Bangladesh University of Professionals (BUP)

Department of English
Master of Arts in English Language Teaching & Applied Linguistics

Course Outline

ELTAL 6012 Language Teacher Development and Practicum Credit Hours: 04

Course Details

Course Code: ELTL 6012

Course Title: Language Teacher Development and Practicum

Course Instructor: Dr. Fahmida Haque

Designation: Associate Professor

Address: Room No. #906, Academic Building

E-mail: fahmida.haque@bup.edu.bd

Official Phone No.: 01762098477

Class Schedule: Monday (12.00 pm-1.30 pm), Tuesday (2.00 pm-3.30 pm)

Course Interaction Time: Sunday (3.00 pm-4.00 pm)

Pre-Requisite:
ELTAL 6001, ELTAL 6003 and ELTAL 6009. Students who do not have the recommended
credits in ELTL 6001 and ELTAL 6003 course may experience significant difficulty with the
essay assignments and examinations.

Course Description:
This course will look at the importance of looking at the language classroom with an
enquiring mind. It will give students an introduction to the classroom research process. It will
orient students to the format of an empirical research paper. Major tools of collecting and
analyzing classroom data will be discussed both in the quantitative and the ethnographic
traditions.

Objectives:
The overall aim of this course is to provide an introduction to the principles and
practice of language teacher education. It also focuses on the debates about the nature of

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teaching and teacher development and the relationship between theory and practice in
education.

The practicum component will focus on classroom practices; practical application of

SLA theories and ELT methodologies; observation of language classes; micro teaching
/simulation; lesson/materials preparation and self-evaluation.

Learning outcomes:
Upon completion of this course, student will be able to:
 understand the nature and needs of teacher education
 realize the importance of planning a lesson
 evaluate the examples of current language teacher education programmes
 specify the purposes of classroom observation
 demonstrate understanding of pre- service and in- service teacher training
programmes
 understand the constructivist, humanistic and reflective approaches to teacher
education

Course Conduct Methodology:

Course conduct methodology includes lectures, consultations, discussions, giving
feedback, analysis of academic texts and examples, relevant texts, journals, handouts,
posters, pictures, written assignments, group work and individual work. The classes will be
comprehensive and interactive. Students are encouraged to communicate with the teacher
regarding relevant matters in the class room as much as possible. Students are expected to

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come prepared to each class. This means that the students need to complete assigned
readings and any other assignments provided prior to the particular class session. Classes will
consist primarily of both lectures from the instructor and student-driven discussions.

Method of Evaluation/ Grading Policy:

Assessment Strategy:
Students will be expected to read critically (i.e. “reading with double pairs of eyes”), to
analyze diligently, and to communicate their insights in both oral and written forms. The
teaching methodology will feature lectures, discussions, and visual aids. Coursework will
include tests, examinations, papers, and presentations. The specific nature of these activities
will be defined in handouts. However, see general guidelines for papers toward the end of
this document.

Assessment System:

Events Weightage
a. Semester Final Exam 50%
b. Midterm Exam 20%
c. Class Tests (Best 3 out of 4) 10%
d. Seminar/Term Paper (Individual), including Presentation(s) 15%
(10+5)
e. Class attendance & participation 05%
Total 100%

Grading & Point System

Numerical Grade Letter Grade Grade Point

80% and above A+ (A Plus) 4.00
75% to < 80% A (A Regular) 3.75
70% to < 75% A- (A Minus) 3.50
65% to < 70% B+ (B Plus) 3.25
60% to < 65% B (B Regular) 3.00
55% to < 60% B- (B Minus) 2.75
50% to < 55% C+ (C Plus) 2.50
45% to < 50% C (C Regular) 2.25
40% to < 45% D 2.00
< 40% F 0.00
--------------------- I Incomplete
--------------------- W Withdrawn

SEMINAR
o Students will give a formal, multi-media, 20-minute seminar on any topic covered by
this course before a committee (formed by the Academic Committee of the
department) consisting of two internal members including the course teacher and one
external member. Distribution of 15 (fifteen) marks is as follows: 5 for the seminar
(given by the committee) and 10 for the written script (given by the course teacher).
o Topics of the seminars have to be Topics of the seminars have to be formally approved
by the course teacher concerned.

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 o The course teacher will be in charge of the management of this seminar.

Disability Statement:
BUP is committed to creating a learning environment that meets the needs of its diverse
student body. It is my goal to create a learning experience that is as accessible as possible. I
am committed to creating a course that is inclusive in its design. If you anticipate any issues
related to the format, materials, or requirements of this course, please meet with me outside
of class so we can explore potential options. If you encounter barriers, please let me know
immediately so we can determine if there is a design adjustment that can be made. I am
happy to consider creative solutions as long as they do not compromise the intent of the
assessment or learning activity. If you are interested in obtaining information to improve
writing, study skills, time management or organization, I am available to you. If you are
experiencing symptoms of anxiety or depression or are feeling overwhelmed, stressed, or in
crisis, you can also seek help. Moreover, BUP offers individual consultations for students
interested in learning relaxation and other stress/time management skills. Please contact
your Counselor.

To obtain disability-related academic adjustments and/or auxiliary aids, you must contact me
and the respective Counselor as soon as possible. If you are concerned you have a disability-
related condition that is impacting your academic progress, there are several academic
screening facilities available on campus that can help you.

If you fails to appear in the mandatory examinations during the semester due to sickness,
hospitalization or other unavoidable circumstances; provided valid supporting documents you
will be permitted to retake the examination.

Academic Integrity
Taking someone else’s words, ideas or concepts, and using them without citing your source, is
plagiarism. So is using another student’s essay, or part of his or her essay, as your own. In
the world of writing (academic writing especially), this is a serious crime, and is treated as
such. Anyone who plagiarizes or includes non-documented material from another source
(including online sources) will receive a failing grade for the entire course and will be
referred to the Dean’s office for possible further disciplinary action.

We will discuss how to define plagiarism in this course, and if you have any questions, always
feel free to ask me. It’s been my experience that those writers who plagiarize are those who
feel overwhelmed by the assignment and out of desperation, use someone else’s work to
stand in for their own. If you get so frustrated with an assignment that you feel like your only
option is to plagiarize, come see me. My role as a teacher is to help students, not punish
them—use me as a resource to help you write, brainstorm or work out your essays. Please
don’t plagiarize.

Plagiarism falsely represents another source’s words or ideas as your own, and, if you commit
plagiarism in this course, you will receive a final course grade of F and be reported to the
Vice President of Academic Affairs. Representing the voice of another individual as your own
voice constitutes plagiarism, however generous that person may be in "helping" you with an
assignment. To avoid plagiarism, cite your sources whenever you quote, paraphrase, or
summarize material, or use digital images from any outside source (including websites,
articles, books, course readings, online postings, or someone else’s notes). Turning in an
assignment generated collectively under the name of a single individual is considered

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 plagiarism. As long as you make a good faith and clear effort to cite your sources, you will not
be faulted for plagiarism, but your work will be penalized if citations are inaccurate, unclear,
or lack important information. Cheating on exams or exercises will also receive a final course
grade of F.

Course Dis-collegiate/Drop-out policy:

Attendance in all classes is mandatory. A certain percentage of the total marks for each
course is allotted for class attendance. If a student is to appear at the final examination,
she/he must fulfill the criteria of being Collegiate (having 75% or more attendance). In case a
student becomes Non-collegiate (having attendance from 65% to below 75%) his/her guardian
must apply to the Chairman of the respective department followed by the payment of BDT
5000 as fine for each course to be allowed to sit for the final exam. Students who become Dis-
collegiate (having attendance below 65% attendance) will not be allowed to sit for the final
examination. However, the Deans have the authority to consider 5% attendance on any
valid/exceptional reasons with the recommendation of the respective Chairman of the
department. Students must obtain permission from the Chairman of the department for any
kind of absence due to valid reason and must inform the course teacher and Programme
Coordinator. The marks distribution for attendance is given below:

Attendance Marks
90% and Above 10.0
85% to 89% 9.0
80% to 84% 8.0
75% to 79% 7.0
6.0
65% to 74% (Non-Collegiate, with payment @ 5000/- per
course)
Less than 65% Dis-collegiate

Policy on grade appeal:

If a student anticipates any biasness or unfair treatment about the evaluation or grading, s/he
can make such apprehension known to the appropriate authority. A certain amount of fee is
required for lodging such an application of grievance.

a. The application of grievance should be submitted by the student to the Chairman of the
Department within a week after the publication of the result.
b. A three-member Grievance Committee from the teachers of the Department will be
formed by the Dean of the Faculty on the basis of the recommendation of Chairman of the
Department for this purpose.
c. The decision of the Grievance Committee would be the final and it should be abided by all
concern.

A student, earning lower than ‘B’ Grade (i.e. lower than Grade Point 3.00) in any course(s),
may choose to improve the grade by appearing at the improvement examination. In case of
improvement examination, following rules will be maintained:

 A student will get chance to improve the grade of a course only for once in a valid registration
period.

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 The student must sit for only the Semester-final examination with the immediate next batch.
 If the grade point obtained by the student in the improvement examination is lower than the
earlier obtained grade point, the earlier one (previous grade point) will stand.
 Improvement examination for a course will not be allowed after the graduation and
certification.
No improvement examination will be allowed for any practical course, viva voce, internship
and thesis/project/dissertation and/or the like.

Late policy:
Classes start at right time as mentioned in the Class Routine without any deviation. Any
student failing to be in class within 5 minutes of starting time shall not be allowed to enter
the classroom by the ‘Classroom Door Attendant’. This does not mean that students shall
make it a habit of routinely entering the classrooms after five minutes of the starting time. It
is advised that the students should be in the classroom five minutes prior to the starting time
of any class, so that they can settle down and be mentally prepared to listen to the Lecturer
by heart.

Make up procedures:
During the semester, if, due to any unavoidable circumstances, any class is missed, the
makeup classes will be taken during weekends or other holidays.

Course contents:
 Current models and theories of teacher education
 Beliefs, maxims and experience of teacher development
 Pre-service and in-service teacher education
 Teacher as reflective practitioner
 Teacher as a researcher
 Supervision, evaluation, monitoring and mentoring
 Review of skill teacher
 Current methodological in ELT
 Managing change and innovation in language teaching
 Lesson planning
 Microteaching and practicum

Teaching-Learning Strategy:
This course will be based on lectures by the professor, student presentations and
discussion, readings, and research into current developments in Applied Linguistics.
Throughout the course students will be expected to engage in critical discussions of all topics
based on unit readings.  An open environment for discussions of alternative approaches to
teaching and learning will be encouraged. Expectations regarding learning are based on
interaction and socio-cultural development within a safe learning environment.

Assessment Strategy:
Assessment may be conducted through class tests, quizzes, presentations,
assignments, seminar paper and terminal examinations.

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Core texts:
Richards, J. and Farrell, T. (2005). Professional Development for Language Teachers:
Strategies for Teacher Learning.
USA: Cambridge University Press.Visit Amazon's Jack C. Richards Page search results Learn
about Author Central
Ur, P. (1996). A Course in Language Teaching: Practice and theory. Cambridge: Cambridge
University Press.
Wallace, M. J. (1991). Training foreign language teachers: a reflective approach. Cambridge:
Cambridge University Press.

Recommended readings:
Aboud, F. E. (2006). Evaluation of an early childhood preschool program in rural Bangladesh.
Early Childhood Research Quarterly 21, 46-60.
Bailey, K. M. (2006). Language Teacher Supervision: A case based approach. USA: Cambridge
University Press.
Freeman, D. and Richards, J. C. (1996). Teacher Learning in Language Teaching. Cambridge:
Cambridge University Press.
Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: Cambridge
University Press.
Johnson, J. (1999). Understanding Language Teaching: Reasoning in Action. Boston:
Heinle/ITP
Koki, S., The Role of Teacher Mentoring in Educational Reform. PREL.
Kotter, J. P., (1995). Leading Change: Why Transformation Efforts Fail. Harvard Business
Review.
Richards, J. C. (1998). Beyond Training: Perspectives on language teacher education.
Cambridge: Cambridge University Press.
Richards, J. C. Teacher's Maxims in Language Teaching. TESOL QUARTERLY Vol. 30, No. 2,
Summer 1996.
nd Richards, J.C. and Rodgers, T.S. (2001). Approaches and Methods in Language Teaching (2
ed.). USA: Cambridge University Press.
Richardson, V. (Ed.), (1997). Constructivist Teacher Education. London: Routledge and
Falmer.
Roberts, J. (1998). Language teacher education: the reflective trainer. New York: Arnold.
Teachers on Teachers. (NB All experts from Autumn 1989)
The Supervisory Process of EFL Teachers: A Case Study. TEL-EJ 17.1, May 2013 – Volume 17,
Number 1. Chen & Cheng.
Tsui, A. (2003). Understanding Expertise in Teaching: Case Studies of second Language
Teachers. Cambridge: Cambridge University Press.
TSUI, A.B.M. Complexities of Identity Formation: A Narrative Inquiry of an EFL Teacher. Hong
Kong SAR, China: TESOL QUARTERLY Vol. 41, No. 4, December 2007.
Williams, M and Burden, R. L. (1997). Psychology for Language Teachers. Cambridge:
Cambridge University Press. Chapter three. pp. 46-64.