Ph.D. (English) Course Work Paper II

(1)

Ph.D. (English) Course Work Paper II

A. POETRY

Credit: 04 Max. Marks

100 Course Description: This course takes into account that research in poetry requires pursuit of the existence of truths within cultures, traditions, attitudes, thoughts and feelings.Poetry can be researched successfully when scholars respect the poets’ identities and are able to accurately comprehend their stories. Also, it provides researchers with an awareness of poetic traditions and abilities of analysis and critical thinking. The course may consist of some lectures but it is essentially writing and discussion based.

Course Objectives:

1. To introduce the student to the qualitative aspects of research in poetry.

2. To conduct enriched analysis, explore themes and write lucid interpretations.

3. To develop individual and independent critical aptitude.

4. To learn to identify poetic devices, techniques, strategies etc and unravel their complexities.

5. To understand the role of poetry outside the classroom.

Unit I

 Recent Trends/Approaches

(Discussion in the class to focus on writing and reading)

Note: 1) Selections of the topics to be discussed shall be made by the teacher(s) concerned keeping in mind the respective scholars’ areas of research.

2) A portfolio of writing drafts leading to the final draft for Unit III is to be maintained by the research scholars. The portfolio will be a part of continuous assessment.

Essential Reading: T.S. Eliot, ‘Tradition and the Individual Talent’

1. Propp, Vladimir. "Introduction." Theory and History of Folklore. Ed. Anatoly Liberman. University of Minnesota:

University of Minnesota Press, 1984.

2. Of Grammatology (Baltimore & London: Johns Hopkins University Press, 1997, corrected edition, trans. Gayatri Chakravorty Spivak).

3. Cambridge History of English Literature,CUP,Cambridge2001 4. Johns Hopkins Guide to Literary Theory and Criticism (2nd

ed.). Baltimore: Johns Hopkins University Press 2005.

5. Cleanth Brooks, Understanding Poetry

Unit II

 Techniques and Methodologies

(Focus to remain on writing and reading in accordance with the

topics discussed in Unit I)

(2)

Essential Reading: C. Brooks, “The Language of Paradox”, in The Well- Wrought Urn

1. Bloom, H. (1995). The Western Canon. New York, NY: Riverhead Books.

2. Vladimir Nabokov Lectures on Literature

3. Speirs, Logan (1986). Eagleton, Terry (ed.). "Terry Eagleton and 'The Function of Criticism'". The Cambridge Quarterly. 15 (1): 57–63.

4. Sanford, M. B. (1924). ‘Reforming the study of English’ English Journal, 13, 200-205

5. Jack Myers, Dictionary of Poetic Terms University of North Texas Press,2003

Unit III

 Preparing drafts based on critical reading of selected poetry extracts chosen by the research scholar.

 Writing an essay or an analysis of poetry of about 4000 words on a topic chosen by the research scholar.

 MLA Style sheet must be used.

Note:Texts, which are a part of the Ph.D thesis, are not to be used for any assignment in this unit.

Essential Reading: Terry Eagleton:How to read a poem Suggested Reading:

1. T.S.Eliot, On Poetry and Poets

2. Carole Levine, Forms:Whole Rhythm, Hierarchy,Network 3. Kevin Coval, The Break Beat Poets:New American Poetry in

the Age of Hip Hop

4. Murray, Stuart (2009). The Library: An Illustrated History. New York: Skyhorse.

5. Regan, Shaun; Dawson, Books (2013). Reading 1759: Literary Culture in Mid-Eighteenth-Century Britain and France.

Lewisburg [Pa.]: Bucknell University Press

Assessment Plan:

End Semester Examination: 70 Marks

Continuous Assessment: 30 Marks (as

detailed below)

i. Portfolio 20 marks

ii. An Assignment/presentation carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

iii. A Sessional (as a Make up Test) to be conducted in last week

Important Notes:

1. Suggestions To Research scholars On Reading / Expectations From them:

a. Each research scholar will join the course with a prior understanding of the nature of the course and mode of teaching / learning

b. Research Scholars will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

c. Research Scholars need to be aware of the developments in the classroom.

d. Research Scholars need to read additional materials on research methodology and research ethics

2. Suggestions To Research Scholars On Writing Assignments / Expectations From Research Scholars:

a. Research Scholars need to meet the deadlines for each instruction / assignment given by the teacher.

(3)

b. Research Scholarsneed to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

c. Research Scholars need to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

3. Teacher’s Role:

a. Teachers will provide the syllabus, guidelines, study materials (except prescribed materials) in the form of hard or soft copies.

b. Teachers will announce each test / quiz / assignment / sessional well in advance.

c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed guidelines for presentation & assignment as per the requirement.

d. Teachers will share the answer scripts and provide feedback if the research scholars want to have it.

e. Marks obtained by research scholars for all tests / continuous assessments will be announced by the teacher.

f. The teacher will destress research scholars by explaining that continuous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.

4. Class Policies:

i. Policy on late and unsubmitted tasks: those research scholars who submit their assignments will not get same / better marks than those whose submit in time.

Teachers are always receptive to any emergency situations.

ii. Class attendance: as per university rules, 75% attendance is mandatory.

5. Additional Weekly, Post Class Discussion Sessions:

Research scholars may arrange additional classes in consultation with the teacher concerned, if time and situation permits.

(4)

Ph.D. (English) Course Work Paper II

B. PROSE AND FICTION

Credit: 04 Max. Marks

100 Course Description

This course will enable the researchers to understand the fundamental approaches, concepts and techniques in fiction. The growth of novel as a genre over the ages signifies its importance in a multidimensional context, contributing to its universal appeal and popularity. Special consideration will be given to make the scholars familiar with literary and critical works of fiction, so that they can efficiently gather, evaluate, synthesize information from a variety of sources.

Course Objectives

 To make the research scholars understand the literary, historical and cultural impact of narrative works.

 To activate and develop critical and analytical thinking.

 To identify and cogently analyze connection between different authors and the novel genre.

 To evaluate information, draw on different points of view, techniques and formulate perspectives.

 To develop competence in giving constructive criticism so that the student may engage in life-long learning.

UNIT – I

 Recent Trends/Approaches

(Discussion in the class to focus on writing and reading)

Note: 1) Selections of the topics to be discussed shall be made by the teacher(s) concerned keeping in mind the respective scholars’ areas of research.

2) A portfolio of writing drafts leading to the final draft for Unit III is to be maintained by the research scholars. The portfolio will be a part of continuous assessment.

Essential Reading: Mc Keon, Michael. The Origins of the English Novel 1600-1740, 1987.

 Daniel T. O’Hara, A Companion to LiteraryTheory, Chapter 30.

Freudian Psychoanalytic Criticism, 2018.

 Ellman, Maud.Psychoanalytic Literary Criticism, Routledge.

2014.

 Keith F.McKean, Shiv Kumar Kumar, Critical Approaches to Fiction, Atlantic Publishers, 2003.

 Nelson, William. Fact and Fiction: The Dilemma of the

Renaissance Storyteller. Massachusetts: Harvard University

Press, 1973.

(5)

 Prince, Gerard. Narratology: The Form and Function of Narrative, New York: Mouton, 1982.

 Ricoeur, Paul. “Narrative Time”, Critical Inquiry, 7 autumn 1980, 169-190

 Rice, Philip and Waugh, Patricia (eds.) “Histories and Textuality”. Modern Literary Theory. London: Arnold Group, 2001.

 White, Haydon. “The Question of Narrative in Contemporary Historical Theory”. Metafiction. (ed) Mark Curie. London and New York

 Wilfred L. Guerin, A Handbook of Critical Approaches to Literature, 2005.

UNIT – II

 Techniques and Methodologies

(Focus to remain on writing and reading in accordance with the topics discussed in Unit I)

Essential Readings:

1. Kenan, Shlomith Rimmon. (Selected chapters) Narrative Fiction:

Contemporary Poetic. 2

^nd

Edition. London: Routledge, 1983.

(Chapters 4, 5, 6, 7 & 9)

2. Lodge, David. (Selections from)The Art of Fiction. London:

Penguin Books, 1992.

(Chapters on point of view, stream of consciousness, interior monologue, defamiliarization, reader in the text, magic realism, surrealism, metafiction)

 Booth, Wayne C. The Rhetoric of Fiction, University of Chicago Press, 1983.

 Bowers, Maggie Ann. Magic(al) Realism. London and New York: Routledge, 2007.

 Friedman, Norman, “Point of view in Fiction: The Development of a Critical Concept”, PMLA, 70, 116-184.

 Prince, Gerard, Narratology: The Form and Functionof Narrative, New York: Mouton, 1982.

 Phelan, James & Peter J. Rabinowitz eds. Understanding Narrative, 1994.

 Ricoeur, Paul. “Narrative Time”, Critical Inquiry , 7 Autumn 1980, 169-190.

 Waugh, Patricia, Metafiction: The Theory and Practice of Self-conscious Fiction, London, Routledge, 1984.

UNIT III

 Preparing drafts based on critical reading of selected prose/fiction extracts chosen by the research scholar.

 Writing an essay or an analysis of prose/fiction of about 4000 words on a topic chosen by the research scholar.

 MLA Style sheet must be used.

Note:Texts, which are a part of the Ph.D. thesis, are not to be used for any assignment in this unit.

Assessment Plan:

(6)

End Semester Examination: 70 Marks

Continuous Assessment: 30 Marks (as

detailed below)

iv. Portfolio 20 marks

v. An Assignment/presentation carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

vi. A Sessional (as a Make up Test) to be conducted in last week

e. Each research scholar will join the course with a prior understanding of the nature of the course and mode of teaching / learning

f. Research Scholars will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

g. Research Scholars need to be aware of the developments in the classroom.

h. Research Scholars need to read additional materials on research methodology and research ethics

d. Research Scholars need to meet the deadlines for each instruction / assignment given by the teacher.

e. Research Scholarsneed to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

f. Research Scholars need to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

g. Teachers will provide the syllabus, guidelines, study materials (except prescribed materials) in the form of hard or soft copies.

h. Teachers will announce each test / quiz / assignment / sessional well in advance.

i. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed guidelines for presentation & assignment as per the requirement.

j. Teachers will share the answer scripts and provide feedback if the research scholars want to have it.

k. Marks obtained by research scholars for all tests / continuous assessments will be announced by the teacher.

l. The teacher will destress research scholars by explaining that continuous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.

iii. Policy on late and unsubmitted tasks: those research scholars who submit their assignments will not get same / better marks than those whose submit in time.

iv. Class attendance: as per university rules, 75% attendance is mandatory.

10.Additional Weekly, Post Class Discussion Sessions:

(7)

Ph.D. (English) Course Work Paper II

C. LITERARY THEORIES AND INTERPRETATION

Credit: 04 Max. Marks 100

Course Description: This course trains the scholars to analyze literary texts using various methods of theoretical interpretation. While exploring various theoretical approaches to reading, the course will look at the interpretation and the creation of meaning. Questions like: What are literary theories? How to reach an interpretation of a text’s “meaning”? Why does interpretation matter? How do you translate an interpretive reading into a piece of analytic writing? will form the core to this paper. The course thus aims to introduce various schools of theories and to show how to use these methods to interpret different forms of literature.

Objectives:By the end of the semester, students will be able to:

 Demonstrate an informed understanding of literary theories in analyzing and interpreting texts along with understanding of the different modes of inquiry and research within English studies.

 Analyze and interpret texts, employing close reading skills as well as a variety of other theories and interpretation skills.

 Perform independent research, using the MLA style sheet and other techniques.

 Respond critically using synthesis, analysis, comparison, contrast and evaluation to express their ideas in clear, logical, organized, concise, and persuasive ways, in both written and oral forms.

Unit I

 Recent Trends/Approaches

(Discussion in the class to focus on writing and reading)

Note: 1) Selections of the topics to be discussed shall be made by the teacher(s) concerned keeping in mind the respective scholars’ areas of research.

2) A portfolio of writing drafts leading to the final draft for Unit III is to be maintained by the research scholars. The portfolio will be a part of continuous assessment.

Essential Reading (Relevant Chapters):

 Waugh Patricia, Literary Theory and Criticism: An Oxford Guide.

Oxford University Press. 2006. Print.

 Lodge, David and Nigel Wood. Modern Criticism and Theory.

Pearson.

 Habib, M. A. R., A History of Literary Criticism and Theory:

From Plato to the Present.

 B. Leitch, Norton et. al. The Norton Anthology of Theory and Criticism.

Unit II

 Techniques and Methodologies

(8)

(Focus to remain on writing and reading in accordance with the topics discussed in Unit I)

Essential Reading (Relevant Chapters):

 Ryan, Michael. A Practical Introduction. Blackwell Publishing.

2007.

 Bretz, Mary Lee, and Margaret Persin. “The Application of Critical Theory to Literature at the Introductory Level: A Working Model for Teacher Preparation.” The Modern Language Journal, vol. 71, no. 2, 1987, pp. 165–170. JSTOR,

www.jstor.org/stable/327202.

Unit III

Research scholars will choose a text and in the light of their understanding of the topics in Units I & II andwill

 Prepare drafts based on critical reading of text/s selected by them.(To be put in portfolio)

 Write an essay or an analysis of a textin about 4000 words on a topic chosen by the research scholar.(To be put in portfolio)

 MLA Style sheet must be used.

Note:1) Texts, which are part of the Ph.D. thesis, are not to be used for any assignment in this unit.

2) The work for this Unit IIIinitiate right from the beginning and will go on alongside the discussion of Units I and II.

3) The final draft will be checked for plagiarism and the plagiarism report shall be part of the Portfolio.

 Culler, Jonathan. Literary Theory: A Very Short Introduction

 Eagleton, Terry. Literary Theory: An Introduction

 Groden, Michael, Martin Kreiswirth, and Imre Szeman, eds. The Johns Hopkins Guide to Literary Theory and Criticism

 Harmon, William and C. Hugh Holman, A Handbook to Literature

 Murfin, Ross and Supryia M. Ray, The Bedford Glossary of Critical and Literary Terms

 Selden, et al. A Reader’s Guide to Contemporary Theory Assessment Plan:

End Semester Examination: 70 Marks

Continuous Assessment: 30 Marks (as

detailed below)

vii. Portfolio 20 marks

viii. An Assignment/presentation carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

ix. A Sessional (as a Make up Test) to be conducted in last week

11.Suggestions To Research scholars On Reading / Expectations From them:

i. Each research scholar will join the course with a prior understanding of the nature of the course and mode of teaching / learning

j. Research Scholarswill come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

k. Research Scholarsneed to be aware of the developments in the classroom.

l. Research Scholars need to read additional materials on research methodology and research ethics

12.Suggestions To Research Scholars On Writing Assignments / Expectations From Research Scholars:

(9)

g. Research Scholarsneed to meet the deadlines for each instruction / assignment given by the teacher.

h. Research Scholarsneed to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

i. Research Scholarsneed to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

13. Teacher’s Role:

m. Teachers will provide the syllabus, guidelines, study materials (except prescribed materials) in the form of hard or soft copies.

n. Teachers will announce each test / quiz / assignment / sessional well in advance.

o. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed guidelines for presentation & assignment as per the requirement.

p. Teachers will share the answer scripts and provide feedback if the research scholarswant to have it.

q. Marks obtained by research scholars for all tests / continuous assessments will be announced by the teacher.

r. The teacher will destress research scholarsby explaining that continuous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.

14.Class Policies:

v. Policy on late and unsubmitted tasks: those research scholarswho submit their assignments will not get same / better marks than those whose submit in time.

vi. Class attendance: as per university rules, 75% attendance is mandatory.

15. Additional Weekly, Post Class Discussion Sessions:

Research scholarsmay arrange additional classes in consultation with the teacher concerned, if time and situation permits.

(10)

Ph.D. (English) Course Work Paper II

D. DRAMA

Credit: 04 Max. Marks 100

Course description:This course will enable researchers to have a firm grasp of the key concepts that have shaped drama and theatre studies over the centuries. From its most ancient form to the myriad experimental branches that have come into existence, drama has been at the centre of human expression and cultural communities round the globe. Thepaper will develop students’ knowledge and understanding of drama in a variety of historical and cultural settings with special attention to the "theatricality" of the new models and perspectives.

Course Objective:

 To familiarize scholars to the multiple approaches, reading techniques and critical thought generated by and in the field throughout the literary ages.

 To discuss some of the fundamental and revolutionary theories and theorists of theatre in an attempt to more fully understand the discipline and art.

 To examine and practice the methodology of theatre history, looking at specific case studies and delving in depth into particular areas of theatre history.

 To learn and appreciate drama through association of ideas in the texts and the external contexts

 Read plays from a wide range of global theatrical traditions, thinking about these play-texts as the basis for performances, as literature, and as representative works of the cultures in which they were created.

Unit I

 Recent Trends/Approaches

(Discussion in the class to focus on writing and reading)

Note: 1) Selections of the topics to be discussed shall be made by the teacher(s) concerned keeping in mind the respective scholars’ areas of research.

2) A portfolio of writing drafts leading to the final draft for Unit III is to be maintained by the research scholars. The portfolio will be a part of continuous assessment.

Essential Reading:

 Theories of the Theatre: A Historical and Critical Survey, from the Greeks to the Present by Marvin A. Carlson

1. The Origins of Western Theatre/Theory - Aristotle, Poetics

2. Challenging Aristotle’s Conception of Theatre

- Hegel, The Philosophy of Fine Art (selections) and Nietzsche, The Birth of Tragedy (selections)

3. Bertolt Brecht: Against Aristotle and Mimesis

(11)

-Brecht, Brecht on Theatre (selections including “The Epic Theatre and its Difficulties,” “The Modern Theatre is the Epic Theatre,”

“Alienation Effects in Chinese Acting,” “The Street Scene,” “A Short Organum for Theatre”

4. Esslin, Martin. The Theatre of the Absurd. London: Methuen.1974 UNIT II

 Techniques and Methodologies

(Focus to remain on writing and reading in accordance with the topics discussed in Unit I)

Essential Reading:The Empty Space by Peter Brook Suggested Reading:Theories of Acting and the Actor:

1. Banham, Martin, The Cambridge Guide to Theatre. Cambridge:

Cambridge University Press.1995

2. Carlson, “Theatrical Performance: Illustration,

Translation, Fulfillment, Supplement” and “Theatre and Performance at a Time of Shifting Disciplines” and Venning, “Brecht versus the Opera”

and “The Select Review”

3. Theatre and its double by Antonin Artaud

4. Esslin, Martin. An Anatomy of Drama. New York: Hill and Wang.1977 5. Fielitz, Sonja. Drama: Text and Theater. Berlin: Cornelsen.1999

UNIT III

 Preparing drafts based on critical reading of selected drama/play extracts chosen by the research scholar.

 Writing an essay or an analysis of drama/play of about 4000 words on a topic chosen by the research scholar.

 MLA Style sheet must be used.

Note:Texts, which are a part of the Ph.D. thesis, are not to be used for any assignment in this unit.

Assessment Plan:

End Semester Examination: 70 Marks

Continuous Assessment: 30 Marks (as

detailed below)

x. Portfolio 20 marks

xi. An Assignment/presentation carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

xii. A Sessional (as a Make up Test) to be conducted in last week

16.Suggestions To Research scholars On Reading / Expectations From them:

m. Each research scholar will join the course with a prior understanding of the nature of the course and mode of teaching / learning

n. Research Scholars will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

o. Research Scholars need to be aware of the developments in the classroom.

p. Research Scholars need to read additional materials on research methodology and research ethics

17.Suggestions To Research Scholars On Writing Assignments / Expectations From Research Scholars:

j. Research Scholars need to meet the deadlines for each instruction / assignment given by the teacher.

k. Research Scholarsneed to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

l. Research Scholars need to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

(12)

18.Teacher’s Role:

s. Teachers will provide the syllabus, guidelines, study materials (except prescribed materials) in the form of hard or soft copies.

t. Teachers will announce each test / quiz / assignment / sessional well in advance.

u. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed guidelines for presentation & assignment as per the requirement.

v. Teachers will share the answer scripts and provide feedback if the research scholars want to have it.

w. Marks obtained by research scholars for all tests / continuous assessments will be announced by the teacher.

x. The teacher will destress research scholars by explaining that continuous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.

19.Class Policies:

vii. Policy on late and unsubmitted tasks: those research scholars who submit their assignments will not get same / better marks than those whose submit in time.

viii. Class attendance: as per university rules, 75% attendance is mandatory.

20.Additional Weekly, Post Class Discussion Sessions:

(13)

Ph.D. (ELT) Course Work Paper II

A. LANGUAGE POLICY AND PLANNING IN ELT

Credit: 04 Max. Marks 100

Course Description

The course aims to give a general theoretical understanding of various issues in language policy and planning for formulating and describing the practices of language users.

It also aims to highlight the interplay between theory and practice in policy and planning for providing a framework through which the role of language in social life can be examined. The course further aims to explore those concepts which are dynamic and are subject to change over the course of time and therefore, necessary to understand issues surrounding English Language Teaching in the framework of language policy and planning in a multilingual context.

Course Objectives:

 To acquaint the learner with the theoretical aspects in language policy and planning.

 To acquaint the learner with the impact of policies in education.

 To understand issues related to language status and language use.

 To critically look into the dominant discourses of language use.

UNIT: I

Recent Trends and Approaches to Perspectives in Language Policy and Language Planning

Notes:

 Selections of the topics to be discussed shall be made by the teacher(s) concerned keeping in mind the respective scholar’s areas of research

 A portfolio of writing drafts leading to the final draft for unit III is to be maintained by the research scholars. The portfolio will be a part of continuous assessment.

UNIT: II

Techniques and methodologies of studying and implementing language policy and planning in education.

(Focussing on studying linguistic human rights and language)

(Focus to remain on writing and reading in accordance with the topics discussed in Unit I)

UNIT: III

Practical Application:

Analysing the Language Policies in Schools/Colleges/Exploring Issues of Language Rights

Submit an essay in around 4000 words based on the survey

(14)

Course Outcomes:

At the end of the course, learners will be able to:

 Apply theoretical concepts and approaches to language policy and language planning.

 Apply techniques and methodologies of researching language policy and planning in education.

 Analyze and apply the relevant language policy at various levels.

 Maintain portfolio as part of their research.

 Incorporate linguistic human rights in their research work.

Essential Readings:

Hornberger, N. H. and Ricento , T. K. (eds.) 1996.Language Planning and Policy.

(Special Issue), TESOL Quarterly, 30 (3).

Ricento, T. K. (ed.) 2006. An Introduction to Language Policy. Blackwell Publishing.

Annamalai, E., Jernudd, B. and Rubin, J. (eds.) 1986 Language Planning: Proceedings of an Institute. Mysore: Central Institute of Indian Languages

Kaplan, R. B. and Baldauf R. B. 1997. Language Planning from Practice to Theory.

Clevedon, Multilingual Matters.

May, S. and Hornberger, N.H. 2008. Language PolicyandPolitical Issues in Education, Vol. 1, Encyclopedia of Language & Education. Springer.

May, S. 2001 Language and Minority Rights: Ethnicity, Nationalism and the Politics of Language. Harlow: Pearson Education.

Assessment Plan:

End Semester Examination: 70 Marks

Continuous Assessment: 30 Marks (as detailed

below)

i. Portfolio 20 marks

ii. An Assignment/presentation carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

iii. A Sessional (as a Make up Test) to be conducted in last week Important Notes:

1. Suggestions To Research scholars On Reading / Expectations From them:

a. Each research scholar will join the course with a prior understanding of the nature of the course and mode of teaching / learning

b. Research Scholars will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

c. Research Scholars need to be aware of the developments in the classroom.

d. Research Scholars need to read additional materials on research methodology and research ethics

2. Suggestions To Research Scholars On Writing Assignments / Expectations From Research Scholars:

a. Research Scholars need to meet the deadlines for each instruction / assignment

given by the teacher.

(15)

b. Research Scholarsneed to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

c. Research Scholars need to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

3. Teacher’s Role:

a. Teachers will provide the syllabus, guidelines, study materials (except prescribed materials) in the form of hard or soft copies.

b. Teachers will announce each test / quiz / assignment / sessional well in advance.

c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed guidelines for presentation & assignment as per the requirement.

d. Teachers will share the answer scripts and provide feedback if the research scholars want to have it.

e. Marks obtained by research scholars for all tests / continuous assessments will be announced by the teacher.

f. The teacher will destressresearch scholars by explaining that continuous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations.

they have an opportunity to improve their grade by taking a make up test.

4. Class Policies:

i. Policy on late and unsubmitted tasks: those research scholars who submit their assignments will not get same / better marks than those whose submit in time.

Teachers are always receptive to any emergency situations.

ii. Class attendance: as per university rules, 75% attendance is mandatory.

5. Additional Weekly, Post Class Discussion Sessions:

Research scholars may arrange additional classes in consultation with the teacher

concerned, if time and situation permits.

(16)

Ph.D. (ELT) Course Work Paper II

B. TECHNOLOGY IN ELT

Credit: 04 Max. Marks 100

Course Description:

This course aims to facilitate the use technology in the teaching/learning of a second or foreign language. It will deal with technologies, ranging from use of Skype to virtual world technologies, bringing in new challenges and opportunities in learning and teaching English.

Course Objectives:

The course aims to equip students with an understanding of

 Technology and learner centred approach to technology

 Rationale for using technology in ESL/EFL classrooms

 Rationale for research methods/approaches to the use of technology in ELT/ELL

 To familiarise the learners with the use of Skype and other virtual world technologies.

Unit I

Recent Trends/approaches

1. An overview of use of technology in ELT 2. Recent/Contemporary technologies in ELT/ELL Notes:

 Selections of the topics to be discussed shall be made by the teacher(s) concerned keeping in mind the respective scholar’s areas of research

 A portfolio of writing drafts leading to the final draft for unit III is to be maintained by the research scholars. The portfolio will be a part of continuous assessment.

Essential Reading:

Burdick, A., Drucker, J., Lunenfeld, P., Presner , T. &Schnapp, J. (2016). Digital Humanities. The MIT Press.

Unit II

Techniques and Methodologies of using technology in ELT (focussing on New languuge, Gamification, online interactions for blended learning, MALL, etc.)

(Focus to remain on writing and reading in accordance with the topics discussed in Unit I) Essential Reading:

Bean, C. (2014). The Accidental Instructional Designer: Learning Design for the Digital Age. ASTD Press: USA

Unit III

Survey based Application Course Outcomes:

At the end of the course, learners will be able to:

(17)

 Gain awareness on research perspectives on the use of technology in ELT.

 Review the recent trends in use of contemporary technologies in ELT/ELL.

 Apply the relevant research and development issues in using contemporary technology in ELT/ELL.

 Use Skype and other virtual technologies applicable in ELT.

 Apply the survey based application in using technology for ELT.

Gold, M.K (2012). Debates in the Digital Humanities

Burdick, A., Drucker, J., Lunenfeld, P., Presner , T. &Schnapp, J. (2016). Digital Humanities. The MIT Press.

Thurlow,C.&Mroczek, K. (2011). Digital Discourse: Language in New Media. Oxford University Press McCulloch, G. (2019): Because Internet: Understanding the New Rules of Language. Riverhead Books: USA

Denisova, A. (2019). Internet Memes and Society: Social, Cultural and Political Contexts: Routledge:

New York

Bean, C. (2014). The Accidental Instructional Designer: Learning Design for the Digital Age. ASTD Press: USA

Assessment Plan:

End Semester Examination: 70 Marks

Continuous Assessment: 30 Marks (as detailed below)

i. Portfolio 20 marks

ii. An Assignment/presentation carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

iii. A Sessional (as a Make up Test) to be conducted in last week

(18)

f. The teacher will destressresearch scholars by explaining that continuous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.

(19)

Ph.D Course Work Paper II 2019-20

C: Language Pedagogy and Research

Marks:100 Credits:04

Course Description

The primary aim of this course is to give a perspective of English Language learning, teaching (ELT) and research. The course will focus on principle and practices in ELT at primary, secondary and tertiary levels as well as at the institutions for professionals of ELT.

Course Objectives:

 To familiarise students with the approaches and techniques in second language pedagogy.

 To provide them hand-on experience with conducting a systematic enquiry into ESL/EFL pedagogy-related issues.

 To acquaint the students with the learner centred practices, including autonomy, blended learning, feedback, interaction, learners’ roles, teachers’ roles, etc.

 To familiarise the students with the basic concepts of syllabus designing and materials production

 To enable students to design lesson/activities on teaching of listening, speaking, reading and writing along with vocabulary and grammar and teaching of literature.

Course content:

Unit I: Recent Approaches

 Methods, Approaches and Techniques in ESL pedagogy.

 Issues related to ESL/EFL pedagogy

 Learner –centred practices, including autonomy, blended learning, feedback, interaction, Role of Teacher and Learner in ESL/EFL classroom.

Unit II: Techniques

 Materials development and adaptation and their effective use in ESL/EFL classroom

 Various approaches to syllabuses designing and curriculum Unit III: Applications

 Presentations/Tasks based on: Teaching of listening, speaking, reading and writing, vocabulary, grammar and literature.

Course Outcomes: At the end of the course, learners will be able to:

 Apply the recent trends and techniques in ESL pedagogy

 Evaluate and apply the learner-centred pedagogy and related practices.

 Develop and adapt materials for its effective use in the ESL/EFL classroom.

 Review the various approaches to syllabus designing and curriculum.

 Review the task based methodology for teaching students of language.

(20)

List of Suggested Readings for Language Pedagogy and Research

 Language Teaching Methodology- A Textbook for Teachers by David Nunan, Prentice Hall International English Language Teaching

 Approaches and Methods in Language Teaching by Jack C. Richards and Theodore S. Rogers, Cambridge University Press

 Language Teaching Research and Language Pedagogy by Rod Ellis, Wiley-Blackwell-A John Wile & Sons, Ltd. Publication

Assessment Plan:

End Semester Examination: 70 Marks

Continuous Assessment: 30 Marks (as detailed below)

i. Portfolio 20 marks

ii. An Assignment/presentation carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

iii. A Sessional (as a Make up Test) to be conducted in last week

(21)

Ph.D. (ELT) Course Work Paper II

D. APPLIED LINGUISTICS

Credit: 04 Max. Marks 100

Course Description:

It is a course that aims to provide students with an overview of the field of Applied Linguistics. The problems applied linguistics concerns itself with are likely to be: How canlanguages be taught in abetter and successful manner? How can the training of translators and interpreters be improved?

How can a school bilingual program be evaluated? How can the language of a text be discussed?

What advice can be offered to a Ministry of Education on a proposal to introduce a new medium of instruction? This course intends to explore such questions and help students broaden their

understanding of the multi-faceted roles of language.

Course Objectives:

The course aims to equip students with an understanding of

 Principles in language teaching/learning

 Role of language in society

 Relationship between language and thought

 Ethics and issues in translation

 Essence of language in literature Unit IRecent Trends/approaches

3. An overview of Applied Linguistics

4. Recent/Contemporary trends in Applied Linguistics Notes:

 Selections of the topics to be discussed shall be made by the teacher(s) concerned keeping in mind the respective scholar’s areas of research

 A portfolio of writing drafts leading to the final draft for unit III is to be maintained by the research scholars. The portfolio will be a part of continuous assessment.

Unit II

Techniques and Methodologies (Focus to remain on SLA, SLT and other areas of applied linguistics) Unit III

Practical Application:

 Analyzing the principles in language teaching/learning in government and private sectors.

 Exploring the problems in translation at various level of language with reference to any text.

 Pragma-stylistic analysis of any motivational speech

Submit an essay in around 4000 words based on the survey.

(22)

Course Outcomes:

At the end of the course, learners will be able to:

 Gain an insight into the review of recent trends in Applied Linguistics.

 Review the various applications of techniques and methodologies available in Applied Linguistics.

 Analyze and apply the principles in language teaching/learning.

 Review and apply the problems of translation at various levels

 Apply the pragma-stylistic analysis in researches related to motivational speech.

Essential Readings:

Catford, J. I. C. (1998) Language Learning and Applied Linguistics: A Historical Sketch. Language Learning , 48(4), 465–96.

Corder, S. P. (1973). Introducing Applied Linguistics.Harmondsworth: Penguin.

Davies, A. (1999) An Introduction to Applied Linguistics: From Practice to Theory. Edinburgh:

Edinburgh University Press Suggested Readings:

Bloomfield, L. (1933) Language . London: Allen and Unwin.

Brown, H. D. (1987) .Principles of Language Learning and Teaching. Englewood Cliffs, NJ: Prentice- Hall.

Brumfit, C. (1997) How Applied Linguistics is the Same as any Other Science. International Journal of Applied Linguistics, 7(1), 86–94.

Schmitt, N. (ed.) (2002). An Introduction to Applied Linguistics. London: Arnold.

Schmitt, N. &Celce-Murcia, M. (2002) An Overview of Applied Linguistics. In N. Schmitt (ed.), An Introduction to Applied Linguistics (pp. 1–16). London: Arnold.

Assessment Plan:

End Semester Examination: 70 Marks

Continuous Assessment: 30 Marks (as detailed below)

i. Portfolio 20 marks

ii. An Assignment/presentation carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

iii. A Sessional (as a Make up Test) to be conducted in last week

(23)