The English and Foreign Languages University

MA English Language Teaching (ELT)

A specialized MA ELT programme is offered to cover a number of important areas of

current theory and practice in teaching of English as a second/foreign language. It is
aimed to advance knowledge in some of the prominent techniques and approaches to
ELT, basics of language curriculum, syllabus and materials, and principles of
assessment and evaluation. It also intends to give participants hands on practice in the
teaching of skills and elements, train them to analyze learner language to understand
the stages of interlanguage development, and develop materials and assessments in
line with the theories of syllabus and test design. It will help participants to update
knowledge through classroom discussions, one-day seminars, practice teaching, and
research to apply the current theories of teaching and learning to the classroom
context.

The curriculum of this programme has twin objectives: Firstly, all throughout the
programme the students will be made to do micro teaching, planning for teaching, and
reflecting on personal teaching practices leading up to teaching in real life ESL
classroom contexts. Secondly, they will also be trained to take up classroom based
research in ELT based on the hands on training they receive from the compulsory
courses on the programme and take up independent research and submit a MA
dissertation as a requirement to successfully complete the programme.

Model: Choice Based Credit System (UGC mandated)

Duration: 2 years (4 semesters: Jan-April; Aug-Nov)
Credits: 80
Courses to be done: 16 (16X5 = 80); each course is worth 5 credits
MA ELT MODEL
COMPULSORY ELECTIVE
10 ELE courses 4 ELE courses +
2 courses from any other discipline

Semester-wise break-up
Semester Semester Semester Semester
One Two Three Four
COMPULSORY 3 3 2 2
ELECTIVE 1 1 1 1
(ELE)
1/2 extra courses can be done to enable students drop
courses for which grade is not satisfactory
***2 electives in semesters three and four will have to be done outside of ELE.
The core and electives will cover five broad areas of study under ELT.
FIVE Areas of study
Area 1: English in India
Area 2: Perspectives on teaching/learning English as a Second
Language
Area 3: The Second Language Classroom
Area 4: Syllabus and Materials
Area 5: ELT Research

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 Course Menu: MA ELT Programme
COMPULSORY Course Areas
Number
SEMESTER ONE
1. ELT in India ELE 111 Area 1
2. Approaches to Second Language Teaching ELE 121 Area 2
3. An Overview of Development of ELT Materials or ELE 122 Area 2
4. Syllabus Design ELE 141 Area 4
5. Language through Literature ELE 123 Area 2
1, 2, 3 for semester one as compulsory courses will be the first preference; 4 and 5 can be
considered only if 1 or 2 or 3 is not on offer on this semester.
SEMESTER TWO
6. Bi/Multilingualism (if 1 is offered in semester one, then ELE 222 Area 2
this need not be offered as a compulsory course in semester
two)
7. Theories of Second Language Acquisition and Learning ELE 221 Area 2
8. The Teaching of Skills ELE 131 Area 3
9. English Grammar for ESL Teachers or ELE 230
10. Exploring the SL classroom ELE 239
11. An Introduction to English for Specific Purposes or ELE 241 Area 4
12. Principles of Designing Materials for ELT classroom or ELE 243
(this can be a compulsory course only if 3 is not offered in
semester one)
13. Developing Supplementary Materials ELE 242
In the second semester, one course each from area 2, 3 and 4 will be taken as compulsory courses
from 6-13; first preference would be for 7, 8/9/10, 11/12/13 in the order in which the courses are
given as reverse slash options.
SEMESTER THREE
14. An Introduction to Research Methodology in ELT ELE 251 Area 5
15. Practicum ELE 330 Area 3
SEMESTER FOUR
17. Classroom Based Evaluation ELE 132 Area 3
18. Dissertation ELE 352 Area 5

NOTE
In the 1-13 courses listed above on the menu for compulsory courses, depending on tutors
available to teach on them, the MA ELT coordinator will be able to decide which 6 compulsory
courses will be on offer in semesters one and two. The idea is to give the students get an exposure
into all the four areas that will train them to teach ESL/EFL. The courses which are not a part of
the compulsory menu for a particular batch can still be on offer, provided a tutor is willing to do
so, as a part of elective list of courses.

For semesters three and four, if for some reason one or two of the four compulsory courses
cannot be on offer, the coordinator will have to decide from the remaining 1-13 courses listed
above which ones can be included as compulsory courses for these two semesters, provided they
have not been on offer as compulsory course in the previous two semesters. But this will be
strictly restricted to a situation when either 14/15/17 cannot be on offer for some exceptional
reason. Course 18 will remain a requirement to be mandatorily fulfilled to complete the
programme for the MA ELT batch 2017-2019.

2

MA ELT students will be able to choose a minimum of one elective course per semester based on
their area of interest and what is on offer on the MA TESL cafeteria timetable during that
semester. The electives can be from list of courses that are either core or electives in the MA ELE
menu and are not offered as compulsory courses on the MA ELT programme through the four
semesters for each MA ELT batch (comprising of two academic years or four semesters). If there
are time table clashes for optional courses, then the students will have to sort that on their own.

The following is a tentative schedule. The list may change or be updated or students can opt for
any other elective offered in a particular semester time table of MA TESL.

ELECTIVES Semester-wise
Semester One
Learner-centered teaching
Applied Linguistics for Language Learning
(If MA ELE 221 is not on offer then this can be also offered as a
compulsory course in semester two)
Educational Technology
Semester Two
Teaching English to Young Learners
Teaching Vocabulary/Oral skills/Reading/Writing
English Language Teaching in Multilingual Contexts
Language Planning
Digital Literacy
Semester Three
ELT in multilingual contexts
An Introduction to Task-Based Language Teaching
Use of Technology in the ELT classroom
Designing Materials for Teaching Grammar/Vocabulary/Oral
skills/Reading/Writing/Supplementary Materials
Teacher Development
Discourse Analysis and Corpus Linguistics
Semester Four
Reading Problems in ESL Classroom
Designing Language Tests
Designing Materials for Teaching Grammar/Vocabulary/Oral
skills/Reading/Writing/Supplementary Materials
MA Reading course

Competency-based electives (can be offered in any semester)

Academic Reading & Writing
English for Academic Purposes
English for Business Purposes
Editing & Publishing
Oral Communication & Presentation Skills
NOTE
For those tutors who agree to teach on what are offered as compulsory courses in the
first two semesters of each MA ELT batch, they are duly requested to include as a
minimum of one fourth of their course to make students do ‘a teaching module’ so
that they are trained to do actual teaching in smaller bits in the two semesters leading
up to a full independent course ‘Practicum’ in the third semester, where they will take
more responsibility for teaching, planning for teaching, and do reflections on teaching
post the activity, and all of these will be done by the students in a formal academic
manner.

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 COURSE DESCRIPTIONS:
COMPULSORY COURSES (across four semesters)

Semester ONE
ELE 121 APPROACHES TO SLT
ELE 122 AN OVERVIEW OF DEVELOPMENT OF
ELT MATERIALS
ELE 111 ELT IN INDIA
Semester TWO (any three will be on offer)
ELE 131 THE TEACHING OF SKILLS
ELE 222 BI/MULTILINGUALISM
ELE 221 THEORIES OF SECOND LANGAUGE
ACQUISITION & LEARNING
ELE 230 ENGLISH GRAMMAR FOR ESL
TEACHERS
ELE 241 AN INTRODUCTION TO ENGLISH FOR
SPECIFIC PURPOSES
Semester THREE
ELE 330 PRACTICUM
ELE 251 INTRODUCTION TO RESEARCH
METHODOLOGY
Semester FOUR
ELE 132 CLASSROOM BASED EVALUATION
ELE 352 MA ELT DISSERTATION

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 The English and Foreign Languages University
ELE 121: Approaches to Second Language Teaching
MA ELT: Semester One, compulsory course

Course Description
The course will begin with a historical perspective on English Language Education
(also commonly referred to as English Language Teaching) from ancient days of
teaching the language like other classical languages as Greek and Latin up to the 21st
century trends. Basic principles and procedures of the most recognized and commonly
used approaches and methods for teaching English as a second (or a foreign language)
will be presented. These are the Grammar Translation Method, Direct Method,
Audio-Lingual Method, Communicative Language Teaching, Content-Based
Instruction and other alternative approaches. Each approach or method will be
discussed in terms of their theoretical orientation, teaching practices and learning
activities designed to reach the specified teaching goals and learning outcomes.

Candidates will examine and analyze the teaching methods and compare whether the
methods reflect similar or opposing views of language learning principles. Through
course readings and sample video lessons, candidates will reflect on what constitutes
language use, and the role of teacher and learners in each of the teaching
methodologies. The analysis will help them to gain a fuller understanding of the
principles and practices behind the choices teachers make regarding particular
methods.

In all, the course will enable learners to look for the rationale for the different
techniques that have been used in the course of language teaching history and learn to
critique the practices and materials designed to teach English and many unresolved
issues in the domain. The course will not espouse any particular approach to second
language teaching but rather present an overview of the many approaches to teaching
second and foreign languages.

Course Objectives
• Identify rationale, techniques and activities involved in each language
teaching approach.
• Develop a set of principles to guide their practice as English language
teachers.
• Critically analyze components of different language teaching methods
and approaches.
• Gain awareness about long-term development of language teachers as
decision-makers and problem-solvers.

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Topics and Schedule
Time Topic Readings
August
Orientation & key terms
Describing the English language Harmer, 2007: Ch 2, 6
Describing teachers
Beginnings of ELT: A historical
overview;
Classical Approach: The Larsen-Freeman &
Grammar Translation Method Anderson, 2011/2004: Ch 2
Reform approaches: Larsen-Freeman &
The Direct Method Anderson, 2011/2004: Ch
The Audio lingual Method 3-4
Scientific (learner-centered) Larsen-Freeman &
September approaches: Anderson, 2011/2004: Ch
Silent way, Desuggestopedia, 5-9
Total physical response,
Community language learning
Assessment I: Sit down test /quiz
Communicative Language
Teaching, Larsen-Freeman &
Content-based instruction, Anderson, 2011/2004:
Task based language teaching Ch10-11
Learning strategy based Larsen-Freeman &
instruction; describing learners Anderson, 2011/2004: Ch
13; Harmer, 2007: Ch 5
October
Natural Approach Terrell, 1983
Assessment II: Take home
assignment
Alternative approaches to ELT: Larsen-Freeman &
Language through literature, Anderson, 2011/2004:
Bilingual Method, Technology Ch14; Cook, 2001
based instruction, Multiple
Intelligence based instruction
November
Post-method perspectives Prabhu, 1990;
Kumaravadivelu,
2006*(additional reading)
Assessment III: Sit down test
(open-book)
Approaches to teaching: analysis
of video lessons
Contextualizing approaches to Howatt & Smith, 2014
ELT
Revision & feedback
3rd week Final exam

6

Mode of Assessment

• Internal assessment: 3 [see table above] (best two will be considered): 40%
• Final assessment: 60% (sit down exam)

All readings given in the course to be brought in class for discussions and analysis.

Essential Readings

Cook, V. (2001). Using the first language in the classroom. The Canadian Modern
Language Review, 57/3.
Harmer, J. (2007). The practice of English Language Teaching (4th Edn.): Chapters:
2, 5 & 6. Longman.
Howatt, A., & Smith, R. (2014). The history of teaching English as a Foreign
language, from a British and European perspective. Language and History,
57/1.
Larsen-Freeman, D., and Anderson, M. (2012). Techniques and Principles in
Language Teaching. 3rd Edition/2nd Edition (2004). Oxford: Oxford University
Press.
Prabhu, N.S. (1990). There is no best method – Why? TESOL Quarterly, 24/3.
Terrell, T. (1983). The Natural Approach to language teaching: An update. In J. Oller
& P. Richard-Amato (Eds.), Methods that work, pp. 267-283. Rowley,
Massachusetts: Newbury House Publishers, Inc.

Additional Reading

Howatt, A. (2004). A history of English Language Teaching (2nd Edn.). Oxford:

Oxford University Press.

Kumaravadivelu, B. (2006). Understanding language teaching: From Method to

Postmethod. Mahwah, NJ: Lawrence Erlbaum Associates.

7

 The English and Foreign Languages University
ELE 122: An Overview of Development of ELT Materials
MA ELT: Semester One, compulsory course

Course Description

This course will attempt a historical overview of teaching materials used to teach
second/ foreign language learners of English. It will also help students critically
analyse published ELT materials according to the basic tenets of ELT curriculum and
syllabus design.

The course will have four modules: it will begin with the definition of key terms as
curriculum, syllabus design and materials in ELT. Thereafter, an overview of
perspectives on curriculum and syllabus design in line with the prominent language
teaching approaches will be attempted. In the third module a critical discussion on the
impact of principles of language teaching on materials design will be attempted. It
will throw light on how different syllabuses emanating from the language teaching
perspectives are put into practice in the form of selecting, designing and teaching
materials in the ELT classroom. Here students will be acquainted with the different
types of material designs to teach the four skills: listening, speaking, reading and
writing and the two elements: vocabulary and grammar.

The course will conclude with a critical discussion on Indian ELT syllabi drawn based
on the recommendations made by the National Curriculum Framework 2005 in India
and an evaluation of the NCERT English textbooks according to the principles of
syllabus and materials design. This will be done by sampling some units from Class I
to X. A discussion on the role of Indian ELT teacher to bring ELT materials as ‘input’
in the classroom will also be included.

Course Objectives

• Comprehend the key concepts and principles in curriculum and materials

design and instructional materials in ELT.
• Understand various language learning perspectives and their impact on
syllabuses and materials design.
• Select materials to teach the four skills and the two elements.
• Critically analyze syllabus and materials according to the four perspectives
and educational three values of education in curriculum development.

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Course Topics and Schedule
Time Topic (s)
Month Definitions of key terms:
One
Perspectives on language learning:
Structural, Cognitive, Naturalistic,
Communicative and Social
Constructivist
Reading(s)
Littlewood, W. (1992). ‘Curriculum design’.
In the Review of English Language Teaching,
2, 1, pp. 11 – 23.
Nunan, D. (1988). Syllabus design. Oxford:
Oxford University Press. (Ch. 1).
Rahimpour, M. (2010). ‘Current trends on
syllabus design in foreign language
instruction’. Procedia Social and Behavioral
Sciences 2, pp. 1660–1664.
Clark, J. L. (1987). Curriculum Renewal in
School Foreign Language Learning. Oxford:
OUP. (Ch. 4)

Three educational value systems:

and their effects on curriculum
design

Assessment I
Month Curriculum and syllabuses Finney, D. (2007). ‘The ELT Curriculum: A
Two according to the four Flexible Model for a Changing World’. In
perspectives and the three value Richards, J.C. and Renandya, W. A. (Eds.).
systems Methodology in Language Teaching: An
Anthology of Current Practice. Cambridge: CUP.
(Ch. 7).
Product versus process oriented
Salimi, A. et al. (2012). ‘Critical review of
syllabus
approaches to foreign language syllabus
design: Task-based syllabus (a shortcut)’.
Procedia - Social and Behavioral Sciences
46, pp. 828 – 832.
Nunan, D. (1988). Syllabus design (Ch. 3 and
4).
Assessment II
Month Materials to teach four skills, McDonaugh, J., Shaw, C. and Masuhara, H.
Three grammar and vocabulary (2013). Materials and Methods in ELT.
Oxford: Wiley. (Ch. 1, 2, 6, 7, 8, 9, 10).
Concept of grading and sequencing White, R. (1988). The ELT Curriculum:
materials: Analysis and critical Design, Innovation and Management. New
evaluation York: Basil Blackwell.
(Ch. 4, 5, 6 and 7).

Assessment III
Month Discussion of syllabuses based on NCF 2005
Four NCF and analysis of corresponding (Ch. 1.1, 1.3, 1.4; Ch. 2.4; Ch. 3.1, 3.1.1,
teaching materials across three 3.1.2, 3.1.3, 3.1.4).

9

 grades – two, six and eight
Role of ELT teacher to bring
materials in the classroom as input
NCERT English textbooks
McGrath, I. (2013). Teaching Materials and
the Roles of EFL/ESL Teachers: Practice and
Theory. London: Bloomsbury. (Introduction)

Tomlinson, B. (2003).
‘Introduction: Are materials developing?’ In
Tomlinson, B. (Ed.). Developing Materials
for Language Teaching. London: Continuum.
(Introductory chapter).
Course feedback and final exam

Mode of Assessment
1. Internal assessment: 40% (best two will be considered)

Assessment 1: Sit down examination covering all the basic concepts of

curriculum, syllabus and materials.
Assessment 2: A write up with a critical analysis of a syllabus (outline its
rationale, design principle, etc.)
Assessment 3: A write up based on a critical analysis of one set of teaching
materials at a specified proficiency level
2. Final assessment: 60% : A sit down exam covering all the 4 modules of the course

Essential Readings

1. Clark, J. L. (1987). Curriculum Renewal in School Foreign Language Learning.

Oxford: OUP. Chapter 4
2. Littlewood, W. (1992). ‘Curriculum design’. In the Review of English Language
Teaching, 2, 1, pp. 11 – 23.
3. McDonaugh, J., Shaw, C. and Masuhara, H. (2013). Materials and Methods in ELT.
Oxford: Wiley. Chapter 1, 2, 6, 7, 8, 9, 10
4. McGrath, I. (2013). Teaching Materials and the Roles of EFL/ESL Teachers: Practice
and Theory. London: Bloomsbury. (Introduction)
5. National Council for Educational Research and Training (2005): National Curriculum
Framework. New Delhi: NCERT.
6. Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press. Chapters 1, 3, 4

7. Tomlinson, B. (Ed.) (2003). Developing Materials for Language Teaching. London:

Continuum. (Introduction)
8. White, R. (1988). The ELT Curriculum: Design, Innovation and Management. New
York: Basil Blackwell. (Chapter 4, 5, 6, 7)

10

 The English and Foreign Languages University
ELE 111: ELT in India
MA ELT: Semester One, compulsory course

Course Description
India is a country that is societally and individually multilingual; but owing to
colonisation and imperialism the teaching of English in India has been fraught with
problems. This course will be both reflective and theoretical in its orientation.
Students will be asked to reflect on their own language learning experiences and use
that as a base to critique existing practices. We will also critically examine policy
documents and theoretical articulations in the field.

Course Objectives
This course has two different strands to it, reflection/introspection and reading,
reflecting and critiquing.
Strand 1: We will begin with self-reflection, which is mostly introspective.
Strand 2: Here we will read texts, reflect on them and then using experiences and
other inputs, wherever needed, to critique existing ELT practices.

Course Topics and Schedule

Time Topics
August Students will be expected to:
(strand 1) • reflect on their own use of English and other languages in their
repertoire in their daily lives, outside the context of education.
• reflect on their educational experiences as a learner of English in
school/college
o when learnt as a subject
o when used (if applicable) as a medium of instruction
• reflect (later in the course) on the way they were taught English in
school/college
(the methods used, materials adopted, and testing practices)
September History of English in India (Pre- and post- independence)
(strand 2) India’s language policy and the role of English
October English as a medium of instruction in Indian education
(strand 2) The teaching of English as a skill/subject
Projects in either methods or materials in Indian ELT
November Current perspectives/articulations in Indian ELT
(strand 2)

11

Mode of Assessment
Assessment will be in the form of open book class tests and assignments. Final end
semester evaluation will be either in the form of a sit down open book examination or
a term paper or a combination of the two.
Internal Assessment = 40%; Final Assessment = 60%
List of Readings
Articles 345 – 351 of the Indian Constitution. Appendix 1 IN Tickoo, M L 2008. 50 Years of English
Studies at the EFL University. (pp. 115-121). Hyderabad: EFL University.
Durairajan, G. 2017. Some Languages are More Equal than Others. IN Barbian, E, Gonzales, C and
Mejia, P (eds.) Rethinking Bilingual Education. (pp. 13-15) Wisconsin: Rethinking Schools.
Krishnamurti, Bh. 1990/2007. The Regional Language vis-à-vis English as the Medium of Instruction
in Higher Education: The Indian Dilemma. IN Pattanayak, D P. (ed) Multilingualism in India.
(pp. 15-24). Hyderabad: Orient Longman.
Mohanraj, J. 2017. ELT in India: Need for a Cap that Fits the Head. IN Mishra, M and Anand
Mahanand (eds.) Multilingual Education in India: The Case for English. (pp. 215-223). New
Delhi: Viva Books.
Mohanty, A. K. 1990/2007. Psychological Consequences of Mother Tongue Maintenance and
Multilingualism in India IN Pattanayak, D P. (ed) Multilingualism in India. (pp. 54-66).
Hyderabad: Orient Longman.
Mohanty, A. K. 2009. Multilingualism of the Unequals and Predicaments of Education in India:
Mother Tongue or Other Tongue. IN Garcia, O, Tove Skuttnabb-Kangas, and maria Torres-
Guzman (eds). Imagining Multilingual Schools: Languages in Education and Glocalization.
(pp. 262-283). Hyderabad: Orient Blackswan.
Mohanty, A.K. 2017. Multilingualism, Education, English and Development: Whose Development. IN
Coleman, H. (ed.) Multilingualisms and Development: Selected Proceedings of the 11th
Language and Development Conference. New Delhi, India 2015. (pp. 261-280). London:
British Council.
National Council of Education Research and Training (NCERT) 2006. Position Paper on the Teaching
of English. New Delhi: NCERT.
Nehru, J. 1963. The Language Problem in India: Text of an address delivered extempore at the Central
Institute of English, 1963. (Appendix 2) IN Tickoo, M L 2008. 50 years of English Studies at
the EFL University. (pp. 115-121). Hyderabad: EFL University.
Padwad, A. 2012. Towards Understanding Rural ELT. IN Peter F. ed. Indian Voices in ELT. (pp. 117-
124). New Delhi: Viva Books.
Pattanayak, D. P. 2014 a. Case Studies in Multilingual Education. IN Language and Cultural
Diversity: The Writings of Debi Prasanna Pattanayak. (pp. 746-757). Hyderabad: Orient
Blackswan.
Pattanayak, D. P. 2014 b. Multilingual Education. IN Language and Cultural Diversity: The Writings
of Debi Prasanna Pattanayak. (pp. 741-745). Hyderabad: Orient Blackswan.
Phillipson, R. 2009/2011. The Tension between Linguistic Diversity and Dominant English. IN
Mohanty, A. K., Minati Panda, Robert Phillipson Tove Skuttnabb-Kangas (eds.) Multilingual
Education for Soial Justice: Glocalising the Local. (pp. 79-94). Hyderabad; Orient
Blackswan.
Sheth, D. L. 1995/2009. The Great Language Debate: Politics of Metropolitan versus Vernacular India.
IN Sarangi, A. (ed). Language and Politics in India. (pp. 267-295). New Delhi: Oxford
University Press.
Srivastava, A K. 1990/2007. Multilingualism and School Education in India: Special Features,
Problems and Prospects. In Pattanayak, D P. (ed) Multilingualism in India. (pp. 37-53).
Hyderabad: Orient Longman.

12

 The English and Foreign Languages University, Hyderabad
ELE 131: The Teaching of Skills
MA ELT, II Semester, Compulsory Course

Course Description

The primary function of a language is to facilitate communication and, in order to

communicate effectively, one should be proficient in the language skills and achieve a
reasonable mastery over the language elements. The course Teaching of Skills focuses
on developing the language skills – listening, speaking, reading and writing (LSRW)
– and the language elements – vocabulary and grammar. It is designed to help
participants explore a range of pedagogical options available for the teaching of skills
in the classroom. The aim is to help participants learn to teach in effective ways.
Each of the language elements and skills will be dealt with in detail highlighting the
principles behind teaching, techniques, tasks and materials for classroom teaching,
assessment and lesson planning. Delivery of instruction adopts interactive pedagogy
and a problem-solving approach wherein participants will learn through engaging
tasks, discussions and presentations. Participants will get a hands-on experience of the
teaching of skills and elements through micro-teaching. They will learn to teach,
observe and reflect on lessons.

The course thus helps participants build a repertoire of classroom techniques to teach
language skills and elements that are grounded in established principles of second
language teaching and learning.

Course Objectives

• Understand and critique the principles behind the teaching of language

skills and elements

• Examine a set of tasks and activities designed to develop language

skills and elements

• Develop the pedagogic knowledge and skills required for classroom

teaching

• Design, deliver and reflect on lessons focusing on language skills and

elements

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Topics and Tentative Schedule

Month Topics Readings

January Teaching vocabulary 1. Thornbury, chapter 2 and Ur, chapter 5

Teaching grammar
2. Brown, chapter 22 and Ur, chapter 6

February Developing listening skills 1. Brown, chapter 18 and Ur, chapter 81

Developing speaking skills

2. Ur, chapter 9 and Scrivener 7

March Developing reading skills 1. Brown, chapter 20 and Grellet,

Introduction
Developing writing skills
2. Brown, chapter 21 and Ur, chapter 11

April Peer teaching

End- of-semester examination

If time permits
Across the 1. Lesson planning 1. Brown, chapter 10 and Ur, chapter 15
semester
2. Classroom management 2. Ur, chapter 16 and Dixie, chapter 4

Internal assessment schedule

Assessment 1: February
Application-based test
Assessment 2: January and February
Poster presentations on selected readings
Assessment 3: January through March
Selecting and analyzing short video lessons

End- of-semester examination: Wednesday, 25 April 2017. 10 am to 1 pm.

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Mode of Assessment

Type of assessment Tasks

Internal assessment 40% 1. Application-based test 20%

(Individual assessment)
2. Poster presentation 10% (group
assessment)
3. Video lesson selection and analysis
10% (pair assessment)
Final assessment 60% 1. Micro teaching 20%

a) Teaching 10%
b) Lesson observation 5%
c) Self-evaluation/reflection
5%
2. End-of-semester examination 40%

Essential Readings
Brown, Douglas, H. (2007). Teaching by Principles: An Interactive Approach to Language
Pedagogy. New York: Pearson.
Dixie, Gererd. (2003). Managing Your Classroom. London: Continuum.
Grellet, Francoise. (1981). Developing Reading Skills. Cambridge: CUP.
Richards, Jack C. & Lockhart, Charles. (1996). Reflective Teaching in Second Language
Classrooms. Cambridge: CUP.
Scrivener, Jim. (2005). Learning Teaching: A guidebook for English language teachers.
Oxford: Macmillan.
Thornbury, Scott. (2002). How to Teach Vocabulary. New Delhi: Pearson.
Ur, Penny. (1996, 2005). A Course in Language Teaching: Practice and Theory. Cambridge:
CUP.

Additional Reading
Baker, Joanna & Heather, Westrup. (2006) How to teach language classes with few
resources: the English language teacher’s handbook. London: Continuum.
Celce-Murcia et al. (Eds.) (2014). Teaching English as a Second and Foreign Language.
Boston: Heinle &Heinle.

Harmer, Jeremy. (2007). The Practice of English Language Teaching. Essex: Pearson.

Hess, Natalie. 2001. Teaching Large Multilevel Classes. Cambridge: CUP.

Nunan, David. Ed. (2003). Practical English Language Teaching. Boston: McGraw Hill.
Richards & Renandya. (Eds.). (2002). Methodology in Language Teaching: An Anthology of
Current Practice. Cambridge: CUP.

15

Section-wise readings
Vocabulary
1. Thornbury, Scott. (2002). How to Teach Vocabulary. New Delhi: Pearson.
Chapter 2: How words are learned. Pp. 13-31.
2. Ur, Penny. (1996, 2005). A Course in Language Teaching: Practice and
Theory. Cambridge: CUP. Module 5: Teaching vocabulary. Pp.60-74.
Optional
Scrivener, Jim. (2005). Learning Teaching: A guidebook for English
language teachers. Oxford: Macmillan. Chapter 11: Lexis. Pp. 226-251.
Grammar

1. Brown, Douglas, H. (2007). Teaching by Principles: An Interactive

Approach to Language Pedagogy. New York: Pearson. Chapter 22: Form-
Focused Instruction. Pp. 419-442.
2. Ur, Penny. (1996, 2005). A Course in Language Teaching: Practice and
Theory. Cambridge: CUP. Module 6: Teaching Writing. Pp. 75-89.
Optional
Nunan, David. (2003). Grammar. In Practical English Language Teaching.
David Nunan. (Ed.). Boston: McGraw Hill. Chapter 8. Pp.153-172

Listening
1. Brown, Douglas, H. (2007). Teaching by Principles: An Interactive
Approach to Language Pedagogy. New York: Pearson. Chapter 18:
Teaching Listening. Pp. 299-323.
2. Ur, Penny. (2005). A Course in Language Teaching: Practice and Theory.
Cambridge: CUP. Module 8: Teaching Listening. Pp. 105-119

Optional
Goh, Christine, C.M. (2014). Second Language Listening Comprehension:
Process and Pedagogy. In Teaching English as a Second and Foreign
Language. Celce-Murcia et al. (Eds.) Boston: Heinle &Heinle. Chapter 6:
Pp. 72-89.
Speaking
1. Ur, Penny. (1996, 2005). A Course in Language Teaching: Practice and
Theory. Cambridge: CUP. Module 9: Teaching Speaking. Pp. 120-137.
2. Scrivener, Jim. (2005). Learning Teaching: A guidebook for English
language teachers. Oxford: Macmillan. Chapter 7: Speaking. Pp. 146-169.
Optional
Kang, Shumin. (2002). Factors to Consider: Developing Adult EFL Students’
Speaking Abilities. In Methodology in Language Teaching: An Anthology of
Current Practice. Richards & Renandya. (Eds.) Cambridge: CUP. Chapter.
18. Pp 204-211.
Reading
1. Brown, Douglas, H. (2007). Teaching by Principles: An Interactive
Approach to Language Pedagogy. New York: Pearson. Chapter 20:
Teaching Reading. Pp. 257-289.
2. Grellet, Francoise. (1981). Introduction. Pp 3-25. Developing Reading
Skills. Cambridge: CUP.
Optional
16

 Harmer, Jeremy. (2007). The Practice of English Language Teaching. Essex:
Pearson. Chapter 14: Teaching receptive skills. Pp. 197-209.
Writing
1. Brown, Douglas, H. (2007). Teaching by Principles: An Interactive
Approach to Language Pedagogy. New York: Pearson. Chapter 21:
Teaching Writing. Pp. 390-418.
2. Ur, Penny. (1996, 2005). A Course in Language Teaching: Practice and
Theory. Cambridge: CUP. Module 11: Teaching Writing. Pp. 159-174.
Optional
Scrivener, Jim. (2005). Learning Teaching: A guidebook for English language
teachers. Oxford: Macmillan. Chapter 9: Writing. Pp. 192-205.

Lesson planning

1. Ur, Penny. (1996, 2005). A Course in Language Teaching: Practice and

Theory. Cambridge: CUP. Module 15: Lesson planning. Pp. 213-226.
2. Richards, Jack C. & Lockhart, Charles. 1996. Reflective Teaching in Second
Language Classrooms. Cambridge: CUP. Chapter 8. The nature of
language learning activities. Pp 61-81.
Optional
Brown, Douglas, H. (2007). Teaching by Principles: An Interactive Approach
to Language Pedagogy. New York: Pearson. Chapter 10: Lesson Planning.
Pp. 164-178.

Classroom management
1. Dixie, Gererd. (2003). Managing Your Classroom. London: Continuum.
Chapter 4. Gaining the Psychological Edge. Pp. 75-89
2. Ur, Penny. (1996, 2005). A Course in Language Teaching: Practice and
Theory. Cambridge: CUP. Module 16: Classroom interaction. Pp. 213-226.
Optional
Brown, Douglas, H. (2007). Teaching by Principles: An Interactive Approach
to Language Pedagogy. New York: Pearson. Chapter 15: Classroom
Management. Pp. 241-256.

17

 The English and Foreign Languages University
ELE 221: THEORIES OF SECOND LANGUAGE ACQUISITION
& LEARNING
MA ELT: Semester Two, Compulsory course

Course Outline
This is a second level core course on the MA ELT programme aimed to familiarize
students with the current hypotheses and theories in second language acquisition and
learning. The course will build on content from ELE 121 and ELE 122.

The course will begin with an elaborate analysis of the seminal perspectives and
theories of SLL which will include – (a) the behaviourist theory and structural
linguistics, (b) the nativist theory and role of UG in SL, (c) the cognitivist theory of
SLL and role of working memory and attention in SL, and (d) the socio-constructivist
theories of Bruner, Piaget and Vygotsky. The theories will be compared to critically
analyse what explains the process of second/foreign language learning with a specific
focus on variables like classroom versus naturalistic contexts, age of learning and
length of residence, comprehensible input, and child versus adult learners.

The course will conclude by considering learner internal psychological and

personality factors and their affect on SLL. Thus, the course will discuss related
concepts, issues, and factors that facilitate SLL and their pedagogical implications.

The course will examine the influence of other related disciplines like psychology,
sociology, linguistics, applied linguistics, and cognitive science to the processes of
second language acquisition and learning. The course will aim to train learners to look
at related empirical research examples from the four perspectives and help students
apply their understanding to improve classroom input in the form of textbook, teacher
talk and interactions.

Course Objectives

One: A deep understanding of the course will prepare the students to teach English
by taking informed decisions to handle classroom learning contexts, analyse
the relevance of language teaching and testing materials, understand patterns
in use of second language and the errors thereof across learners of different
age groups and different L1s.

Two: The course will also prepare MA students to choose to research ELE in
different domains such as investigate patterns of SLA across learners of
various L1s and ages, analyze forms and functions of SL use, and the role of
socio-psychological factors in SL learning.

18

Course Topics and Schedule

Time Topics
Month 2 hours Key terms in SLA and SL assessment, learning and teaching
One
6 hours First and second language acquisition and learning theories: A
historical overview
4 hours Age and Critical Period Hypothesis: Biological foundations
Month 8 hours First and second language acquisition: Role of Universal
Two Grammar & different models
6 hours L2 learning and transfer errors: Role of cross-linguistic factors
Month 4 hours Input Hypothesis: Role of natural vs. classroom contexts
Three
6 hours Information Processing: Role of cognition
Month 6 hours Aptitude, Motivation, Learning strategies, Individual
Four differences:
Role of non-linguistic factors
2 hours Role of society/community in SL learning
10 Tests
hours

Mode of Assessment
Internal assessment: 40%
Portfolio submission – 10%
2 Internal Tests – 30%

End term sit down open-book exam: 60%

Essential Readings

Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman:

London & New York.

Ortega, L. (2009). Understanding Second Language Acquisition. Hodder Education:

Great Britain. Chapters 1-5, 8-10

Additional Readings

Brown, H. D. (2006). Principles of Language Learning and Teaching. Prentice-Hall,

INC, Engelwood Cliffs: New Jersey

Gass, S. M. and Selinker, L. (2008). Second Language Acquisition: An introductory

course. (2nd Edn.) Lawrence Earlbaum Associates: Mahwah, NJ.

19

 The English and Foreign Languages University
English Grammar for ESL Teachers
MA ELT Semester Two, compulsory course
[Alternative titles: The Structure of English/ Language Analysis for ESL teachers]

Course Description
This is an introductory course to meet the needs of the ESL/EFL teacher, with special
emphasis on the development of knowledge and skills that can be used in the analysis
of the grammar of English. The course will introduce a variety of ways to learn about
English grammar to help teachers deal with ESL/EFL student’s errors in grammar and
give them meaningful feedback and provide then with comprehensible input.

The course will begin with introducing students to the key grammatical terms they
would use for subsequent analysis of sentences and clauses. The usefulness of
learning the metalanguage of grammar and its analysis for ESL/EFL teacher swill ebe
explained. Thereafter an overview of various approaches to the teaching of grammar
from different language teaching paradigms will be briefly looked at. This will be the
first part of the course

In the second part of the course will consider several sub-areas of grammar such as
phrase structure rules, subject-verb-agreement, tense aspect system, complementation,
coordination, relativization, passivization, questions and negation. With each area the
seminal features will be considered and students will analyze sentences to understand
their surface and deep structures. The learning problems faced by ESL/EFL learners
as documented in seminal research will also be discussed.

The course will conclude with helping students develop teaching activities based on a
few grammar areas and ways to give meaningful feedback and deal with
developmental errors in the interlangauge of ESL/EFL learners. The course will draw
from previous concepts dealt in ELE 121 and ELE 122 and build on them.

Course Objectives

• Understand the necessity of gaining knowledge of metalanguage of grammar

for effective teaching
• Analyse sentences with the help of smaller units such use phrase structure
rules and clausal units
• Know about features of parts of speech and different sentence structures
• Become aware of the problems ESL/EFL learners face in the learning of
grammatical concepts and ways to give feedback
• Apply phrase structure and clausal analysis to design teaching activities on a
few grammar points for ESL/EFL learners

20

Course Topics and Schedule

Time Topics Readings

January Grammatical terms: constituent structure, Ch2, Cowan2008
phrases, NPs, VPs, clauses
Metalangauge of grammar for ESL Ch1, Cowan2008
teachers Ch2, C-M, L-F, 1999
Approaches to teaching grammar Ch3, Cowan 2008
February Lexicon and phrase structure rules Ch3, 5, C-M, L-F, 1999
Internal assessment I: Sit down exam on the topics covered (analyse sentences and
critically discuss the approaches of teaching grammar)
Subject-verb agreement Ch4, C-M, L-F, 1999
The tense and aspect system Ch16, Cowan 2008; Ch7, C-
M, L-F, 1999
March Complements Ch31, C-M, L-F, 1999
Ch21, Cowan2008
Internal Assessment II:
Design a teaching activity and/or analyse ESL data set to identify patterns
Coordination Ch25, Cowan2008;
Relativization and passivization Ch17-18, Cowan2008
April Negation Ch5, Cowan2008
Questions Ch4, Cowan2008
Final assessment: Sit-down open book exam

Mode of Assessment
Internal Assessment: 40% (1 sit down exam, 1 assignment)
Final Exam – 60% (One sit down test)

Essential Readings
Celce-Murcia and Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL
Teacher’s course. 2nd Edn. US: Heinle and Heinle Publishers. Ch 2, 3, 4, 5, 31

Cowan, R. (2008). The Teacher’s grammar of English. Cambridge: Cambridge

University Press. Chapter 1, 2, 3, 4, 5, 16, 17, 18, 21, 25

Additional Readings

Biber, D., Conrad, S., Leech, G. (2002). Longman Student Grammar of Spoken and
Written English. England: Pearson Education Limited.

Spada and Lightbown (). How languages are learned. (4th Edn). Oxford: Oxford
University Press.

21

 The English and Foreign Languages University
ELE 222: BI/MULTILINGUALISM
MA ELT: Semester Two, compulsory course

Course description
This course will familiarize students with theoretical issues related to
bi/mulitilingualism and bi/multilingual education. In the first part of the course types
of bilinguals (e.g., simultaneous, consecutive, balanced bilinguals, dominant
bilnguals), measurement of bilinguality, the role of brain and cognition in acquiring
two or more language systems, and the influence of society towards acquiring
multiple languages will be considered.

In the second part of the course focus will be on the construct of bilingual proficiency
and theoretical issues around the construct like cognitive and academic benefits
proposed by Jim Cummins’ (1986) in his famous theory of linguistic interdependence.

In the third and last part of the course models of bilingual education and the
pedagogical implications for teaching English as a second language using the
bilingual instructional method proposed by Carl Dodson (1967) and L1 in L2
classroom will be presented. Students will get hands on experience on design of
bilingual tasks and analysis of bilingual interactions for classroom use.

Course Objectives
• Understand key concepts in bilingualism and distinguish between types of
bilinguals using cognitive and societal measures.
• Compare and contrast different models of bilingual education and their
advantages and disadvantages.
• Explore the use of L1 in L2 classroom in Indian ESL context and design
bilingual tasks to support L2 learning.
• Gain critical awareness on interdependence hypothesis and empirical research
emanating from it.

22

Course Topics and Schedule
TOPICS Readings*1
Month Unit 1: Bilingual profile questionnaire Baker,
One Key terms: bilingualism/bilinguality/bi/multilingual Chapter 1
Education/language valorization/official bilingualism
Unit 2: Identifying different types of bilinguals and measuring Baker,
bilinguals Chapter 2
Unit 3: Attitudes towards bilinguals: a historical perspective Hakuta, 1986,
Mirror of
language,
Chapter 2
Month Internal Assessment I: sit down exam (based on units 1-3)
Two Unit 4: Defining bilingual language proficiency Cummins,
1984, 2008
Unit 6: Bilingual education: historical perspective on models of Baker
instruction and immersion pragrammes Chapters: 9,
10, 11
Unit 7: Bilingual method instruction & teaching materials Dodson, as in
Caldwell 1990
Month Unit 8: Using L1 to promote proficiency in L2 Cook, 2001
Three Internal Assessment II: Assignment
Unit 9: Storing and assessing information in the bi/multilingual Baker chapter
brain 5, 7
Month Unit 10: Course wrap up Jhingram, D,
Four [additional - status of bilingual education in India: mother tongue In Mohanty, et
instruction – challenges and prospects] al. 2009
Final Assessment: sit down exam and one response paper

Mode of assessment
Internal assessment – 40% [1 test and 1 assignment]
Final assessment – 60% [1 response paper and a sit-down exam]

Essential Readings
Baker, C. (2017). Foundations of Bilingual Education and Bilingualism. 6th Edn.
Clevedon: Multilingual Matters Ltd. Chapters 1, 2, 5, 7, 8, 9, 10, 11, 20

1
Refer to the essential readings for more details.

23

Caldwell, J.A.W. (1990): Analysis of the theoretical and experimental support for
Carl Dodson’s Bilingual Method. Journal of multilingual and multicultural
development, 11(6), 24-28.
Cook, V. J. (2001a). Using first language in the classroom. Canadian Modern
Language Review, 57 (3), 402-423.
Cummins. J. (2007). Rethinking monolingual instructional strategies in multilingual
classrooms. Retrieved on 11/01/16 from http://www.aclacaal.org/wp-
content/uploads/2013/08/7-vol-10-no2-art-cummins.pdf
Cummins, J., and Swain, M. (1986). Linguistic interdependence: a central principle
of bilingual education. In Bilingualism in Education. New York: Longman.
Hakuta, K. (1986). Mirror of Language: The debate on Bilingualism. New York:
Basic Books, Inc, Publishers. (Chapter 2)
Jhingram, D. (2009). Hundreds of home languages in the country and many in most
classrooms: coping with diversity in primary education in India. In A.
Mohanty, M. Panda, R. Phillipson, and T. Skutnabb-Kangas (Eds.).
Multilingual education for social justice: globalizing the local. Hyderabad:
Orient Blackswan.

Additional readings
Deller, S., and Rinvolcri, M. (2007). Using the mother tongue: Making the most of
learner’s language. Delhi: Viva Books Private Limited.
Hakuta, K. (1990). Bilingualism and Bilingual Education: a research perspective.
Occasional Papers in Bilingual Education, 1.
Hamers, J. F. & Blanc, M.H.A. (2000). Bilinguality and Bilingualism. Cambridge:
Cambridge University Press.
Skutnabb-Kangas, T. (1981). Bilingualism or Not: The education of minorities.
England: Multilingual Matters Ltd.
Skutnabb-Kangas, T., and McCarty, T.L. (2010). Key concepts in bilingual education:
ideological, historical, epistemological abd empirical foundations. In Vol 5,
Bilingual Education, Eds. J. Cummins & Nancy Hornberger. Encyclopedia of
Language and Education, 2nd Edn, New York: Springer.

24

 The English and Foreign Languages University
ELE 251: Introduction to Research Methodology in ELT
MA ELT: Semester Three, compulsory course

Course Description
This course will provide an opportunity for participants to advance their
understanding of research process through critical exploration of research language,
ethics, and standardized methodological designs of conducting research and analyzing
data.

In the first part, the course will introduce the key terms in research, research types and
purposes and types of research variables. It will focus on framing and language of
research questions and hypotheses.

In the second part, the course will discuss in detail the methodological details of study
design, data collection and analysis followed in two prominent research paradigms:
quantitative and qualitative. In each, data collection and methods of measurement and
analysis will be dealt based on ESL data sets.

In the third part of the course, participants will use these theoretical underpinnings to
begin to critically review literature relevant to the domain of English Language
Teaching and various topics in it such as language development, cognitive, socio-
cognitive paradigms, and communicative and affective factors that influence the
developmental process of SL/FL learning.

All throughout the course, participants will be trained through worksheets and critical
analysis of research articles about the systematicity, replicability and reductivity of
valid and reliable research in ELT.

Course Objectives

• To define and describe processes of research within quantitative, qualitative

and mixed method paradigms.

• To be trained on methods of data collection, collation, coding and analysis

using statistical measures and criteria for qualitative assessment of ESL data.

• To critique and review research articles in the domain of ELT.

• To write brief data based reports (quantitative and qualitative) following the
standard method of research writing and as specified in APA style sheet.

25

Course Topics and Schedule
Month Topics Readings
AUGUST 1. Research types and purposes M&G: Ch -
2. Identify Variables 1,3,4
3. Frame Research Questions and Hypotheses Nunan: Ch - 1,
4. Methods of data collection 10
SEPTEMBER- 5. Quantitative studies: variables, design, M&G: Ch – 5,9
OCTOBER (two administration Nunan: Ch - 2
weeks) 6. Descriptive Statistics for quantitative data
analysis:
Descriptive analysis: mean, median, mode,
range, percent, frequency, standard deviation
7. Analytical Statistics: Correlation, T-test
Internal Assessment I Modules 1-6: Open book sit down exam
(25%)
OCTOBER - Qualitative tools: M&G: Ch – 6,
NOVEMBER a. Journal entries/Teacher Diaries/Learning Logs 7, 8
b. Classroom based observation (COLT Framework) Nunan: Ch - 5,8
c. Analyzing learner language : oral and written
scripts, interview responses

Internal Assessment II Modules a-b: Apply qualitative tools to data: Take

(15%) home assignment
NOVEMBER 1 week Review possible ELT research areas: Articles of
Materials/ Sub-components of language choice by
development/Affective factors/SL learning/any other students from
theories (UG/cognitive/social-constructivist) journals
suggested
(TESOL,
TESOL
Quarterly, ELT
Journal, Applied
Linguistics/
Cognition
M&G: Ch 10,
Nunan: Ch10
Final exam (60%) Open book exam (open book-sit down/take home)
Application of modules 1-10 or
Write a research report based on a data set provided

Mode of Assessment: Refer to the table above

Essential Readings
Mackey, A., and Gass, S. M. (2005). Second Language Research: Methodology and Design.
Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge
University Press.
Publication Manual of the American Psychological Association, Sixth Edition:
http://www.apastyle.org/manual/index.aspx;
https://owl.english.purdue.edu/owl/resource/560/01/

26

 The English and Foreign Languages University
ELE 330: PRACTCUM
MA ELT: Semester Three, compulsory course

Course Description
A course designed to engage in teaching, observation, and reflection in a way that
broadens young ELT professionals’ teaching experience and contributes to
community service. Students will engage in focused observation of teachers of
English to ESL/EFL learners and students will themselves serve as volunteer teachers
of English to such learners.

This course is set up in a manner that students will get a chance to apply their
knowledge of theories of SL learning and approaches to SL teaching in real structured
classroom contexts. So they will have to manage their activities and provide
documentation of their teaching activities and reflections on such events, as well as
complete observations and organize materials.

As this is a third level course to be done in the third semester and is application based
course, independent teaching has to be done and students will work in smaller groups
to do team teaching under the supervision of tutors from the School of ELE.

In all the practicum experience will serve to integrate program content within the
authentic teaching and learning environment. The crux of the course will involve
formal observation, support, and evaluation during candidates’ classroom teaching by
the tutor, peer and self-reflections, thereby triangulating the assessment experience
and help the students to learn from various sources in the classroom context.

Course Objectives
• To develop an understanding of how and when to implement various methods
and tasks.
• To develop the practical skills necessary for analyzing and evaluating
effective teaching in the EFL/ESL classrooms.
• To take an integrated approach to teaching grammar, pronunciation,
vocabulary and other necessary skills.
• To plan effective lessons targeted toward the learners’ areas of need.
• To engage in best instructional practice in order to provide effective teaching
• To engage in reflective practice for professional development.

27

Course Schedule and Topics

Phase One: 3 weeks

A. A Discussion of the seminal theories of ELT and how to apply them to the
classroom context. (applications from ELE 121, 122, 125, 221, 131)
B. Learning to draw templates for classroom observation, peer and self-
assessment reflective reports, teacher journal entries, lesson plans.
C. Classroom Observation based on videos/real classroom/demonstration lesson)
and report it in the specified format (internal assessment one)

Phase Two: Teaching – 2/3 rounds (30-40 mins each) 6-7 weeks

A. Teach: In a structured classroom environment and in the format of team

teaching. Need to cover a thematic unit with a distribution of the skills
and elements as specified by the tutor.

B. Lesson Plan: Write detailed plans for each lesson to be taught. The lesson plans should
reflect the teaching context, learner and teacher roles, focus of teaching
listening, comprehension, pronunciation, type of classroom interaction and
activities to be used. These plans should be submitted 2 days prior to
implementation. Supportive materials such as worksheets, handouts and
photographs of class activities should be submitted with the lesson plans.
(Teaching sessions may be video recorded by the tutor)

C. Teacher Journal: Keep a daily journal of your reflections on the effectiveness of

your teaching performances (e.g. strength and areas for
improvements). Reflections should critically and constructively discuss
the attempts made at new approaches, methodologies and/or
suggestions provided by the head teachers, and evaluation of children’s
overall learning. Each entry must be matched to the lesson plan (and
evaluation materials if applicable) of the day and brief summaries of
children’s understanding should be included.

D. Peer Assessment: Submit a reflective report by identifying a theme or focus of

teaching, giving a basic description of the session and evaluate it in
terms of the application of theoretical concepts, are areas of strengths
and weakness (in a constructive manner).

Phase Three: 2 weeks

Discussion on the application of approaches and principles to the teaching context;
learning outcomes and feedback on the course.

28

Mode of Assessment
Internal Assessment: 40%
• Video analysis of ELT classroom
• Teaching assessment: 2 skills and one element
• Teaching assessment: 2 skills and one element
Final exam: 60%
• Integrated teaching (unit design and lesson plan) and reflective report post
teaching
• Teacher journal

Essential Readings

Brown, H. D. (2001). Teaching by principles: An integrative approach to language

pedagogy, Second Edition. New York: Longman.
Celecie-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language, Third
Edition. Boston: Heinle.
Nation, I.S.P. (2009). Teaching ESL/EFL reading and writing. London: Routledge.
Nation, I.S.P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. London:
Routledge.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms.
Cambridge: Cambridge University Press.
Wajnryb, R. (1992). Classroom observation tasks: A resource for language teachers and
trainers. Cambridge: Cambridge UP.

Additional Readings

Crookes, G. (2003). A practicum in TESOL: Professional development through teaching

practice. Cambridge: Cambridge University Press.
Doff, A. (1988). Teach English trainer's handbook: A training course for teachers.
Cambridge: Cambridge University Press.
Hubbard, P., & Levy, M. (Eds.) (2006). Teacher education in CALL. Amsterdam: John
Benjamins Publishing Company.
Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course,
Third Edition. Mahwah, NJ: L. Erlbaum. ISBN 08058-35288
Gebhard, J. G. (2005). Teaching English as a foreign or second language. Ann Arbor, MI:
Univ. of Michigan.
Lewis, M., & Hill, J. (1992). Practical techniques for language teachers. Hove, England:
Language Teaching.
Lightbown, P. M., & Spada, N. (1995). How language are learned. New York: OUP.
Richards, J. C. (1997). The context of language teaching. Cambridge: CUP
Richards, J. C. (2003). Curriculum development in language teaching. Cambridge: CUP.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers:
Strategies for teacher learning. Cambridge: Cambridge University Press.

29

 The English and Foreign Languages University
ELE 132: Classroom Based Evaluation
MA ELT: Semester Four, compulsory course

Course description

This is a foundation course on language testing for Indian ESL teachers who have to
engage with tests and assessments as part of their teaching schedule. The course aims
to introduce pre and in-service teachers with the key terms in tests and assessments,
give a historical overview of development of English language tests and the critical
issues involved in designing tests and evaluating learners in a valid and ethical
manner. The course is also aimed at giving practical steps and techniques to design
tests by fulfilling the five principles of assessment and train teachers to systematically
evaluate and provide meaningful feedback to ESL learners. The course concludes
with a discussion on the alternative ways of assessing to help teachers get a
comprehensive view of ESL learners’ language capacities as closely related to their
real life use of the second language.

Course objectives

• Introduce key terms of tests and assessment

• Present the history of language tests as they developed in line with the major
language teaching methods and approaches
• Critically engage teachers to design valid and ethical tests
• Prepare teachers to design and assess ESL learners in class
• Introduce alternative methods of assessment for classroom purposes

30

Course Topics and Schedule

Unit One: Types and Purposes of Language Tests Month One

1.0 Language Tests in the ESL classroom
1.1 Key terms: tests, assessments, evaluation
1.2 Test types and purposes
1.2.1. Aptitude, Achievement, Diagnostic, Proficiency tests
1.2.2. Summative & Formative assessment
1.2.3 Standardized & classroom tests

Unit Two: Principles of Assessment Month One

2.0 Introduction
2.1 History of language tests and assessments
2.2 Assessment of, for, as learning
2.3 Five principles of assessment
2.3.1 Authenticity
2.3.2 Practicality
2.3.3 Reliability
2.3.4 Validity
2.3.5 Washback

Unit Three: Issues in Test Design Months Two and Three

3.1 Using Carroll’s Table, Bloom’s Taxonomy, CEFR

3.2 Steps in designing tests and assessments
3.2 Testing language skills
3.2.1 Reading and Writing
3.2.2 Listening and Speaking
3.3 Testing elements
3.3.1 Grammar
3.3.2 Vocabulary

31

Unit Four: Scoring and Evaluating learners & Alternatives in assessment
Month Four

4.1 Types of measurements

4.2 Scoring and interpretation of performance
4.3 Giving feedback
4.4 Alternatives in assessment

Mode of Assessment
Internal assessment – 40 % (1 test and 1 assignment)

Final assessment - 60% (1 response paper and 1 sit down exam)

Essential Readings

Brown, H.D.. & Abeywickrama, P. (2010). Language Assessment: Principles and

Classroom Practices. (2nd Edn). NY: Pearson and Longman

Common European Framework of Reference. (2001).

https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Introductory guide to the CEFR.

www.englishprofile.org/images/pdf/GuideToCEFR.pdf

Lorna, E. (2013). Assessment as Learning: using classroom assessment to maximize

learning. (2nd Edn). UK: Sage Publications.

32

 The English and Foreign Languages University
ELE 352: Dissertation
MA ELT: Semester Four, compulsory course

Contact hours: 2 per week with the supervisor; hours for self-study - 6

Course Description
This is a fourth semester course aimed to train students to research in a topic in ELT
and write a dissertation based on their prior knowledge gained from ELT research
methods training in the course MA ELE 251. The course will have a strong classroom
research focus to enable students to carry out classroom-based research projects in
their own educational contexts. In addition the role of teaching materials, seminal
theories of SLL and interlangauge development will also be considered to align
theory to practice within the domain of ELT.

This course will be one which will expect the students to show a deeper
understanding of the previously gained knowledge in ELT through the previous three
semesters and the current semester and be able to design a research with relevant
research questions/ hypotheses in the framework of either experimental or exploratory
study design. It will expect students to identify dependent and independent variables
and study the impact of one on the other through either quantitative data analysis or
qualitative data analysis or apply a mixed-method of data analysis and be able to
report results and discuss the pedagogical implications of the findings along with the
limitations and scope of future research. Students will be encouraged and trained to
collect data first hand or refer to corpus with due permission from the author/
researcher who is willing to share data for analysis.

Course Objectives

• To identify an area/topic of research with which to conduct the study

• Align previous theoretical understanding to an application
• To undertake an independent piece of research by following the standards of
research methodology and ethics of data gathering
• To gain an understanding as to how to develop knowledge of the ELT
profession by way of doing research
• To reflect and write about experiences during research and readings for
research
• To follow standard guidelines of reporting research according to the APA
guidelines
• To know how not to plagiarize in research and academic writing
• To present research in the form of an oral report and receive feedback from
the academe community

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Course Schedule: To be given by the supervisor; dissertation submission by the third
week and presentations in the last week of April.

Suggested Areas of Research

1. Approach based impact on ESL learning

2. Syllabus and Text book analysis

3. Teacher Education and Professional Development

4. Second Language Learning Development

5. Language Assessment

6. English for Specific Purposes /

7. English for Academic Purposes

8. Bi/multilingual Education

9. Social Constructivism in SLL

10. Cognitive approach to SLL

11. Language Learning Strategies

12. Impact of Technology in SLL

13. Learning Outcomes in challenging contexts

14. Content based language instruction and assessment

15. Impact of instruction on grammar/vocabulary/skills development

(Pienemann’s Teachability Hypothesis)

16. Study of Perceptions and Attitudes of Teachers and Learners

17. Affective Factors and SLL

18. Sociolinguistics in ELT

19. Classroom based assessment/ Alternative assessment

20. Literacy Development and Learnability Problems

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Template for submission @Gass & Mackey, 2005: 5-6

TITLE PAGE
CERTIFICATION (by supervisor)
ABSTRACT
ACKNOWLEDGEMENT

BODY
I. INTRODUCTION
Statement of topic area
Statement of general issues
General goal of paper
Literature review
Historical overview
Major contributions to this research area
Statement of purpose, including identification of gaps
Hypotheses/ Research Questions

II. METHOD
A. Participants
How many?
Characteristics (male/female, proficiency level, ESL/EFL, age etc.)
B. Tools and Materials
1. What instruments?
2. What sort of test? What sort of task? What sort of text?
C. Procedure
How is the treatment to be administered?
How is the text analysis to be done?
3. How/when is the testing to be conducted?
D. Analysis
How will the results be analyzed?

III. RESULTS
Charts, tables, and/or figures accompanied by verbal descriptions

IV. DISCUSSION/ CONCLUSION

(often two separate sections) Common features:
• Restatement of the main idea of the study
• Summary of the findings
• Interpretation of the findings in light of the research questions
• Proposed explanation of the findings, usually including informa tion about any
findings that were contrary to expectations
• Limitations of the study
• Suggestions for future research

END NOTES
REFERENCES
APPENDIXES

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Mode of Assessment

• A dissertation of actual text length (or body part comprising) of 5000-8000

words or 20-30 A4 pages double-spaced, TNR font, size 12.
70% weight

• A presentation on the dissertation 20% weight

• A reflective journal/response 10% weight

Suggested Readings

Mackey, A., and Gass, S. M. (2005). Second Language Research: Methodology and Design.
Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge
University Press.
Publication Manual of the American Psychological Association, Sixth Edition:
http://www.apastyle.org/manual/index.aspx;
https://owl.english.purdue.edu/owl/resource/560/01/

***Area specific readings will have to be finalized with the supervisor.

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