REVISED MASTER OF ARTS DEGREE
English
Language Teaching (ELT), English Literature
Curriculum:
The
MA in English Language Teaching (ELT), or in English Literature is a valued
professional graduate degree. The curriculum is based on international standards
and is aligned with graduate program requirements of mainstream US and UK
universities.
The
aims of this degree are to develop teachers, trainers, curriculum developers,
syllabus designers, materials writers, testers, evaluators, program managers
and researchers. This program is
suitable for any person seeking an advanced degree for professional
advancement.
Students
have the option to choose from two tracks (i.e. two majors): 1. English Language Teaching, 2. English
Literature. Fulltime students would be
able to complete this degree program within 12 or 16 months.
Admission Requirements
1. Minimum a 4-year Bachelor degree in English
from an accredited university.
Candidates with a pass course
or non-English undergraduate degree may be required to take additional 9
credits.
2. Applicant must have enough academic skills to
show that they can successfully complete advanced level course works.
Degree Requirements
1. Complete 36 credits
2. Attain cumulative grade point average 2.5 or
above on a scale of 4.0
(Previous requirement was CGPA 2.25 on a scale of 4.0)
3. Have no failing grade in any required courses
Faculty Members
1. All faculty members were placed among the top
ten students on the merit list of their respective graduating class.
2. All faculty members have peer-reviewed
publications, presented papers in international conferences and regularly
participate in relevant workshops and seminars.
3. Current faculty members are:
Facilities
1. Well stocked library for study and
research. There are approximately 750
titles (at least one copy each.) 343
texts on English language, 295 texts on Literature and 110 texts on humanities,
2. Fully equipped classrooms (whiteboard,
multi-media projector, computer, sound system, adequate lighting and
ventilation) for lecture and seminar,
2. All rooms are air-conditioned,
4. Access to the Internet and other IT services
including printing, and
5. Common room, game room and canteen.
Course and Class Type
1. Generally, a 3-credit course means a total of
42 hours of in class or teacher supervised hours over a period of 15-week
(referred to as a “semester”). Faculty
may require a student to attend extra hours of tutorial sessions depending on
his or her needs.
2. Most class sessions are interactive in
nature. Students are encouraged to
actively participate in class discussions and group work.
Assessment
Students
are continuously assessed through written assignments, homework, project work,
midterm and final examinations.
Grading Scale
The Department of English uses a relative letter grading system
for individual courses and reports a grade-point average on a scale of 0–4.0
for each semester. It is consistent with
the grading policy of UGC.
MASTER OF
ARTS: PROGRAM STRUCTURE
TRACK 1: English Language Teaching (ELT)
Core: 33 credits
|
Code & Title |
Credits |
Changes |
|
ELT 522 English
Language Structure |
3 |
Course code and
title; replacing ELT 521 Introduction to Linguistics |
|
ELT 523
Psychology of Learning & Second Language Acquisition |
3 |
none |
|
ELT 527 Issues
in Sociolinguistics and World Englishes |
3 |
Course title;
replacing ELT 527 Issues in Sociolinguistics |
|
ELT 529
Principles and Methods of Teaching |
3 |
none |
|
ELT 531
Syllabus Design and Materials Development |
3 |
none |
|
ELT 533
Teaching the Language Skills |
3 |
none |
|
ELT 621
Language Testing and Evaluation |
3 |
none |
|
ELT 623 ELT
Management |
3 |
none |
|
ELT 625
Practicum |
3 |
none |
|
ELT 697
Dissertation |
6 |
none |
Optional: 3 credits
|
Code & Title |
Credits |
Changes |
|
ELT 525 Phonetics and English Phonology* |
3 |
Credit hours
(from 2 to 3) |
|
ELT 535 Teaching Young Learners |
3 |
Credit hours
(from 2 to 3) |
|
ELT 537 Teaching Literature |
3 |
Credit hours
(from 2 to 3) |
|
ELT 539 Teaching English for Specific Purposes |
3 |
Credit hours
(from 2 to 3) |
|
ELT 541 Technology in Language Learning |
3 |
Credit hours
(from 2 to 3), title (replacing Computer
Assisted Language Learning) |
|
ELT 627 Cultural Studies |
3 |
New course |
Total: 36 credits
* Required for non-English
(major) students, i.e., students who does not have the BA in English degree.
They would have to take additional two courses from the optional courses for
ELT or Literature.
TRACK 2: English Literature
Core: 24 credits
|
Code
& Title |
Credits |
Changes |
|
ENG 522 English
Language Structure |
3 |
Course code |
|
ENG 519 20TH
Century Literature |
3 |
New course |
|
ENG 527 Issues
in Sociolinguistics and World Englishes |
3 |
Course code and
title |
|
ENG 528
Literary Theory |
3 |
New course |
|
ENG 624
Masterpieces of World Literature |
3 |
New course |
|
ENG 625
Shakespeare |
3 |
New course |
|
ENG 697
Dissertation |
6 |
Course code |
Optional: 12 credits
|
Code & Title |
Credits |
Changes |
|
ENG 424 African and Caribbean Literature |
3 |
New course |
|
ENG 526 Studies in African American Literature |
3 |
New course |
|
ENG 532 Latin American Literature |
3 |
New course |
|
ENG 537 Teaching Literature |
3 |
New course |
|
ENG 530 Creative Writing* |
3 |
New course |
|
ENG 627 Cultural Studies |
3 |
Course code |
Total: 36 credits
* Required for non-English
(major) students, i.e., students who does not have the BA in English degree. Additionally, they must take additional
two fundamental literature courses (e.g. Introduction to Literature,
Introduction to Poetry, Short Story, etc.).
COURSE
DESCRIPTION
ELT 522 English
Language Structure: The course will
examine modern English Language–its grammar and syntax, including structure,
morphology, phonology, semantics, pragmatics and discourse analysis. It will
explore the ways that language operates at different levels in relation to
their communicative value in spoken and written use. Implications will be drawn
towards the kind of English that needs to be taught to second language learners
in order for them to cope with the demands of the modern world.
Recommended Texts:
1.
Yule, G. (2010). The Study of Language (4th
Ed). Cambridge: Cambridge University Press.
2.
Fromkin, V.,
Rodman, R. and Hyams, N. (2007). An
Introduction to Language. Boston: Wadsworth
3.
Roach, P.
(1991). English Phonetics and Phonology (2nd Ed). Cambridge:
Cambridge University Press.
4.
Mathews, P. H.
(1991). Morphology. Cambridge: Cambridge University Press.
5.
Aitchison, J.
(1992). Introducing Language and Mind. Penguin
ELT 523
Psychology of Learning & Second Language Acquisition: This course is divided into two parts.
The first part introduces theories of learning from different schools of
psychology with a specific focus on the process of language learning, both in
children and in adults. The second part explores the developmental process of
second language acquisition and learning and the factors that affect comprehension
and production of a second language. It will explore the implications of these
factors for teaching/learning English within a local context. The course covers
the theories of second/ Foreign Language Learning and Acquisition.
Recommended Texts:
1.
Clark, H. H.
& Clark, E. V. (1977). Psychology and language: an introduction to
psycholinguistics. Harcourt Brace Jovanovich
2.
Ingram, D.
(1989). First Language Acquisition: Method, Description and Explanation.
Cambridge: Cambridge University Press
3.
Doughty, C.J.
and Long, M. H. (2005). Psychology and Language: An Introduction to
Psycholinguistics. New York: Harcourt Brace Jovanovich.
4.
Scovel, T.
(1998). Psycholinguistics. Oxford: Oxford University Press.
5.
Ellis, R.
(1997). Second Language Acquisition. Oxford: Oxford University Press.
6.
Ellis, R.
(1985). Understanding Second Language Acquisition. Oxford: Oxford University
Press.
7.
Ellis, R.
(1994). The Study of Second Language Acquisition. Oxford: Oxford University
Press.
8.
Seville-Troike,
M. (2006). Introducing Second Language Acquisition. Cambridge University Press.
9.
Skehan, P. (1989). Individual Differences in
Second-Language Learning. London: Arnold
10. McLaughlin, B. (1987). Theories of Second-Language
Learning. London: Edward Arnold
11. Brown, D. &
Gonzo, S. T. (1995). Readings on Second Language Acquisition. New Jersey:
Prentice Hall Regents.
ELT 525
Phonetics and English Phonology: The course aims
at an understanding of the system of speech production, relating it to a
systematic study of the elements of spoken English. In addition, it will bring out key
differences with spoken Bangla and will introduce ways of teaching standard
pronunciation to learners of English as a second/foreign language. The course will also explore the idea of
standards and variations in spoken English in today’s world.
Recommended Texts:
1.
Roach, P.
(2000). English Phonetics and Phonology (3rd Ed). Cambridge:
Cambridge University Press.
2.
Hooke, R. and
Rowell, J. (1982). A Handbook of English Pronunciation. London: Edward Arnold
3.
Gimson, A. C. (1994).
Pronunciation of English (5th ed). London: Edward Arnold
4.
O’Connor, J. D.
(1980). Better English Pronunciation. Cambridge: Cambridge University Press
ELT 527
Sociolinguistics and World Englishes: This course
explores sociolinguistic issues such as language planning and policy, language
contact situations, language variation and change, code-mixing &
code-switching, and second language learning in different regions. It also
explores the spread of English in the world today and the development of several
non-native varieties of English accepted as World Englishes.
Recommended Texts:
1.
Wardhaugh, R.
(2010). An Introduction to Sociolinguistics. West Sussex: Wiley
2.
Holmes, J. A.
(2008). An Introduction to
Sociolinguistics. Pearson Longman
3.
Trudgill, P.
(2000). Sociolinguistics: An
Introduction to Language and Society. Penguin
4.
Hymes, D. H.
(1977). Foundations in Sociolinguistics: An Ethnographic Approach. London:
Routledge.
5.
Bell, R. T.
(1976). Sociolinguistics: goals, approaches, and problems. B. T. Batsford.
6.
Hudson, R. A.
(1980). Sociolinguistics.
Cambridge: Cambridge University Press.
7.
Sebba, M.
(1997). Contact Languages: Pidgins and Creoles. Palgrave Macmillan
ELT 529
Principles and Methods of Teaching: This course
outlines the major schools of thought that have contributed to the field of
ELT. It will examine the underlying
principles of teacher development, at the same time establishing a bridge
between theory and practice. The course
will also explore the various approaches, methods and techniques that have been
commonly employed in ELT and their theoretical background. Students will be required to make informed
decisions about the kind of teaching that is appropriate in their classroom
contexts. The methods focused in the course will be Grammar-Translation Method,
Audiolingual Method, Natural Approach, Direct Method, The Silent Way,
Suggestopaedia, Communicative Language Teaching, Appropriate Methodology,
Post-Methods and Critical pedagogy.
Recommended Texts:
1.
Richards, J. C. and T. S. Rodgers. (2011). Approaches and Methods in Language Teaching:
a description and analysis (2nd ed). Cambridge: Cambridge
University Press
2.
Richards, J. C. and Renandya, W. A. (2002). Methodology in
Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge
University Press
3.
Harmer, J. (2001). The
Practice of English Language Teaching. 3rd ed. London:
Longman
4.
Nunan. D. (1991). Language
teaching methodology: a textbook for teachers. Prentice Hall
5.
Richards, J. C. and W. A. Renandya. (2002). Methodology in Language Teaching: An
Anthology of Current Practice. Cambridge University Press
6.
Kumaravadivelu, Beyond Methods
7.
Halliday, A. 1992. Appropriate Methodology in Social
Context.
ELT 531 Syllabus
Design and Materials Development: This course
explores the principles underlying the design of a syllabus and examines the
various types of English language syllabuses on offer. It also examines the
relevance of syllabus design and its implementation in learning situations.
Finally, it evaluates current syllabus documents and provides hand-on
experience of how to modify and revise a syllabus when necessary.
The course also links the relevance of the syllabus to existing
teaching materials by exploring the principles of materials development. These
are related to evaluation and adaptation of existing ELT course books and
materials. Students are introduced to
the idea of developing and producing materials and will be encouraged to design
a client-oriented syllabus and create teaching materials for a class of their
choice
Recommended Texts:
1. White, R. V. (1998). The ELT
Curriculum. Wiley
2. McDonough, J. & Shaw, C.
(2003) Materials and Methods in ELT. Wiley
3. David Nunan, D. (1998). Syllabus
Design. Oxford: Oxford University Press
4. Dubin, F. & Olshtain, E.
(1986). Course Design: Developing Programs and Materials for Language Learning.
Cambridge: Cambridge University Press
5. Munby, J. (1981). Communicative Syllabus
Design: A Sociolinguistic Model for Designing the Content of Purpose-Specific Language
Programmes. Cambridge: Cambridge University Press
6. Wilkins, D. A. (1976). Notional syllabuses: A
Taxonomy and its relevance to foreign language curriculum development. Oxford:
Oxford University Press
7. Harwood, N. (2010). English Language
Teaching Materials: Theory and Practice. Cambridge University Press.
ELT 533 Teaching
the Language Skills: Current language
teaching focuses on the four skills of language competence-speaking, listening,
reading and writing. Students will learn how to teach each skill separately and
also how to integrate multiple skills. There will also be an emphasis on the
teaching of grammar (not traditional grammar but grammar in a dynamic form),
vocabulary and the development of study skills.
Recommended Texts:
1. Ur, P. (1991). A Course in
Language Teaching. Cambridge University Press
2. Harmer, J. (2001). The Practice
of English Language Teaching (3rd Ed). Longman
3. Rivers, W. M. (1981).Teaching Foreign-Language Skills.
University of Chicago Press.
4. Cahyono, B. Y. The Teaching of English Language Skills and
English Language Components
ELT 535 Teaching
Young Learners: The course
fine–tunes the principles of language teaching and learning to suit young
learners and is valuable for the preparation to teachers at the primary level.
Recommended Texts:
1.
Nunan, D. (2011). Teaching English to Young Learners.
Anaheim University Press.
2.
Manzo, A. V. and Manzo, U. C. (1995).Teaching Children to
Be Literate: A Reflective Approach. Holt, Rinehart and Winston Ltd.
3.
Nikolov, M. (2007). Teaching Modern Languages to Young
Learners: Teachers, Curricula and Materials. Council of Europe Publishing.
4.
Cameron, L. (2001).Teaching Languages to Young Learners.
Cambridge University Press.
5.
Rixon, S. (2005). Teaching English to Young Learners: How
to Teach English to Young Learners - for the Professional English Language
Teacher. UK Serials Group
ELT 537 Teaching
Literature: This course aims
at providing hands-on training on using literature as an effective tool for the
purpose of language teaching. This course will discuss some of the prevalent
ideas and criticisms both for and against the use of literature in language
teaching. The students will be familiarized with different approaches of
teaching, selecting and compiling literary materials, which will have direct
pedagogical implications for classroom teaching. At the end of the course, the
students should be able to select, evaluate, analyse, plan and design materials
for practical application in the language classroom. The course is designed for
aspiring teachers and students for effective English language teaching and
learning.
Recommended Texts:
1.
Lazar, G.
(1993). Literature and Language Teaching. Cambridge, CUP
2.
Carter, R. and
John Mcrae, (Ed.) (1999). Language, Literature and Learner. London:Longman
3.
Brumfit, C. J.
and Carter, R. (1986). Literature and Language Teaching. Oxford: Oxford
University Press
4.
Collie, J. and
Slater, S. (1999). Literature in the Language Classroom. Cambridge: Cambridge
University Press.
5.
Simpson, P.
(1997). Language Through Literature: An Introduction. New York: Routledge
6.
Kennedy, P. and
Falvey, P. (1999). Learning Language Through Literature in Secondary Schools: A
Resource Book Teachers of English. Hong Kong University Press
ELT 539 Teaching
English for Specific Purposes: ESP is useful
while designing English Language programs for selective clientele. It will
explore the mechanics of devising such courses and of understanding the nature
of teaching materials for these courses. Students will design an ESP course.
Recommended Texts:
1.
Hutchinson, T.
and Water, A. (1987). English for Specific Purposes. Cambridge: Cambridge
University Press.
2.
Basturkmen, H.
(2006). Ideas and Options in English for Specific Purposes. New Jersey:
Lawrence Erlbaum Associates Inc. Publishers.
3.
Dudley-Evans, T.
and John, M. J. S. (1998).Developments in English for Specific Purposes: A
Multi-Disciplinary Approach. Cambridge: Cambridge University Press.
4.
Kennedy, C. and
Bolitho, R. (1984).English for specific purposes. Macmillan
5.
MacKay, R. and
Mountford, A. (1978). English for Specific Purposes: A Case Study Approach. Longman.
ELT 541:
Technology in Language Learning: The main
objectives of the course are to develop knowledge and understanding of the
role(s) of technology in language teaching and learning in the light of
relevant research, theory and issues of debate, to
enable student-teachers to develop the necessary skills of the technologies
feasible in the context of Bangladesh, and to enable students to critically
evaluate the potential and specific application of technology with respect to
different contextual factors: learner profiles and needs, technological setting
and cultural setting. Students will be linked to websites offering an array of
EFL teaching/learning material and will be provided hands-ob experience of
taking part in on-line projects with teachers and students of other countries.
Recommended Texts:
1.
Stockwell, G.
(2012). Computer-Assisted Language Learning: Diversity in Research and
Practice. Cambridge: Cambridge University Press.
2.
Levy, M. (1997).
Computer-Assisted Language Learning: Context and Conceptualization. Oxford:
Oxford University Press
3.
Beatty, K.
(2010). Teaching and Researching: Computer-Assisted Language Learning. Prentice Hall
4.
Cameron, K.
Computer Assisted Language Learning: Program Structure and Principles. Oxford:
Intellect Limited.
5.
Hainline, D. New
Developments in Computer-Assisted Language Learning. Kent: Croom Helm Ltd.
ELT 621 Language
Testing and Evaluation: This course
introduces the basic concepts of testing. It explores the aims and objectives
of language tests, the validity and reliability of tests, techniques of
developing and administering different types of tests, developing marking
criteria, and an understanding of the normative and formative value of testing
and assessment. Testing of the four skills along with testing grammar will also
be explored.
Recommended Texts:
1. Hughes, A. (2002). Testing for
Language Teachers. Cambridge University Press.
2. Heaton, J. B. (1990). Classroom Testing. Longman
3. Bachman, L. F. and Palmer, A. S.
(1996). Language Testing in Practice: Designing and Developing Useful Language
Tests. Oxford: Oxford University Press
4. Davidson, F. and Fulcher, G.
(2007). Language Testing and Assessment: An Advanced Resource Book. Routledge
5. Douglas, D. (2000). Assessing
Language for Specific Purposes. Cambridge: Cambridge University Press.
6. Chapelle, C. A. and Douglas, D.
(2006). Assessing Language through Computer Technology. Cambridge: Cambridge
University Press
7. McNamara, T. and Roeve, C. (2006). Language Testing: The Social
Dimension. Wiley
ELT
623 ELT Management: The course introduces the issues of standards and quality
in English language education. Participants gain a foundation in management
theory and practice, and knowledge of the skills required in personal
effectiveness and institutional management. The management of innovation and
change in ELT and cross-cultural awareness is an essential component. It also
introduces the complexities of planning, implementing and monitoring a
language-learning project. All through, there are opportunities of applying
this knowledge to participants’ own contexts.
Recommended Texts:
White, R., Martin, M., Stimson, M. and Hodge (1991). Management in
English Language Teaching. Cambridge: Cambridge University Press.
White, R., Hockley, A., Laughner, M. S. and Jansen, J. V. D. H. (2008).
From Teacher to Manager: Managing Language Teaching Organizations. Cambridge:
Cambridge University Press.
Stephenson, L. (2011). Leadership & Management in English Language
Teaching. TESOL Arabia
IATEFL ELT Management Newsletters. Range of articles from this source.
IATEFL ELT Management SIG website: http://eltm.iatefl.org/
ELT 625
Practicum: The Practicum
(hands-on practice) provides the necessary bridge into the real world of the
English language classroom. Through its detailed program of observation,
discussion, lesson planning, teaching and reflection, it allows students to
make the vital link between theory and practice. The on-going writing of a
‘Teaching Portfolio’ along with journal writing through a process of experienced
reflection is a major component of this course.
Recommended Texts:
Crookes, G.
(2003). A Practicum in TESOL: Professional Development through Teaching
Practice. Cambridge: Cambridge University Press.
Richards, J. C.
and Nunan, D. (1997). Second Language Teacher Education (7th Ed).
Cambridge: Cambridge University Press.
Freeman, D. and
Richards, J. C. (1996). Teacher Learning in Language Teaching. Cambridge:
Cambridge University Press.
Collins, S.
(2005).The Guide to English Language Teaching. London: Modern English
Publishing Ltd.
ELT
627: Cultural Studies
This
course is designed to develop the student’s understanding of and appreciation
for the role of critical theory, and the theoretical issues that it poses, in
relation to cultural studies and the humanities. Students will not only acquire
a familiarity with the various schools of critical theory and how they have
impacted various academic disciplines but also develop their own skills in
critical thinking as they work their way through the questions that theoretical
issues present. This course illustrates that theory has not only had an effect
on all areas of academic learning but also has ‘trickled down’ to impact all
aspects of modern life and popular culture. The key objective, other than those
mentioned above, is to show students how theory is relevant to their lives,
thoughts, experiences, and interpretations of the world around them. The study
of theory is a valuable undertaking in its own right, but it will also be a
definite source of help in making sense of the approaches encountered in other
courses.
Recommended
Texts:
Barthes, Ronald, The Pleasure of the Text.
Raymond Williams, “The
Analysis of Culture”
Louis Althusser, “Ideology
and Ideological State Apparatuses”
Laura Mulvey, “Visual
Pleasure and Narrative Cinema”
Michel Foucault, “Method”
Antonio Gramsci, “Hegemony,
Intellectuals and the State”
Mikhail Bakhtin, “Carnival
and Carnivalesque”
Jean-François Lyotard, “The
Postmodern Condition”
Hall, S. "The Question
of Cultural Identity".
Evans, Richard (2000). In
Defense of History.
Nealon, Jeffrey and Susan
Searls Giroux (2003). The Theory Toolbox: Critical Concepts for the New
Humanities.
Storey, John (1994).
Cultural Theory and Popular Culture – A Reader
Storey, John (2001). Cultural
Theory and Popular Culture – An Introduction
ELT 697
Dissertation: This
course introduces students to the process of academic research. The initial
stage acquaints students with the mechanics of research methodology including
writing a research proposal, determining the objectives of the research,
formulating research questions, and choosing appropriate tools of collecting
and analyzing data. This research
initiation will lead on to the actual dissertation. Students will investigate a
chosen topic, undertake empirical research and write up a formal dissertation
in 8,000-10,000 words. They will also make a formal presentation.
Recommended Texts:
George Watson,
G. (1987). Writing Thesis: a guide to long essays and dissertation. Longman
Swetnam, D. Writing Your Dissertation: How to Plan, Prepare and Present
Your Work. Oxford: How to Books Ltd.
McDonough, J. and McDonough, S. (1997). Research Methods for English Language
Teachers.
MLA Handbook for Writers of Research Papers, 7th
Edition. Modern Language Association of America: New York, 2009.
ENG 519 20th
Century Literature
The main objective of this course is to look into
postmodern trends in literature and film. Students will learn the elements and
themes of post modernism as they occur in various genres of literature and
film. Prominent theorists and authors to be studied will include Franz Kafka,
Jean Francais Leotard, Ihab Hassan, Jean Baudrillard, Kurt Vonnegut, Joseph
Heller, Gabriel Garcia Marquez, Milan Kundera, and James Cameron.
Recommended
Texts:
Leotard, Jean Francais. Selections from Modernism to Postmodernism: An Anthology,
2nd ed
Hassan, Ihab. Selections from Modernism to Postmodernism: An Anthology, 2nd edition
Baudrillard, Jean. Selections from Modernism to Postmodernism: An Anthology,
2nd edition Vonnegut, Kurt. Cat’s Cradle.
Heller, Joseph. Catch-22.
Marquez, Gabriel Garcia. Strange Pilgrims.
Kundera, Milan. Book
of Laughter and Forgetting.
Cameron, James. Avatar:
A Confidential Report on the Biological and Social History of Pandora (James
Cameron's Avatar).
ENG 522 English
Language Structure: The course will
examine modern English Language–its grammar and syntax, including structure,
morphology, phonology, semantics, pragmatics and discourse analysis. It will
explore the ways that language operates at different levels in relation to
their communicative value in spoken and written use. Implications will be drawn
towards the kind of English that needs to be taught to second language learners
in order for them to cope with the demands of the modern world.
Recommended Texts:
Yule, G. (2010). The Study of Language (4th
Ed). Cambridge: Cambridge University Press.
Fromkin, V.,
Rodman, R. and Hyams, N. (2007). An
Introduction to Language. Boston: Wadsworth
Roach, P.
(1991). English Phonetics and Phonology (2nd Ed). Cambridge.
Mathews, P. H.
(1991). Morphology. Cambridge: Cambridge University Press.
Aitchison, J.
(1992). Introducing Language and Mind. Penguin
ENG 524: African and
Caribbean Literature
This
course is a comprehensive study of African and Caribbean writers writing in
English, French and Spanish. The Caribbean, by virtue of its geography and
history, embraces cultural elements of Africa, India, Europe and North America.
The focus, however, will primarily be on Caribbean and African societies in
order to address a range of issues connected to these variously hybrid
cultures: slavery, black identity and sexuality, nation/narration, home and
location/ dislocation. The following authors will be studied Aime Cesaire,
Nadine Gordimer, Ousmane Sembene, Chinua Achibe, V.S. Naipaul, Wole Soyinka, Ngũgĩ wa Thiong'o, J.M. Coetzee, Nuruddin Farah
and Ben Okri.
Recommended
Texts:
Aime
Cesaire, Selection from Prose
Nadine
Gordimer, July’s People
Ousmane
Sembene, God’s Bits of Wood
Chinua
Achebe, A Man of the People
V. S.
Naipaul, A House for Mr. Biswas
Wole Soyinka, The Lion and the Jewel
Ngugi
wa Thiong’o, Petals of Blood
J.M.
Coetzee, Foe
Nuruddin
Farah, Sweet and Sour Milk
ENG 526: Studies in
African-American Literature
This
course is a survey of writings by African-American authors of the 18th, 19th,
and 20th centuries. Students will study a range of genres and will try to
examine the formal connections among those genres — how authors work and rework
certain styles, techniques, genres, and structures. They will also examine how
those genres explore a diverse body of ideas, which nonetheless coalesce around
the preoccupations of identity, freedom, mobility, and security. These concerns
are closely connected to how the writing and culture of African Americans
reflected on and helped to shape American history. The course will also examine
the interconnections between African American writing and music, visual arts,
and folklore.
Recommended
Texts:
Frederick
Douglass, Life and Times of Frederick Douglass
W.E.B.
Du Bois, The Souls of Black Folk
Langston
Hughes, Something in Common and Other Stories (Hill & Wang, 1963)
Ralph
Ellison, Invisible Man
Toni
Morrison, Beloved (Picador: London, 1988)
Alice
Walker, In Love and Trouble: Stories of
Black Women
August
Wilson, The Piano Lesson
ENG 527
Sociolinguistics and World Englishes: This course
explores sociolinguistic issues such as language planning and policy, language
contact situations, language variation and change, code-mixing &
code-switching, and second language learning in different regions. It also
explores the spread of English in the world today and the development of
several non-native varieties of English accepted as World Englishes.
Recommended Texts:
Wardhaugh, R.
(2010). An Introduction to Sociolinguistics. West Sussex: Wiley
Holmes, J. A.
(2008). An Introduction to
Sociolinguistics. Pearson Longman
Trudgill, P.
(2000). Sociolinguistics: An
Introduction to Language and Society. Penguin
Hymes, D. H.
(1977). Foundations in Sociolinguistics: An Ethnographic Approach.
Bell, R. T.
(1976). Sociolinguistics: goals, approaches, and problems. B. T. Batsford.
Hudson, R. A.
(1980). Sociolinguistics.
Cambridge: Cambridge University Press.
Sebba, M.
(1997). Contact Languages: Pidgins and Creoles. Palgrave Macmillan
ENG 528:
Literary Theory
This course aims at acquainting students to some
major literary theories. Therefore, the focus will be on formalism,
structuralism, post-structuralism, Marxism, feminism, psychoanalytical
criticism, new historicism, postcolonial criticism, and deconstruction.
Theorists who will be studied include Ferdinand de Sassure, Cleanth Brooks,
Lacan, Freud, Roudinesco, Raymond Williams, Antoni Gramsci, Terry Eagleton,
Toril Moi, Chandra T. Mohanty, Jean Baudrillard, Jacques Derrida, Frantz Fanon,
Edward Said, Homi Bhabha and Michel Foucault.
Recommended
Texts:
Formalism and
Structuralism:
Saussure, Ferdinand. From Course in General Linguistics, Rice and Waugh (ed.) Literary Theory, 34-40
Brooks, Cleanth. “The Formalist Critics,” Vincent B.
Leitch (ed.) The Norton Anthology of
Theory and Criticism, 1366-1371
Psychoanalytical
Criticism:
Lacan, “The Mirror Stage”
Freud, “The Uncanny,” “The Dream-Work”
Roudinesco, Elisabeth. “Introduction” from Why Psychoanalysis.
Marxism:
Raymond Williams, “From Marxism and Literature,” Rice and Waugh (ed.) Literary Theory, 122-134
Antonio Gramsci, “Hegemony,” Rivkin and Ryan (ed.) Literary Theory: An Anthology, Second
edition, 673
Etienne Balibar and Pierre Macherey, ‘Literature as
an Ideological Form’, Rice and Waugh (ed.) Literary
Theory, 134-141
Eagleton, Terry. Why
Marx Was Right.
Feminism:
Sandra Gilbert and Susan Gubar, From The Madwoman in the Attic, Rice and
Waugh (ed.) Literary Theory, 155-162
Moi,
T 1987, Sexual/Textual Politics: Feminist
Literary Theory, Methuen, London.
Chandra T. Mohanty, “Under Western Eyes: Feminist
Scholarship and Colonial Discourse”
Post-Structuralism
and Deconstruction:
Jean Baudrillard, “The Orders of Simulacra,” Rice
and Waugh (ed.) Literary Theory, 338-340
Derrida, Jaques. “Differánce,” Rivkin and Ryan (ed.) Literary Theory: An Anthology, Second
edition, 278-299
Postcolonial:
Frantz Fanon: from Wretched of the Earth, “Pitfalls of the Nationalist Consciousness,”
Norton Anthology of Theory and Criticism, 1578-87
Edward Said, from Culture and Imperialism, Rice and Waugh (ed.) Literary Theory, 369-379
Homi Bhabha, “Of Mimicry and Man: The Ambivalence of
Colonial Discourse,” Rice and Waugh (ed.) Literary
Theory, 380-386
New
Historicism:
Greenblatt: “Introduction to the Power of Forms” in
the English Renaissance, The Norton
Anthology of Theory and Criticism, 2251-2254
Michel Foucault, “History of Sexuality,” Norton Anthology of Theory and Criticism, 1648-1658.
ENG 530 Creative Writing
A practical seminar in writing fiction, poetry or drama. Emphasis will be on critical discussion of
participants work. Student will write a
shot story, a play and at least one poem (total 20 lines).
Recommended
Texts:
Harper, G. (2006). Teaching
Creative Writing.
The Creative Writing
Guidebook. London: Continuum.
Smith, J. L. (2002). Creative Writing
Hackett, T. C. (2005).
Creative Writing: Using Fairy Tales to Enrich Writing Skills.
ENG 532: Latin American
Literature
This
course will include famous Latin American authors from 1900 to present.
However, the works which will be chosen in the course content have either been
written in or been translated into English. Authors to be studied will include
Jorge Luis Borges, Pablo Neruda, Octavio Paz, Gabriel Garcia Marquez, Mario
Vargas Llosa, and Isabel Allende.
Recommended
Texts:
Jorge
Luis Borges, Labyrinths (“The Wall
and the Books,” “The Argentine Writer and
Tradition,”
“The Narrative Art and Magic,” “The Library of Babel”)
Pablo
Neruda, The Essential Neruda: Selected
Poems
Octavio
Paz, Children of the Mire (“A
Tradition Against Itself,” “Children of the Mire,” “The Pachuco and Other
Extremes”)
Gabriel
Garcia Marquez, One Hundred Years of
Solitude
Mario
Vargas Llosa, The Storyteller
Isabel
Allende, The Island Beneath the Sea
ENG 537 Teaching
Literature: This course aims
at providing hands-on training on using literature as an effective tool for the
purpose of language teaching. This course will discuss some of the prevalent
ideas and criticisms both for and against the use of literature in language
teaching. The students will be familiarized with different approaches of
teaching, selecting and compiling literary materials, which will have direct
pedagogical implications for classroom teaching. At the end of the course, the
students should be able to select, evaluate, analyze, plan and design materials
for practical application in the language classroom. The course is designed for
aspiring teachers and students for effective English language teaching and
learning.
Recommended Texts:
Lazar, G.
(1993). Literature and Language Teaching. Cambridge, CUPCarter, R. and John
Simpson, P. (1997).Language Through Literature: An Introduction. New York:
Routledge
Kennedy, P. and
Falvey, P. (1998). Learning Language Through Literature in Primary Schools: Resource
Book for Teachers of English. Hong
Kong University Press
ENG 624: Masterpieces of
World Literature
This
course will introduce students to some of the classics of world literature in
translation, from the ancient world through the European renaissance to the
present. Students will critically analyze, in essays and papers, specific
authors, works, themes, and other topics as assigned.
Recommended
Texts:
Homer, The Odyssey
Fyodor
Dostoyevsky, Notes from Underground
Leo Tolstoy, The Death of Ivan Ilyich and Other Stories
Naguib
Mahfouz, Palace Walk
Günter
Grass, The Tin Drum
Thomas
Mann, Death in Venice
ENG 625: Shakespeare
This
intensive course will guide students through themes and character studies and
will enable them to consider the social, political and philosophical issues
that influenced and inspired the remarkable “Bard of Avon”. It will provide a
framework of study in which students will examine in detail each of the major
dramatic genres– tragedy, comedy and history-so that they may explore, discover
or develop an interest in a particular aspect or aspects of the Shakespearean
canon. Thus it will offer them a chance to deepen and broaden the knowledge and
understanding they already possess.
Recommended
Texts:
The
Taming of the Shrew
Richard
III
Hamlet
Othello
King
Lear
Macbeth
The
Tempest
ENG
627: Cultural Studies
This
course is designed to develop the student’s understanding of and appreciation
for the role of critical theory, and the theoretical issues that it poses, in
relation to cultural studies and the humanities. Students will not only acquire
a familiarity with the various schools of critical theory and how they have
impacted various academic disciplines but also develop their own skills in
critical thinking as they work their way through the questions that theoretical
issues present. This course illustrates that theory has not only had an effect
on all areas of academic learning but also has ‘trickled down’ to impact all
aspects of modern life and popular culture. The key objective, other than those
mentioned above, is to show students how theory is relevant to their lives,
thoughts, experiences, and interpretations of the world around them. The study
of theory is a valuable undertaking in its own right, but it will also be a
definite source of help in making sense of the approaches encountered in other
courses.
Recommended
Texts:
Barthes, Ronald, The Pleasure of the Text.
Raymond Williams, “The
Analysis of Culture”
Louis Althusser, “Ideology
and Ideological State Apparatuses”
Laura Mulvey, “Visual
Pleasure and Narrative Cinema”
Michel Foucault, “Method”
Antonio Gramsci, “Hegemony,
Intellectuals and the State”
Mikhail Bakhtin, “Carnival
and Carnivalesque”
Jean-François Lyotard, “The
Postmodern Condition”
Hall, S. "The Question
of Cultural Identity".
Evans, Richard (2000). In
Defense of History.
Nealon, Jeffrey and Susan
Searls Giroux (2003). The Theory Toolbox: Critical Concepts for the New
Humanities.
Storey, John (1994).
Cultural Theory and Popular Culture – A Reader
Storey, John (2001).
Cultural Theory and Popular Culture – An Introduction
ENG 697
Dissertation: This
course introduces students to the process of academic research. The initial
stage acquaints students with the mechanics of research methodology including writing
a research proposal, determining the objectives of the research, formulating
research questions, and choosing appropriate tools of collecting and analyzing
data. This research initiation will lead
on to the actual dissertation. Students will investigate a chosen topic and
write a formal dissertation in 6,000-8,000 words. They will also make a formal
presentation.
Recommended Texts:
George Watson,
G. (1987). Writing Thesis: a guide to long essays and dissertation. Longman
Swetnam, D. Writing Your Dissertation: How to Plan, Prepare and Present
Your Work. Oxford: How to Books Ltd.
McDonough, J. and McDonough, S. (1997). Research Methods for English
Language Teachers. London: Arnold
MLA Handbook for Writers of Research Papers, 7th
Edition (2009). Modern Language Association of America: New York.
SUMMARY OF
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