Institute of Modern Languages

Jagannath University, Dhaka

Introduction

BA Honours in English Language Program is recommended for students interested in the humanities with
a concentration on the English language and language teaching and for those who are interested in
obtaining a firm foundation for further study in English language teaching. It is suitable for those in any
educational context.

Program objectives

This program is aimed at training students enabling to use the English language for academic and
professional purposes. It will provide students with skills required for professions related to language
education. The graduates are expected to have a thorough knowledge and expertise in the English
language and literature, in the area studies, and also have basic ideas of the science of language. The
program will produce efficient English language practitioner and professionals as there is a serious dearth
of professionals in English in Bangladesh. The objective of the present degree is to produce English
language experts and professionals in Bangladesh, and thus, contribute to the improvement of English
language learning and teaching in Bangladesh.

Resource persons

The Institute has teachers well equipped with international qualifications and expertise in the relevant
field.

The Framework for the Curriculum of BA Honours in English Language

This curriculum is for BA Honours in English Language. It has been designed in a way that it complies with
the objectives of the Institute of Modern Languages (IML) as a site of foreign language education, and
maintains the uniformity among the contents of the curriculum of different foreign languages.

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 Institute of Modern Languages
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l. Title of the Program

BA Honours in English Language

ll. Duration of the program

Academic Year, Semesters, Courses and Credit Calculation

The program will be carried out in 4 academic years into Eight Semester. Each academic year is divided
into 2 semesters. During this program, 32 (thirty two) courses will be offered as requirement of the
degree. The value of each course is to be weighed in terms of credits.

Duration of the program: 4 Years (2 Semesters each year)

Total Semesters: 8

Classes: 15 Weeks per semester

2 weeks will be exam preparatory leave

Number of 4 credit courses: 31 (thirty one)

Number of 2credit course: 01 (One)

Total Credits: 126

Marks: 100×31+50 = 3150

15-hour teaching is equivalent to 1Credit hour.

lll. Degree Requirements

In order to get the degree a student must successfully complete 126 credits.

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BA Honours in English Language

Table: The Framework of the BA Honours in English Language.

Year Semester SL Course Course Title Total

Code Credits:
126
16
1 FC 001 Bengali Language 4
2 BEL 101 Foreign Language (FL) l: Elementary 4
1 3 BEL 102 EAP l (Listening and Speaking) 4
Year 1 4 BEL 103 EAP ll (Reading and Writing) 4
16
5 FC 002 Bangladesh Studies 4
6 BFL 001 Phonetics and Phonology 4
2 7 BEL 104 Foreign Language (FL) II: Pre-Intermediate 4
8 BEL 105 EAP lll (Essay and Report Writing) 4

16
9 BFL 002 Morphology and Syntax 4
1 10 BFL 003 Semantics and Pragmatics 4
11 BEL 201 Advanced Reading 4
12 BEL 202 English Literature I (Prose and Poetry) 4

Year 2 16
13 BFL 004 Language and Society 4
2 14 BFL 006 Discourse Analysis 4
15 BEL 206 Advanced Writing 4
16 BEL 204 English Literature II (Novels) 4

16
17 BEL 301 Language, Media and Communication 4
18 BEL 302 Origin and Development of the English Language 4
1 19 BFL 005 Language Acquisition and Development 4
20 BEL 303 English Literature III (Drama) 4
Year 3
16
21 BEL 304 English for Professional Purposes 4
2 22 BEFL 305 Varieties of the English Language 4

23 BEL 306 Use of Technology in English Language Learning 4

and Teaching
24 BEL 307 Principles and Methods of English Language 4
Teaching (ELT)

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16
1 25 BEL 401 Education in Context: Policy and Practice in 4
Bangladesh
Year 4 26 BEL 402 Teaching Classroom Techniques 4
27 BEL 403 Translation and Interpretation 4
28 BEL 404 Research Methodology 4

14
2 29 BEL 405 ELT and Organizational Management 4
30 BEL 406 Micro-teaching 4
31 BEL 407 Research Project 4
32 BEL 408 Public Speaking 2

IV. Structure of the Curriculum

1. Foundation Courses (2 × 4=8 Credits)

FC 001 Bengali language
FC 002 Bangladesh Studies

2. Linguistics Courses (6×4=24Credits)

BFL 001 Phonetics and Phonology

BFL 002 Morphology and Syntax

BFL 003 Semantics and Pragmatics

BFL 004 Language and Society

BFL 005 Language Acquisition and Development

BFL 006 Discourse Analysis

3. Language Specific Courses

3.1 Language Skill Development (9 ×4+1x2=38 Credits)

BEL 101 Foreign Language (FL) I: Elementary

BEL102 EAP I (Listening and Speaking)

BEL103 EAP II (Reading and Writing)

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BEL104 Foreign Language (FL) II: Pre- Intermediate

BEL 105 EAP III (Essay and Report Writing)

BEL 201 Advanced Reading

BEL 206 Advanced Writing

BEL 303 English Literature III (Drama)

BEL 304 English for Professional Purposes

BEL 408 Public Speaking

4 Area studies:

4.1 Origin and Development of English (4 ×4=16 Credits)

BEL 301 Language, Media and Communication

BEL 302 Origin and Development of the English Language

BEL 305 Varieties of the English Language

BEL 401 Education in Context: Policy and Practice in Bangladesh

4.2 English Literature (2×4=08 Credits)

BEL 202 English Literature I (Prose and Poetry)

BEL 204 English Literature II (Novels)

5.Application and Research

5.1. Theory and practice (6 ×4=24 Credits)

BEL 306 Use of Technology in English Language Learning and Teaching

BEL 307 Principles and Methods of English Language Teaching (ELT)

BEL 402 Teaching Classroom Techniques

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BEL 403 Translation and Interpretation

BEL 404 Research Methodology

BEL 405 ELT and Organizational Management

5.2. Application and Research (2 ×4=8Credits)

BEL 406 Micro-teaching

BEL 407 Research Project

BA Honours in English Language

Year 1. Semester 1

FC 001 Foundation course 1: Bengali Language 4 credits

(1) Bengali Functional Grammar

Bhashar sanga .Dhvani o barno, Dhvani parivartan, Shabder arthamulak shrenibibhag,
Pada :Srenibibhag o pada-paribartan, Samarthakshabda o Biparitarthakshabda Bangla Poribhasha
(2) Skills in language use
Letter writing (Official/ business)
Comprehension
Speaking
(3) Journalistic Writing & translation
Journalistic Writing
Reporting
Editorial Writing
Interviewing (a person on some social issues)

(4) Literary Texts- (Fictional)

Text-1: Ramer Sumati …. Sarat Chandra Chattopadhyay

Text -2: Ekei Ki Bale Sabhyata? ….. Madhusudan Datta

Text -3:ChanderPahar ---BibhutibhushanBandopadhyay

Text-4:Sanchayita---Rabindranath Thakur(Juta Abishkar, SabujerAvijan, Chheleta)

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(5) Literary Texts-II (Non- Fictional)

Travelogue, Biography/ Autobiography & Essays)

Text-1: Chhelebela – Rabindranath Thakur

Text-2: Oshamapto Attogiboni - Sheikh Mujibur Rahman

Text-3:Deshe- Bideshe (1st 100 pages) ---Syeed Mujtaba Ali 30

Recommended text

1. Bhasha prakash Bangala Byakaaran ----Suniti Kumar Chattopadhyay

(Rupa & C0., 1988 Kolata)
2. Bangla Bhusa – Humayun Azad (ed): Agami Dhaka
3. Bangla Uponyaser Kalantar – Saaroj Bandopadhay.
4. Bangladesher Uponyas –Rafiq Ullah Khan
5. Bangladesher Porichay –Rabindranath Thakur
(Ranindra Rachanavali Vol—14. 1961. Paschim BangaSarkar Janmashatabarshik Sanskaran, Kolkata)

BEL 101 Foreign Language (FL) I: Elementary 4 credits

In this course, students will learn a foreign language in an interactive atmosphere. At the end of the
course, they will be able to communicate on a basic level. They will learn to say who they are, their
nationality, address, and further personal details, including family relations. They will recognise and say
dates, days of the week, months of the year, and seasons. They will also become acquainted with some
social, cultural, religious and political aspects of the target-language speaking world.

BEL 102 EAP I (Listening and Speaking) 4 credits

This course will help students develop their English language Skills, Specifically Listening and speaking,
necessary for communication and academic studies. By the end of the course, they will interact effectively
in English in various social situations and in the academic environment. They will also comprehend general
meaning of lectures and classroom conversations and participate in classroom discussions, panel
discussions, and extempore speeches, and articulate their points of views and opinions clearly.

Recommended text

Mark Krzanowski. (2009). English for Academic, Specific and occupational Purposes in Current
development in English for Academic and Specific Purposes in developing. Emerging and Least
developed Countries Edited by Garnet Publishing Ltd, UK.

Hughes, R.(2011). Teaching and Researching Speaking, Pearson: New Delhi.

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Roni s Lebauer (2013). Learn to Listen. NY: USA

Dioana Prentice and jamespayne. (1990). Public Speaking Today NTC:USA

Donna, B, Linda Jensen, Lyn Repath-Martoa, Jan Frodesen, Christen Holten. (2013). Insights 1 and 2.

BEL 103 EAP II (Reading and Writing) 4 credits

This course will help students to develop effective and efficient reading and writing techniques and
strategies, read with speed and understanding, and skills of writing standard academic essays and
assignments with clarity and conciseness. They will master the reading techniques as skimming, reading
for main points, scanning, and reading for details and learn about the different stages of writing like
planning, drafting, redrafting, and editing. They will also demonstrate analytical abilities, critically
evaluating texts, articulating their opinions and subjective viewpoints, and write argumentative/
persuasive essays.

Recommended text

Edward de Chazal & Louis Rogers, (2015) Oxford EAP Intermediate/B 1. OUP: UK

Year 1. Semester 2

FC 002 Bangladesh Studies 4 credits

This course is designed to equip the undergraduate students of BA Honours in English Language with
sufficient socio-economic, socio-educational, geo-political and historical knowledge about Bangladesh.

The Course will attempt to cover some essentials background knowledge about Bangladesh. Brief geo-
political history, Constitution of Bangladesh, Art and Culture of Bangladesh will be discussed.

The course intends to equip students with factual knowledge and analytical skills that will enable them to
learn and critically appreciate the history, politics, and economy of Bangladesh. It will trace the historical
roots of Bangladesh as an independent state focusing on the social, economic and political developments
that have taken place since its independence.

It will also identify the major socio-economic and political environmental and developmental issues that
have arisen during this period, before assesses the progress over time.

Recommended text

1. A History of Bangladesh- Willem Van Schendel

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2. Bangladesh National Culture and Heritage, an introductory reader-edited by A F Salauddin Ahmed

Bazlu Mobin Chowdhury
3. History of Bangladesh 1704-1971, volume one, Political History-editor Sirajul Islam
4. Banglapedia
5. Bangladesh Politics, Problems and Issues-Rounaq Jahan
6. Constitution, Constitutional Law and Politics: Bangladesh Perspective a Comparative Study of
Problems of Constitutionalism in Bangladesh –MD Abdul Halim
7. Society, State and Market a Guide to Competing Theories of Development –John Martinussen
8. Bangladesh Politics, Economy and Civil Society – David Lewis

BFL 001 Phonetics and Phonology 4 credits

The course introduces students to the systematic study of the elements of spoken language like Phonetics
and Phonology. It intends to develop students’ skills in perceiving, articulating, and transcribing speech
sounds. It also introduces them to sounds, syllables, stress, rhythm, intonation and other features of
connected speech. They will be able to compare and contrast between the oral features of English and
Bangla, with a focus on specific difficulties faced by Bangla language speakers.

Recommended text

Maniruzzaman, M. 2013. Introduction to Linguistics. FBC. Dhaka.

Roach, P. 2009 English Phonetics and Phonology. Fourth Edition Cambridge: Cambridge University Press.

Jenkins, J. 2000. The Phonology of English as an International Language. Oxford: Oxford University Press.

BEL 104 Foreign Language (FL.) II: Pre- Intermediate (French / Chinese/ Spanish) 4 credits

This is the second foreign language learning course and the course aims to enable students to read and
understand simple texts in the foreign language, write texts to fulfil basic communicative needs with a
reasonable amount of accuracy, and understand the foreign language spoken in various kinds of social
situations. They will also develop accuracy in grammar.

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BEL 105 EAP III (Essay and Report Writing) 4 credits

This course develops language skills with an emphasis on Essay and report writing. Writing formats -
Academic essay – structure, critical writing, using multiple texts as resources, expressing opinion
supported by fact.

This course will especially help prepare students who want to improve their writing skills and thus they
can benefit from this course. After completing this course, students will be able to: - create effective thesis
statements for essays - plan and write compare/contrast, cause/effect, and argument essays - write well-
developed body paragraphs; plan and write a more sophisticated argument essay - identify plagiarism and
explain how to prevent it - read and analyze several articles to form your own opinion on a topic - make
connections between several articles - form thesis statements from your readings - use sources effectively
when writing an essay .

Report writing: Newspaper Report, Survey Report, Business Report, analytical report. Collect, analyze,
document, and report research clearly, concisely, logically, and ethically; understand the standards for
legitimate interpretations of research data within scientific and technical communities.

Recommended Texts:

Handbook for Academic Authors 5th Edition by Beth Luey (Author)

Stylish Academic Writing; Helen Sword

Technical Report Writing; K Mohan & R C Sharma

Year 2. Semester 1

BFL 002 Morphology and Syntax 4 credits

The course introduces students to basic concepts of word and sentence structure. They will learn about
morphological and syntactic diversity in the English language and practice morphological and syntactic
analysis on different data sets. Key concepts covered include inflection and derivation, case marking,
agreement and concord, morpheme classes, phrase structure, word order, grammatical functions and
relationships between clauses. At the end of the course, they will be able to apply and evaluate theoretical
concepts in linguistic analysis.

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Recommended text

Bauer, Laurie. 1983. English word-formation. Cambridge CUP.

Katamba, Francis, English morphology. Basingstoke: MacMillan.

Marchand, Hans. 1969. Categories and types of present- day English word-formation.

P.H. Mathews. Syntax. CUP

Maniruzzaman, M. 2013. Introduction to Linguistics. FBC. Dhaka.

P . Christopher and A.O. Sandev. An Advanced English Grammar

Maggie Tellerman. Understanding Syntax. Arnold.

Frank Palmr Grammar Penguin

Quirk, Randolph; Sidney Greenbaum, Geoffrey Leech; Jan Svartvik. 1985. A comprehensive grammar of
the English language.

Gelderen, Elly van 2002. An introduction to the grammar of English. Amsterdam: John Benjamins.

Radford, Andrew. 1997 Syntax: A minimalist introduction. Cambridge: CUP.

BFL 003 Semantics and Pragmatics 4 credits

This course introduces students to the study of meaning: linguistic meaning and speaker meaning. They
will be acquainted with the major approaches to the study of lexical and grammatical meaning and the
role of semantics and pragmatics in grammar. They will practice semantic analysis, using a variety of
frameworks such as componential analysis, prototype theory and cognitive semantics and evaluate
metaphors and linguistic categorisations, such as noun class systems, kinship terms and colour terms
across languages.

Recommended text

F.R. Palmer: Semantics

John Lyons: Semantics Vol 1

Heasely and Hurford: Semantics: A Course book

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M Maniruzzaman: Introduction to Linguistics

Sebastian Lobner: Understanding Pragmatics

Peter Grundy: Doing Pragmatics

BEL201 Advanced Reading 4 credits

This course intends to increase students analytical, inferential, and evaluative comprehension skills. At
the end of the course, they will be able to read texts analytically, understand the relationship between
forms and content and the underlying assumptions and values in a written work. Since it is an advanced
course, students will be introduced to research a articles and expected to evaluate the logical validity of
the research.

BEL 202 English Literature 1 (Prose and Poetry) 4 credits

Focuses upon the formal properties of prose and poetry and the conventions of the genres as they have
developed across historical periods in different parts of the world.

Prose

Francis Bacon : Of Studies

: Sir Roger at Church

: On Shooting an Elephant

George Orwell : Culture and Anarchy

Mathew Arnold : Selected Snobberies

J.S. Mil : On Liberty

John Henry Newman : The Idea of a University

Poetry (selected)

Herrick : Upon Julia’s Cllthes

Shakespeare : Shall I compare thee

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J. Dimme : The God Morrow. The Canonization

Thomas Gray : Elegies Written in a Country Churchyard

W. Wordsworth : I Wandered Lonely as a Cloud

P.B. Shelley : Ozymandias

J.Keats : On First Looking into Chapman’s Homer

R. Browning : My Last Duchess

W.B. Yeats : ‘The Lake Isle of Innisfree, ‘Byzantium’

R. Frost : Stopping by Woods on a Snowy Evening

Dylan Thomas : Fern Hill

Ted Hughes : Pike

Patrick White : A Fringe of leaves

NissimEzekie! : Night of the scorpion

Rhetoric

Simile, Metaphor, Synecdoche, personification, Metonymy, Symbol, Irony, Climax. Anticlimax,

Hyperbole, Paradox, Onomatopoeia, Bathos, Allusion, Conceit, Pun, Imagery

Prosody

Accent, Foot/Measure. Couplet, Blank Verse, Rhyme, Scanning of verse

Recommended Reading

Bose and Sterling : Rhetoric and Prosody

Brooks and Warren : Understanding Poetry

Hudson : An introduction to the Study of Literature

X.,J. Kennedy :An introduction to the Study of Poetry, Fiction and Drama

M. Boultom : Anatomy of Prose

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William Minto : A manual of English Prose Literature

Year 2.Semester 2

BFL 004 Language and Society 4 credits

In this course, students will have an overview of the syntactic, lexical, and phonological variations across
different varieties of English, specifically with reference to dialect, register, idiolect, pidgins and creoles.
They will be acquainted with the idiosyncrasies of different varieties of English such as British English,
American English, and Australian English that have evolved in various geographical locations and learn
about the historical, political, and ideological factors that have influenced the process of emergence and
development of these varieties.

Key terms and approaches ----relationship between language and society

Language variations ----dialect, register, diglossia, idiolect

Pidgins and creoles ----characteristics and development processes

Bilingualism and Multilingualism ----code-switching and code-mixing

Language maintenance and language shift

Standard language and development of a standard variety

Language problems and language planning

Recommended text

Bernard Spolsky : Sociolinguistics

Peteer Trudgill : Sociolinguistics

J. Holmes : An introduction to Sociolinguistics

J. A. Fishman : Sociolinguistics: A Brief Introduction

Roger Bell : Sociolinguistics

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RonallWardhaugh : An introduction to sociolinguistics

J.A. Fishman : Sociolinguistics: A Brief Introduction

BEL 006 Discourse Analysis 4 credits

In this course, students will have the opportunity to explore the ways in which language varies according
to subject area, social setting, communicative purpose and the social roles of the interlocutors. They will
review and assess different types of discourses – casual conversation, interviews and interrogations,
public speaking, newspaper articles, advertisements and so on. At the end of the course, they will develop
skills necessary to analyse the properties of different texts, identify and classify various genres or texts
types, and critically evaluate interpersonal stances adopted by speakers and writers.

BEL 206 Advanced Writing 4 credits

This course develops skills over different types of academic writing at an advanced level and can help with
the kinds of academic writing needed in other subjects. It focuses on editing, language features of
different academic text types (eg, classification, process, cause and effect) and how to integrate
summaries of source texts into a referenced essay. It covers register, style, cohesion and logical
connections between information and arguments. The final part of the course covers the stages of writing
expository and analytical essays.

This course especially aims:

The learning aims of the course are:

• to open up for analysis different samples of written text types (problem-solution; cause-effect;
comparison-contrast) and genres (essay, summary, report)

• to give guided and independent practice at creating these text types

• to improve writing skills at sentence and paragraph level

• to improve skills in integrating and acknowledging source texts in academic essays

Recommended text:

Bailey. S. 2015. Academic Writing: A Handbook for International Students. London and New York:
Routledge.

Craswell, G. 2004. Writing for Academic Success. Sage Publications.

Jordan, R.R. 1999. Academic Writing Course. London: Nelson/Longman.

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Hamp-Lyons, L. and Heasley, B. 2006. Study Writing. Cambridge University Press.

BEL 204 English Literature II (Novels) 4 credits

The objective of this course is to introduce students to rich verities of English novels written in many parts
of the world. Students will read selected novels from the list.

Jane Austen : Pride and Prejudice

Thomas Hardy : The Mayor of Casterbridge

EM Forster : A Passage to India

Virginia Woolf : Mrs. Dalloway

Emily Bronte : Wuthering Heights

Toni Morrison : Beloved

Chinua Achebe : Things Fall Apart

Ngugi waThion’o : The Petals of Blood

Amitav Ghosh : The Shadow Lines

Year 3. Semester 1

BEL 301 Language, Media and Communication 4 credits

In this course, students will gain a critical understanding of the political and ideological factors that
influence the relationship among language, media, and communication technologies, and techniques in
mass media, including legal and ethical issues involved in media such as broadcasting, newspaper,
advertising, video production, and information technologies.

• What is Communication: Interpersonal and group and mass communication

• Communication and the media

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• Use of Language in newspapers

• Use of Language in radio and TV broadcasts.

• Use of Language in internet

Recommendedtext

Richard Dimleby and Grame Burton: More than Words: Introduction toCommunication

Marshall : the Language of Television

Conboy: The Language of the news

BEL 302 Origin and Development of the English Language 4 credits

This course acquaints students with the history of the English language from the Anglo-Saxon period to
the present. They will critically evaluate the development of English in the British Isles after 449, the
spread of English to North America and non-English-speaking areas, and the development of World
Englishes and Standard Englishes, and the relationship between the standard and nonstandard varieties.
Students will also be able to describe the processes by which the English language has changed and
identify the basic differences, specifically the grammatical, phonological and lexical differences, among
Old English, Middle English, Modern English, and World Englishes. Languages in different parts of the
world:

• South Asia, East and Middle Asia, Middle East

• Anglophone world (USA, UK, Australia, Canada)
• South America
• Africa
• Europe
• Indigenous languages

Language origin and evolution

Language endangerment and death

Biological and social approach to linguistic diversity of the world

Role of English in the diverse linguistic contexts of the world

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Varieties of English: Regional varieties: native and non-native, British, American, Australian, South
African, Indian and World Englishes.

Recommended text

Aitchison, J. (2000) The seeds of speech: language origin and evolution (2nded ). Cambridge Canto.

Crystall, d. (2000) Language death. Cambridge: CUP.

Nettle, D. & S. Romaine (2000) Vanishing voices: the extinctrion of the world’s languages. Oxford OUP.
Pereltsvaig, A. (2012) Languages of the world: an introduction. Cambridge: CUP.

Pinker, Steven (199) The language instinct: the new science of language and mind Morrow.

Bailey and Gorlach: Englsih as a World Language

Braj Kachru: The Indianization of English

BEL 005 Language Acquisition and Development 4 credits

This course focuses on the social and psychological processes of learning a second language in the
classroom. The aim of this course is to introduce learners to the basic idea of what is second language
acquisition (SLA), how it is different from first language acquisition. This course will introduce students to
the theories of SLA in order to inform them about the different perspectives from which SLA is being
considered. There will be elaborate discussion on the nature of practices of non-native English language
teachers on the basis of the theories and how these practices are helping or hampering SLA. In this course,
we will familiarize ourselves with theories and empirical research on child and adult second language
acquisition, relationship between language and brain, human and animal language and finally, language
disorders.

BEL 303 English Literature III (Drama) 4 credits

Focuses upon the formal properties of drama and the conventions of the genre as it has developed across
historical periods

Texts

William Shakespeare : Macbeth, Tempest

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Christopher Marlowe : Doctor Faustus

G.B. Shaw : Arms and the Man

Samuel Becket : Waiting for Godot

John Osborne : Look back in Anger

Sheridan : The Rivals

Recommended Reading

M. Boulton : Anatomy of Drama

R.T. Jones : Studying Drama: An Introduction

H.b. Charlton : Shakespearean Comedy

A.C. Bradely : Shakespearean Tragedy

G.B. Harrison : Introducing Shakespeare

Year 3. 2nd semester

BEL 304 English for Professional Purposes (EPP) 4 credits

The purpose of this course is to bring students’ reading, writing and analytical skills up to the high standard
suitable for future university work, and to teach students how to incorporate original research into their
writing. This course aims to develop students’ critical thinking skills by paying specific attention to a cluster
of texts and reading materials which will serve as models for them. Students use close reading skills in an
attempt to analyze the texts critically, and explore larger questions and issues that surface from these
texts, since most academic writing is argumentative in nature, as it gives writers a platform to participate
in ongoing debates on various, this course undertakes Argumentative Essay as a specific genre, and travels
around its various components and their inherent complexities.

BEL 305 Varieties of the English Language 4 credits

Learning outcomes of the course:

After completing the course successful students are able to:

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-
- understand differences between spoken and written varieties of English

- understand the signposting language

- understand difference between weak and strong forms in English and listen to examples of
unstressed forms in use taken from a variety of different spoken contexts

- demonstrate the knowledge of different aspects of the communication skills needed for cross-
cultural communication in academic settings

- demonstrate the ability to communicating in social situations

- demonstrate the knowledge of useful techniques for an effective oral presentation

distinguish academic written register from business register make practical use of the kind
of language that can be useful for discussing in seminars

- understand the differences between spoken and written English

- understand the factors that influence use of grammar and vocabulary in speech and writing

BEL 306 Use of Technology in Language Learning and Teaching 4 credits

The course provides the students with relevant knowledge of Information Technology in general and
Language Technology in particular, the course firstly aims to establish conceptual framework of the use
of ICT in language teaching and then extends the theoretical backdrop to develop practical experience in
using tools for language learning, teaching and research. The course covers discussion about the
application of new technologies such as blogs and wikis, computer, social media, interactive board,
podcast, mobile devices etc. However, it also takes on board traditional technologies like videos, audios,
television and word processor. By fostering a theoretical and practical understanding of new and old
technologies, the course helps the students to critically source, evaluate and exploit appropriate
technologies for language learning and teaching.

BEL 307 Principles and Methods of English Language Teaching 4 credits

This course acquaints students with the principles of selected approaches to the teaching of English and
the methods and techniques used to teach English. It allows them to reflect on the strengths and
weaknesses of each teaching approach, compare and contrast, and analyse each of them with reference
to the recent development in applied linguistics research. The course also introduces them to the major
linguistic, psychological, and socio-cultural theories of language learning and teaching principles. Specific
attention is given to the factors that impact on the scope, nature, and success of ELT: the relationship
between the English language and the local and global culture, historical and political significance of

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English, language policy, social and educational objectives, and individual learner differences (age,
attitude, aptitude, motivation, intelligence, creativity, memory, and consequently equip students with
necessary skills to address the challenges and difficulties in teaching and ensure optimal learning outcome
for students.

Recommended text

Jhonson, K. (2008). An introduction to foreign language learning and teachin, London: Longman lantolf,
J. (2000). Sociocultural thory and second language learning. Oxford: Oxford University Press.

Richards, J. C. and Theodore S.R. (2001). Approaches and methods in Language teaching Cambridge:
Cambridge University Press.

Snow, M,A. and Lia K. (Eds). (2006). Developing a new course for adult learners. Teachers of English to
Speakers of Other Languages, Inc.

Year 4. Semester 1

BEL 401 Education in Context: Policy and Practice in Bangladesh 4 credits

This course aims to provide an in-depth systematic study of the context and background of general
education and language education in Bangladesh. With emphasis on primary, secondary and higher
education setting of both rural and urban Bangladesh, this course covers discussion on social, political and
economic contexts of literacy in Bangladesh. The course also studies the history and present contexts of
the discourses and realities of language planning and policy in Bangladesh. By focusing on the English
language literacy initiatives in post-independence Bangladesh, this course also tries to critically evaluate
the rationale, context, design and implementation of those literacy initiatives.

BEL 402 Teaching Classroom Techniques 4 credits

This course intends to familiarize students with teaching techniques, i.e. role play, group work, pair work,
and their purposes. They will become aware of the theoretical, methodological, and practical efficacy of
these teaching techniques. At the end of the course, it is expected that they will be able to improve their
pedagogic practices with appropriate and adequate applications of these techniques in teaching language
(Writing,reading, speaking, Listening, grammar, vocabulary, pronunciation), and micro skills (guessing
word meaning, interpreting graphs, and note-taking).

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BEL 403 Translation and Interpretation 4 credits

This course intends to introduce students to the increasingly interdisciplinary nature of theory and
practice of translation and interpretation. It will allow them to do surveys of theoretical trends and
conceptual discourses in translation studies. Specific attention will be given to the German translation
tradition, Czech and Russian formalism, semiotics, linguistics, and post-structuralism. It will also engage
them in practical activities that permit them to integrate a range of theoretical perspectives on translation
and interpretation, fro, linguistic theories to psychological theories, terminological theories, and social
theories. At the end of the course, students will be able to differentiate between various translation
theories and employ translation and interpretation strategies, enhancing their practice of translation and
interpretation. With the working knowledge of theories and practical skills, students will be prepared for
in-depth translation studies inAR18.

Recommended text

August Gutt, E. (2000). Translation and relevance: Cognition and context. Manchester: St Jerome

Publishing.

Bassnett, S. (2002). Translation studies. London: Routledge.

Halliday, M.A.K. and Hasan, R. (1976). Cohesion in English. London: Longman.

Munday, J. (2006) Introducing translation studies: Theories and application. London: Routledge.

Niska, H. (1995). Just interpreting. Amsterdam: ;John Benjamins.

Pochhacker, F. and M. Shlesinger. (2002). The interpreting studies reader. London: Routledge.

Robinson, Doug (2003). Becoming a translator: An introduction to the theory and practice of

Translation. London: Routledge.

Venuti. L. (2000). The translation studies reader. London: Routledge.

BEL 404 Research Methodology 4 credits

In this course, students develop the knowledge and skills that they will need to plan and conduct research
in fulfillment of the requirement for BA Honours in English Language. The course introduces them to the
essentials

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of doing research, starting with how to select an appropriate research topic, formulate researchable
questions, review literature critically relevant to their field or interests, identify the components of a
literature review process, choose essential research tools for investigating identified topics and questions,
and write a research proposal coherently and ethically. The course also offers a comprehensive overview
of the research proposal coherently and ethically. The course also offers a comprehensive overview of the
research process within quantitative, qualitative, and mixed methods approaches. Students will learn how
to consult references, synthesise materials and choose relevant themes to support their point of view.
They will also learn how to refer to their sources, avoid plagiarism, and construct a reference sheet using
the Modern Language Association American Psychological Association style of documentation. They will
develop skills for collecting, compiling, and analysing different types of research data. At the end of the
course, they will submit a research proposal for assessment.

Recommended text

Booth W. and Williams, J , and Colomb, G. (2008) The craft of research. Chicago: University of Chicago
Press.

Brown, J D, (1988). Understanding research in second language learning: 4 teacher’s guide to statistics
and research design. Cambridge. Cambridge University Press.

Creswell, J. w. (201) Research design. Qualitative, quantitative and mixed methods approaches.

Thousand Oaks, CA: Sage.

Denscombe, M. (2007)> The good research guide, London : Open University Press.

Lichtman, Marilyn. (2013 ) . Qualitative research in education: A user’s guide (3rded). Thousand Oaks,
California: Sage Publication.

Lincoln, Yvonna, s, & Denzin, Norman K. (Eds0. (2000). The hand book of qualitative research

Thousand Oaks, California: Sage Publication.

Maimon , E.P. (2007). A writer’s resource: A handbook for writing and research. New York McGraw-Hill.

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Year 4. Semester 2

BEL 405 ELT and Organizational Management 4 credits

The course provides students with an introduction to the core content, knowledge and skills in the field
of educational leadership and management. It is designed to enhance leadership and management skills,
knowledge, and competencies to meet the new requirements advocated through educational reform
throughout the world.

-Leadership Styles, Leadership in ELT, Management functions and role of ELT leader vs Manager

-Managing People in ELT organizations, identifying stakeholders involved in the organization, Professional
development process, Program Management, Implementation and Evaluation, Key features/dynamics of
programme management.

- Activities related to teacher learning, Teachers performance and its different aspects Strategies for
teaching performance improvement, Teachers professional development, Mentoring, coaching, collegial
interaction, self-reflection, Designing Teacher Training, Different aspects of teacher training.

- Teacher training design and implementation, Training evaluation and its usage for further improvement,
Managing ELT curriculum Development, Aspects ofELT curriculum development, Challenges of managing
ELT curriculum in Bangladesh, Lessons learnt: Disseminating ELT curriculum at school, college and tertiary
level, Decision making in ELT: Tools and processes, Aspects of decision making, Decision making strategies.

BEL 406 Micro-teaching 4 credits

The course intends to develop students’ practical skills necessary to teach English as a foreign/ second
language. They are encouraged to translate the theoretical knowledge that they have gathered in
Principles and Methods of ELT,Teaching Classroom Techniques into practice, conduct teaching sessions in
front of their peers, apply the skills learnt and gain hands-on teaching experiences. They have the
opportunity to experiment with new techniques in a friendly environment and receive formative
feedback from the peers. The principles of teacher development and the knowledge of approaches,
methods, and techniques in ELT come together through micro-teaching and peer observation. On
completing the micro-teaching, the students will be able prepare and apply lesson plants, develop
confidence in using a variety of materials and teaching techniques, and expand o their teaching skills and
understand the necessity of continuous reflection on the teachers’ part for ensuring optimal learning for
students. They will design and develop a portfolio as a component of assessment.

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Recommended text

Darling – Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs
London:Wiley.

Darling – Hammond, L.andBransford, J. (2005). Preparing teachers for a changing world: What teachers
should learn and be able to do. San Francisco: John Wiley and Sons.

Elliott, J. (2012) Reconstructing teacher education: Teacher development. New York: Routledge:

Michael j. W. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge
University Press.

Richards, J. C. and Farrell, T.S.C. (2011). Practice teaching: A reflective approach. Cambridge: Cambridge
University Press.

Tedick, D.J. (2013) Second language teacher education: International perspective. New York: Routledge.

BEL 407 Research Project 4 credits

This course will be offered to the students in the eighth semester and they will conduct a higher level
academic research on a topic that they have chosen in Research Methodology or any topic in relation to
linguistics, applied linguistics, education, and media. As they are guided through the stages of formal
research process, they will learn to ask research questions, determine methodology, access information
and search the scholarly literature, do literature review, cite and document sources properly, collect data
and analyse the findings, and learn the ways of framing arguments. They will also make scholarly
presentations and communicate their research findings in oral of poster presentations. Thus, the course
will reinforce the reflective, analytical, critical, critical, and presentation skills that the students have
developed throughout the first three and a half years of the degree and support the preparation of their
first major piece of individual and independent research -a formal research thesis. At the end of the
course, they will have extensive and intensive knowledge of their chosen discipline, a nascent
understanding of their research context, and learn to conduct independent research with rigour. They will
submit a 10,000-word long dissertation in a bound form at the end of the semester.

Recommended text

Booth W. and Williams, J., and Colomb, G. (2008). The craft of research. Chicago: University of Chicago
Press.

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Brown, J. D. (1988). Understanding research in second language learning:Areachers guide to statistics

and research design. Cambridge: Cambridge University Press.

Creswell, J. W. (201). Research design: Qualitative, quantitative and mixed methods qpproaches.
Thousand Oaks, CA : Sage.

Denscombe, M. (2007). The good research guide. London: Open University Press

Lichtman, M. (2013). Qualitative research in education: A user’s guide. Thousand Oaks, California: Sage
publications.

Lincoin, Yvonna, S. & Denzin, Norman K. (Eds). (2000). The handbook of qualitative research.

Thousand Oaks, California: Sage Publications.

Maimin,E. P. (2007). A writer’s resource: A handbook for writing and research. New York: McGraw-Hill.

BEL 408 Public Speaking 4 credits

This course is an introduction to speech communication which emphasizes the practical skill of public
speaking, including techniques to lessen speaker anxiety, and the use of visual aids to enhance speaker
presentations. Civility and ethical speech-making are the foundations of this course.

Its goal is to prepare students for success in typical public speaking situations and to provide them with
the basic principles of organization and research needed for effective speeches.

After completing this course, you should be able to:

1. Plan and prepare speeches that inform, persuade, or fulfill the needs of a special occasion;

2. Use presentation aids to enhance your speeches;

3. Outline your speeches in a logical and thorough fashion;

4. Conduct meaningful research on a variety of topics;

5. Analyze your audience and design speeches to reflect your analysis;

6. Evaluate speeches based on a variety of verbal and non-verbal criteria;

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7. Listen effectively, regardless of your interest in the subject matter;

8. Understand and explain the communication process.

Selected Speeches:

1. 7th March, 1971 Speech of Bangabandhu Sheikh Mujibur Rahman

2. Martin Luther King jr's “I Have A Dream” Speech

3. Edmund Burke’s Speech to Parliament on Reconciliation with the American Colonies 22

March 1775, selections

Recommended text:

Introduction to Public Speaking; Matt McGarrity, University of Washington

Exploring Public Speaking (2nd ed.); Tucker & Barton

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