony or

Ecstasy?’
Sujit Mukherjee : ‘On Reviewing Indo-English Works’
Piyush Raval (ed.) : Translation Studies: Contemporary Perspectives on Postcolonial and

Subaltern Translation
Alam, Fakrul. Imperial Entanglements and Literature in English. Dhaka: writers.ink, 2007. Print.
Dasgupta, Sayantan, ed. A South Asian Nationalism Reader. Kolkata: Worldview, 2007. Print.
Mukherjee, Meenakshi. The Perishable Empire: Essays on Indian Writing in English. London: Oxford
University Press, 2002. Print.
Bassnett, Susan and Andre Leffevere (eds). Translation, History and Culture. London and New
York: Pinter, 1990.
Bassnett, Susan and Andre Lefevere (eds). Constructing Cultures: Essays on Literary
Translation. Clevedon et al: Multilingual Matters, 1998.
Bassnett, Susan and Harish Trivedi (eds). Post-Colonial Translation: Theory and Practice.
London and New York: Routledge, 1999.
Niranjana, Tejeswani. Siting Translation : History, Post-Structuralism, and the Colonial Context.
Berkeley, Los Angeles, Oxford: University of California Press, 1992.
Venturi, Lawrence (ed). Rethinking Translation: Discourse, Subjectivity, Ideology. London and
New York: Routledge,1992 .
Venturi, Lawrence. The Scandals of Translation: Towards an Ethics of Difference. London and
New York: Routledge, 1998.
MELT 5208: Critical and Post colonial perspectives on ELT

2. Course Title: Critical and Postcolonial perspectives on ELT
6. Credit value: 4
7. Contact hours:
The graduate students of ELT are not supposed to become mere practitioners of language
teaching theories; rather they are expected to acquire a critical point of view and develop an
awareness of the fact that that the spread of English language, its theories, beliefs, practices are
not independent of the historical, political, economic and cultural realities of the world.
Therefore, in this course the students will study different theoretical discussions about, but not
limited to, the relationships between ELT and colonialism, imperialism, globalization etc.
The course aims to:
1. Introduce students to some postcolonial evaluations of ELT pedagogy

2. Develop an awareness of the historical, political, economic and cultural realities
associated with English language teaching
3. Equip students with a critical perspective of ELT theories and practices
11. Course contents
Upon completion of the course students will be able to:
1. Understand the relationships between ELT and colonialism, imperialism, globalization

etc.
2. Critically question some fundamental beliefs and assumptions of ELT from postcolonial
point of view
3. Evaluate English language teaching practices from a critical perspective


b) Attendance =5
Core texts
Phillipson, R. (1992) Linguistic Imperialism. Oxford University Press, Oxford.
Canagarajah, A. (1999). Resisting linguistic imperialism in English language teaching. Oxford:

Oxford University Press.
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). Continuum.
Alam, F. (2021). Reading Literature In English And English Studies In Bangladesh Postcolonial
Perspectives. Writers Ink.
Pennycook, A. (2007). ELT and colonialism. In International handbook of English language

teaching (pp. 13-24). Springer, Boston, MA.
Crystal, D. 1997, English a Global Language. Cambridge: Cambridge University Press.
Graddol, D. 1997/2000. The Future of English. British Council
---.2006. English Next. British Council
MELT 5210: Stylistics

2. Course Title: Stylistics
3. Course Type: Non-thesis Course
6. Credit value: 4
7. Contact hours:
9. Rationale of the course
Stylistics is a systematic way of exploring the language of texts. This course will explore some
of the ways in which linguistic choices can contribute to the ways in which readers understand
and interpret texts and some of the methods that have been developed for exploring the
relationship between textual structures and their effects. In other words, in this course, students
get to understand how insights from linguistics can be applied in the analysis of literary and
non-literary texts.
The course aims to:

1. Introduce students with the major principles and theories of stylistics
2. Familiarize students with a set of analytical tools and important methods of stylistic
analysis
3. Enable students to carry out detailed and systematic stylistic analysis of a variety of texts
11. Course Contents
● Basic concepts : Definition of style and stylistics, The objectives of stylistics, Types of
stylistics, Stylistics and Linguistics, Stylistics and Literature, Branches of stylistics
● Theories of Stylistics : Affective stylistics, Schema theory, Text world theory (TWT),
Conceptual metaphor theory (CMT), Functional Stylistics Theory
● Principles of Stylistics : Stylistics as text based, Objectivity and Empiricism, Stylistics
as Eclectic and Open choice, Analysis and Interpretation
● Methods of Stylistics: The method of semantico-stylistic analysis (stylistic analysis),
The comparative method, The methods of stylistic experiment, The quantitative method,
The qualitative method
1. Identify and describe the principles and tools of stylistic analysis

2. Demonstrate an understanding of how stylistic analysis can be used to explain the
relationship between linguistic choices and readers’ interpretations
3. Acquire a substantial amount of linguistic terminology and skills for the analysis of texts
4. Analyze texts beyond their formal features using the principles and tools of stylistic
analysis


b) Attendance =5
Core texts:
Jeffrics, L., and Mclntyre, D. (2010). Stylistics. Cambridge: Cambridge University Press.
Short, M. (1996). Exploring the Language of Poems, Plays and Prose. U.K : Longman.
Thornborrow, J., & Wareing, S.(1998). Patterns in Language: An Introduction to Language and
Literary Style. London: Routledge.
Toolan, M. (1998). Language in Literature. Oxford: Oxford University Press.
Verdonk, P. (2002). Stylistics. Oxford: Oxford University Press.

MELT 5211: Teaching English for Specific Purposes

2. Course Title: Teaching English for Specific Purposes
6. Credit value: 4
7. Contact hours:
MELT 5212: Culture in ELT

2. Course Title: Culture in ELT
6. Credit value: 4
7. Contact hours:

Syllabus MA Proposed 1

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Syllabus for M.A.

in English Language Teaching (ELT)

1. MELT 5101- Curriculum and Syllabus Design 4 credit

1. MELT 5206- Assessment and Testing 4 credit

9. Realize the ethical dimension in research, teaching and learning.

MELT 5101: Curriculum and Syllabus Design

1. Course code: MELT 5101

9. Rationale of the Course

10. Course Objectives (COs)

The objectives of this course are as follow-

1. Introducing learners to issues and concepts related to syllabus design.

11. Course Contents

● Definition and scope of syllabus and curriculum

12. Course Learning Outcome (CLOs)

13. Assessment and Evaluation

i) Continuous Assessment (CA)

ii) Semester Final =70

13.3 Make-up Procedure: Improvement & Re-admission (Re-take)

14. Learning Materials

MELT 5102: Materials Development

1. Course code: MELT 5102

9. Rationale of the Course

10. Course Objectives (COs)

The objectives of this course are as follow-

11. Course Contents

● Theories and principles of ELT materials design

12. Course Learning Outcome (CLOs)

13. Assessment and Evaluation

i) Continuous Assessment (CA)

ii) Semester Final =70

13.3 Make-up Procedure: Improvement & Re-admission (Re-take)

MELT 5103: Teaching Practicum and Language Teacher Education

1. Course code: MELT 5103

9. Rationale of the Course

10. Course Objectives (COs)

This course aims to:

1. Introduce students to the principles and practice of language teacher education

11. Course Contents

● Current models and theories of teacher education

12. Course Learning Outcomes (CLOs)

Upon completion of the course, students will be able to:

1. Understand the nature and needs of teacher education

13. Assessment and Evaluation

13.3 Make-up Procedure: Improvement & Re-admission (Re-take)

14. Learning Materials

MELT 5104: Teaching Language through Literature

1. Course code: MELT 5104

10. Course Objectives (COs)

The objectives of this course are as follow-

11. Course Contents:

12. Course Learning Outcome (CLOs)

Upon completion of this course, students will be able to:

1. Understand various literary genres through integrated activities

13. Assessment and Evaluation

i) Continuous Assessment (CA)

ii) Semester Final =70

13.3 Make-up Procedure: Improvement & Re-admission (Re-take)

14. Learning Materials