Undergraduate

Course Code                          : Eng. 401

Course Title                           : Teaching Second Language Skills

Course Credits                      : 4

Full Marks                             : 100

Introduction to the Course

This course explores the theories, strategies and techniques of teaching the four basic skills of reading, writing, speaking, listening as well as grammar and vocabulary. The course will also provide experience in designing tasks and activities to develop the various skills following an integrated approach. In addition, the course attempts to incorporate new research developments related to teaching these skills and situate discussions in the pedagogic context of Bangladesh as appropriate.

Objectives

The course aims to:

  • provide an overview of the four language skills as well as grammar and vocabulary
  • focus on the teaching strategies related to the various skills
  • equip students with the skills to design classroom tasks and activities.

Course Contents

Reading

  • Purposes of reading and types of texts
  • Reading processes: lower level processes, higher level processes
  • Strategies of reading: skimming, scanning, predicting, inferencing, speed reading, intensive and extensive reading
  • Models of reading: bottom-up model, top-down model and interactive model
  • Schema theory
  • Approaches to teaching reading: pre-reading, while-reading and post-reading
  • Designing reading tasks and activities for Bangladeshi learners.

Listening

  • Purposes of listening
  • Types of listening: intensive listening, extensive listening, transactional listening and interactional listening
  • Models of teaching listening: bottom-up, top-down and interactive models
  • 3-phase approach to teaching listening: pre-listening, while-listening and post-listening
  • Problems in teaching listening
  • Designing listening tasks and activities for Bangladeshi learners

 Writing

  • Purposes of writing
  • Approaches to writing: product approach, process approach and genre approach
  • Stages of writing: pre-writing, while-writing and post-writing
  • Feedback on students’ writing
  • Designing writing tasks and activities.

Speaking

  • Features of spoken English
  • Accuracy, fluency and complexity
  • Principles for teaching speaking skills
  • Feedback on spoken performance
  • Designing speaking tasks and activities for Bangladeshi classrooms.

Grammar

  • Approaches to teaching grammar: inductive and deductive and discourse-based approaches
  • Designing tasks and activities for teaching grammar aligning to the Bangladeshi context.

Vocabulary

  • Ways of acquiring words: Incidental learning and conscious learning
  • Principles and practices in teaching vocabulary
  • Designing tasks and activities for teaching vocabulary

Intended Learning Outcomes

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

  • understand the theories and processes of reading, writing, speaking and listening
  • familiarize themselves with approaches to teaching grammar and vocabulary
  • develop an understanding of the approaches, models and techniques of teaching the skills in the classroom with awareness of the L1 backgrounds of the students
  • apply theoretical knowledge to design tasks and activities for the Bangladeshi classroom.

Instructional Strategies

  • Lectures and discussions
  • Oral and multimedia presentations
  • Pair and group work

Core Texts

Harmer, J. (2010). The practice of English language teaching. New York: Longman.

Tickoo, M. L. (2003). Teaching and learning English: A sourcebook for teachers and        

teacher-trainers. Hyderabad: Orient Blackswan.

Ur, P. (2012). A course in language teaching: Practice and theory. Cambridge: Cambridge

University Press.

Recommended Readings

Burns, A. and Siegel, J. (eds.) (2018). International perspectives on teaching the four skills in

ELT: Listening, reading, speaking and writing. New York: Palgrave.

Clenton, J. and Booth, P. (2020). Vocabulary and the four skills: Pedagogy, practice, and

implications for teaching vocabulary. London: Routledge.

Harmer, J. (1998). How to teach English: An introduction to the practice of English           

language teaching. Longman

Hinkel, E. (2016). Teaching English grammar to speakers of other languages. London:

Routledge.

Rost, M. (2011). Teaching and researching listening (2nd edition). London: Pearson.

Scrivener, J. (1994). Learning teaching: A guidebook for English language teachers.

London: Macmillan.

Course Code                          : Eng. 402

Course Title                           : 20th Century Poetry and Drama

Course Credits                      : 4

Full Marks                             : 100

Introduction to the Course

This course studies a selection of texts by such leading British poets and playwrights of the twentieth century. It engages the students with some of the major twentieth-century literary trends predominant in the works of these authors. The texts are contextualized within the historical background of Irish independence movements as well as the two World Wars and their aftermaths. The course considers such issues as the role of literature in the fast-changing cultural and political milieus of the twentieth century, cultural nationalism, internationalism and transnationalism, the power and limits of language, and the problems and achievements of literary modernism.

Objectives

This course aims to:

  • provide a knowledge and understanding of the historical, social, cultural and global contexts of the literary achievements of the major twentieth-century writers
  • examine some key elements of modern literary trends such as Symbolism, Absurdism, and Existentialism, as found in the works of the authors concerned
  • familiarize the students with the poetry and poetics of three major modern poets
  • explore the relationship between theatre and performance through studying the features, conventions and techniques of Absurd plays.

Course Contents

Contextual Background

  • Irish Independence Movements
  • The World Wars
  • Interwar Britain
  • Britain after the Second World War

Poetry

William Butler Yeats:                                     ‘The Lake Isle of Innisfree’; ‘September 1913’;

‘A Prayer for My Daughter’; ‘Easter 1916’;

‘The Second Coming’; ‘Leda and the Swan’; ‘Among School Children’; ‘Sailing to Byzantium’; ‘Mohini Chatterjee’

Thomas Stearns Eliot:                                    The Waste Land

  1. H. Auden: ‘Musée de Beaux Arts’; ‘In Memory of W. B.

Yeats’; ’Shield of Achilles’

Drama

Samuel Beckett:                                              Waiting for Godot

Harold Pinter:                                                 The Birthday Party

Intended Learning Outcomes

By the end of the course, the students will be able to:

  • demonstrate familiarity with various features of modernist literature
  • recognise and evaluate key modern poetical and theatrical conventions
  • discuss and analyse the socio-cultural and historical contexts of modern British literature
  • appreciate how the complexities of modern life are reflected in the writings of some major modern authors.

Instructional Strategies

  • lectures and discussions
  • oral presentations by students as part of class work
  • use of multimedia

Core Text

Abrams, M. (Ed.) (2012) The Norton Anthology of English Literature. Vol. 2.W. W. Norton & Company.

Recommended Readings

Burkman, K. H.  (1987). Myth and Ritual in the Plays of Samuel Beckett. Fairleigh

Dickinson University Press.

Corcoran, N. (Ed.) (2007). The Cambridge Companion to Twentieth-Century English Poetry.

Cambridge University Press,.

Esslin, M. (2001). Theatre of the Absurd. Vintage,.

Howes, M.  (Ed.) (2006)The Cambridge Companion to W. B. Yeats. Cambridge University Press.

Innes, C. (2009) Modern British Drama. Cambridge University Press.

Levenson, M.. (Ed.) (1999) The Cambridge Companion to Modernism. Cambridge University

Press, 1999.

McIntire,G. (Ed.) (2015). The Cambridge Companion to The Waste Land. Cambridge

University Press.

Naismith, B. (Ed.) (2000). Harold Pinter: Faber Critical Guide- The Caretaker, The Birthday

Party and The Homecoming. Faber & Faber.

Smith, S.(Ed.) (2004). The Cambridge Companion to W. H. Auden. Cambridge University

Press.

Unterecker, J. (Ed.) (1963). Yeats: A Collection of Critical Essays. Prentice-Hall.

Williamson, G. (1998). A Reader’s Guide to T. S. Eliot: A Poem-by-Poem Analysis.

Syracuse University Press.

Wilson, E. (2004). Axel’s Castle: A Study of the Imaginative Literature of 1970-1930.

Farrar, Straus and Giroux.

Course Code                          : Eng. 403

Course Title                           : Gender in Language and Literature

Course Credits                      : 4

Full Marks                             :100

Introduction to the Course

This course is designed to introduce students to the socio-political and cultural aspects of language by means of which the world has been gendered. It includes English language as well as its literature. The course will focus on the connection between English language and literature and how this has contributed to creating a gendered view of the world. The course also provides a constructive criticism of the gendered view of the world.

Objectives

The course aims to:

  • introduce students to the concept of gender in language and literature
  • make students critically aware of sexism and language
  • focus on the relationship among language, identity and gender as presented in English language and English literature
  • examine how language is used to assert hegemonic power
  • critically analyse the influence of feminism and feminist linguistics and how context, gender and language are related
  • attempt at understanding examples from corpus linguistics to comprehend notions of gender discrimination and  political correctness.

Course Contents

Gender in Language

  • Introducing Language and Gender: Relation between language and gender; defining sex and gender; the problematic dichotomy between sex and gender; importance of language study for feminism
  • Language and Power: Gramsci and Foucault’s notion of hegemony, power and identity
  • Language and Advertisement: Language of media and advertisement and how it creates a sense of empowered self/alienation
  • Theories: ‘Deficit’, ‘Dominance’ and ‘Difference’ theories as propounded by Robin Lakoff, Dale Spender, Daniel Maltz and Ruth Borkar; application of theories in real-life contexts
  • Political Correctness: Defining political correctness and understanding its relevance in contemporary world, ‘Verbal hygiene’
  • Pedagogic Implications: Gender representation in language textbooks; Gender constructions in language classrooms

Gender in Literature

August Strindberg:                                                     The Father

William Ernest Henley:                                               ‘Invictus’

Kate Chopin:                                                               ‘Wiser than God’

Joseph Rudyard Kipling:                                            ‘If’

Ernest Hemingway:                                                    The Sun also Rises

Jean Rhys:                                                                   Wide Sargasso Sea

Charlotte Perkins Gilman:                                           Herland

Margaret Atwood:                                                      The Handmaid’s Tale

Shahin Akhter (translated by Ela Dutt):                     The Search

Theory:

Elaine Showalter:                                            ‘Towards a  Feminist Poetics’

Bell Hooks:                                                                ‘Global Feminism’

Intended Learning Outcomes

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

  • reflect and contribute to discussion around gender in English language and literature
  • demonstrate theoretically informed knowledge and understanding of the gendered dimension of socio-political and cultural practices that perpetrate gender discrimination in the use of language and in literary texts
  • use gender-neutral language to overcome inequalities perpetuated through the English language and its literature
  • identify and rectify their gender-stereotypical attitude and behaviour
  • participate in the ongoing debates about language and gender.

Instructional Strategies

  • Lectures and discussions
  • Oral and multimedia presentations
  • Pair/ group work

Core Texts (for Gender in Language)

Bing, J.M. and Bergvall, V. L. (1998). The question of questions: Beyond binary thinking. In J.

Coates. (Ed.). Language and gender: A reader. (pp. 495-511). London: Blackwell.

Crystal, D. (2010). Political correctness. A little book of language. (pp. 34-220). Hyderabad:

Orient Black Swan.

Goddard, A. and Meân, L. (2009). Language and gender. New York: Routledge.

Lakoff, R. T. (1975). Language and woman’s place. Oxford: Oxford University Press.

Simpson, P. and Mayr, A. (2012). Introduction: Key topics in the study of language and power. Language and Power (pp. 2-3). New York: Routledge.

Sunderland, J. (2006). Section A: Introduction, Units A1- A6. Language and Gender (pp. 1- 46).

New York: Routledge.

Talbot, M. M. (1998). Part 1, Chapter 1: Preliminaries: Airing stereotypes and early models. In

Language and gender: An introduction. (pp. 3-18). Cambridge: Polity Press.

Tannen, D. Talk in the intimate relationship: His and hers. In J. Coates. ( Ed.) (1998). Language

and gender: A reader. London: Blackwell.

Recommended Readings (for Gender in Language)

Appleby, R. (2010). ELT, gender and international development: Myths of progress in a

neocolonial world. Bristol: Multilingual Matters.

Cameron, D. and Kulick, D. (Eds.) (2006). Chapters 1, 2, 3 and 11. The language and sexuality

reader. New York: Routledge.

Recommended Readings (for Gender in Literature)

Azim, F. and Zaman, N. (Eds.) (1994). Infinite variety: Women in society and literature. Dhaka:

University Press Limited.

Ciocoi-Pop, M. and Tirban, E. (1992). Absurdity in Hemingway’s The Sun also Rises. East-West

Cultural Passage, 19 (2), 159-174. https://doi.org/ 10.2478/ewcp-2019-0017

Friedan, B. (1963). Chapters 8,9 and 10. The Feminine Mystique. London: W. W. Norton &

Company.

Hooks, B. (2000). Feminism is for everybody: Passionate politics. Boston, MA: South End

Press.

Moi, T. (1985). Sexual/textual politics: Feminist literary theory. London: Methuen.

Woolf, V. (1929). A room of one’s own. London: Hogarth Press.

Course Code                          : Eng. 404

Course Title                           : Language through Literature

Course Credits                      : 4

Full Marks                             : 100

Introduction to the Course

This course is designed to make students aware of the different ways that the teaching of language and literature can converge in mutually beneficial methodologies and approaches. It attempts to sensitize students to the importance of literature as a resource for language teaching as well as the ways in which language-based approaches and stylistic analysis can help students in their study and understanding of literature.

Objectives

This course aims to:

  • introduce students to different approaches linking the teaching of language and literature
  • provide students with practical experience in exploiting literary texts to teach language skills
  • explore how language based approaches, such as stylistics can provide a ‘way in’ to the analysis of literary texts
  • provide students hands-on experience in stylistic analysis of different genres of literary texts.

Course Contents

  • Advantages of using literature in the language classroom
  • Approaches and challenges to using literature in the language classroom
  • Using literature as a resource for language teaching: using poems, short stories, novels and drama to teach reading, writing, speaking and listening
  • Reading literature cross-culturally
  • Criteria for selecting appropriate literary texts for teaching language skills
  • Concepts and methods of stylistic analysis: foregrounding, parallelism, deviation, repetition, etc.
  • Analyzing poetry, prose and drama using features of stylistic analysis at the word, clause and sentence levels as well as analyzing the effects of points of view, categories of speech and thought presentation etc at the whole text level.

Intended Learning Outcomes

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

  • understand the connections between the teaching of language and literature
  • evaluate the issues underlying the various approaches to exploiting linguistic texts for literary purposes
  • independently use literary texts to design materials for teaching language skills
  • utilise methods of stylistic analysis to interpret and critically comment on literary texts.

Instructional Strategies

  • Lectures and discussions
  • Oral and multimedia presentations
  • Assignments
  • Pair and group work

Core Texts

Collie, J. and Stephen, S. (1987).  Literature in the language classroom. Cambridge:

Cambridge University Press.

Lazar, G. (2010). Literature and language teaching. Cambridge: Cambridge University Press.

Short,  M. (1986).  Exploring the language of poems, plays and prose. New York: Longman.

Recommended Readings

Carter, R. and Long, M. N. (1991). Teaching literature: Handbook for language teachers. New

York: Longman.

Parkinson, B. and Thomas, H. R. (2000). Teaching literature in a second language. Edinburgh:

Edinburgh University Press.

Toolan , M. (2014). Language in literature: An introduction to stylistics. London: Routledge.

Watson, G. and Zyngier, S. (Eds.). (2007).  Literature and stylistics for language learners:

Theory and practice. UK: Palgrave Macmillan.

Course Code                          : Eng. 405

Course Title                           : Migration Literature

Course Credits                      : 4

Full Marks                             : 100

Introduction to the Course

This course introduces students to the experiences of mobility and dislocation in a globalised world. It fosters an understanding of how post-world war II migrations, both forced and voluntary have led to the development of our contemporary multicultural world. These transnational movements will be examined for their impact upon identity and culture. The course specifically focuses on Asian migrations to European and North American centres of the developed world since world war II.

Objectives

This course aims to:

  • introduce students to one of the most recent phenomena of world literature, i.e. migration literature and diaspora
  • reveal how mobilities and travel shape identities and impact upon race, gender and nationalism
  • identify key issues in migration experiences such as hybridity, ambivalence and adjustment, abandonment and return, identity crisis and self-fashioning
  • develop critical awareness and analytical skills through intensive reading of texts concerned with migration and transnationalism
  • build awareness of the way English language is negotiated in a new world and enriched through contact with mother tongues of immigrant communities.

Course Contents

Critical Essays          

Edward Said:                                                              ‘Reflections on Exile’

Salman Rushdie:                                                         ‘Imaginary Homelands’

Homi Bhabha:                                                             The Location of Culture (excerpts)

Fiction           

Amy Tan:                                                                    The Joy Luck Club

Amitav Ghosh:                                                            Gun Island

Monica Ali:                                                                 Brick Lane

Adib Khan:                                                                 Seasonal Adjustments

Khalid Hussaini:                                                         The Kite Runner 

Poetry

Tishani Doshi:                                                             ‘The Immigrant’s Song’

Aga Shahid Ali:                                                          ‘Land’

Sujata Bhatt:                                                               ‘Search for My Tongue’

Tarfia Faizullah:                                                          Selections

Intended Learning Outcomes

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

  • understand the focus and issues of migration literature in relation to global realities
  • apprehend the impact of migration literature and diaspora on identity, culture and society, gender and nationalism
  • critically analyse and comment upon the core themes of migration literature in the academic world
  • realise and appreciate the globalisation of the English language.

Instructional Strategies

  • Lectures and discussions
  • Oral and multimedia presentations
  • Group work

Recommended Readings

Guy, A. (2012). Migration: Changing the World. Pluto.

Chambers, I. (1994). Migrancy, Culture, Identity. Routledge.

King, R., Connell, J., and White, P., (Eds.) (1995). Writing Across Worlds: Literature and Migration.  Routledge.

Jay, P. (2010). Global Matters: The Transnational Turn in Global Studies.Cornell University  Press.

Pennycook, A. (2001). ‘English in the World/The World in English’. In Burns, A. and Coffin, C. (Eds.), Analysing English in A Global Context: A Reader. London: Routledge.