MODIFIED  REGULATIONS AND CURRICULUM

B.Ed in English Course  of Bangalore University  (Semester Scheme)

Regulations:

Admission Eligibility

• A citizen of India who has passed B.A/B.Sc. degree examination  of Bangalore University or any University in India or abroad recognized as equivalent through 10+2+3 pattern of  education obtaining 50% of marks in aggregate of all the subjects he/she has  studied for 3 years is  eligible for admission to B.Ed. in English course;

           
            Must have  secured a minimum of 50% in the  aggregate in English Optional subject  for all the Three years.
            Must have  studied English as a language in the  Degree programme and  secured a minimum of 55% in English language.

• In case of SC / ST candidates, there shall be relaxation upto 5% marks in the required aggregate

• Allocation of Seats:

• Intake: 100 - 80 seats (the member states) (16 each)  Andhra Pradesh, Karnataka, Kerala,  Puducherry and Tamilnadu.
  20 seats (other states – all other norms remaining the same)
• The Institute shall admit all the candidates found suitable by the Screening Committee and also those who have fulfilled the requirements fixed by the committee. (A pass with 40% in the Entrance Test)
• Regional Institute of English South India,  Bangalore will be  entrusted to conduct admission test  on par with the existing  CET  conducted by  the Government of Karnataka through the Department of Education. 
• Adequate reservation policy in respect of  admission to  SC / ST candidates, the Government orders both central and  southern states(Andhra Pradesh, Karnataka, Kerala, Puducherry and Tamilnadu)  from time to time shall be  followed  strictly.

• Duration of the Course:

• The duration of study for B.Ed Semester Course shall extend over a period of one academic year of two semesters, as per the  calendar of events of Bangalore  University  related to B.Ed. program of  Bangalore  University, Bangalore.
• Minimum duration for Practice Teaching shall be  six weeks which excludes programmes like Language Lab Activities, Computer Lab Activities and related work for task preparation and so on.
• Medium of Instruction: English

• Attendance:

• A  student-teacher must have 80% of attendance in each semester in all theory papers and practicum.  Attendance shortage to the  extent of 5% can be condoned by the  university on the  recommendation of the  concerned  Principal of the college  charging with a penalty of Rs. 300/- per  subject in the case of  theory papers and Rs. 300/- in the  case of  shortage of  attendance to the  extent of  5% in teaching practice.
• A  student-teacher must   submit  all  assignments 1st   and  2nd   to qualify  himself / herself for appearing for  2nd semester examination.  Those who do  not submit are not  eligible to take-up examinations.
• Submission of  assignments,  appearing for  class-tests and  participation in  practical activities conducted by the  college in respect of  core-papers, C.C.M. Papers,  participation in C.L.C.  and  Excursion are  compulsory.  Those  who   fail to do so are not  eligible for appearing 1st and 2nd semester  examinations.

• Subjects of Study

The B.Ed (English) Semester Degree course shall consist the following theory and practicum parts.

First Semester

Second Semester

            Practicum I and II include teaching practice (Details as shown in the exam scheme given below)

• Teaching Practice

            Every   student teacher shall prepare 12 lesson plans in each C.C.M subject,  which are to be  guided and approved by the concerned method teacher.  Another one lesson in each CCM shall be a  criticism lesson,   which will be   supervised and  discussed.  The marks of 4  lessons out of  12 lessons  should be  taken for internal assessment.

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7.1       Scheme of Exam:

First Semester – 16 Weeks

Second Semester – 22 Weeks

Marks break-up for Practicum – I / II

Note:    All internal assessment will depend on the performance in sessional paper presentation, designing tasks and written assignments given in each component periodically.

7.2 Declaration of Results

7.2.1   A student -  teacher  should  obtain a minimum of 50% of the  marks  in the aggregate of all core and  CCM subjects in the  1st and 2nd  semester  examination    separately to  pass the examination.  There is no third  class in this semester  scheme.

He / She  has to secure  60% and above of marks in the  aggregate of all core and CCM  subjects together with  I & II semesters to declare the result as first  class.  Candidate should have passed in one  attempt to get the class benefit.

A  candidate  failed in the  first semester may be  allowed in the  second  semester to write the papers in which  he/she has failed in the  first  semester together with second semester examination.  But,  such of the  repeaters do not have the benefit of declaring the  result in class though the total aggregate marks are  equal or more than the marks fixed for  first  class.

A candidate  who  fails in the  first and / or  second semester examination has to clear in 3  subsequent attempts to have  the passing  certificate in B.Ed. semester  course provided he/she has  secured minimum 50% of marks in aggregate of core and CCM  subjects.

A  candidate has to submit in each  activity, records under  practicum part  failing   which he / she will not be  allowed to take  examination.  However, such candidates can take another  attempt in the  next  academic year and  submit  the  records to the college which is  final.

Principal of the  concerned college shall certify  and  award the award marks on   the basis of performance  in consultation with the  teacher concerned and forward the statement of marks to  the Registrar (Evaluation) of the University for declaration of  results.

The  awarding of ranks  shall be based on the  theory marks only.

• Candidates who pass in theory part or  practicum part in  both the  semesters  shall be  declared to have passed in that part only.   A  candidate passing in both the  parts is  deemed to have  passed the course or  deemed to have  obtained  first  class  subject to the  stipulations  laid  down in regulations  7.2.1 and 7.2.2.
• A  candidate  failing  to obtain the  prescribed minimum in any  subject or part as  stipulated  in he  scheme of  examination 7.1  may be permitted to repeat the  examination in that particular  subject  only.  However,   internal  assessment  marks   obtained under theory part  and practicum part shall be  final once for all.  The  candidate has to secure a minimum  of 25 marks in each CCM to pass in the practical  examination.
• Only  candidates completing the first and  second semester course in  first attempt shall have the  benefit of  having first class and / or  rank   declared in his / her  case,  if he/she is  eligible for the same as per he  stipulation laid  down under these  regulations.

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8 CONDUCT OF PRACTICAL  EXAMINATION

• “The  University shall  conduct the practical examination with the help of  panel of practical  examiners  constituted by the Chief   Superintendent of the college  conducting the practical  examination.  The panel of  examiners for  practical  examination shall  be  approved by the Chairperson of the Board of  Examination”.
  
  
• “Each board for  practical examination shall consists of two members i.e., one  internal  examiner   from the  concerned  B.Ed.  college and the other  as  external  examiner  from the  practising  school of the  respective  college”.
  
  
• “The  external  examiner  i.e., either the Head Master / Head Mistress of the school,  or the  senior  teacher  deputed by the  school is   allowed to work on the Board which conducts the  practical examination in their  respective  schools”.

8.1 A method  master, with  minimum of one year of teaching  experience at the B.Ed level or  three years  at the D.Ed.  level or  five  years as  Head  Master or 10 years  as a   school teacher shall be  eligible to become  practical  examiner (Examiner – 1).  Head  Master  with five years of  experience or  a  senior teacher with ten  years of  school experience shall be the other  examiner (Examiner – 2).

9. Community  Living  Camp and Excursion

9.1 Each   student – teacher has to  compulsorily   participate and  submit a  report     on his /her  participation in a  4-day  community living camp exclusively conducted at a  rural  place by the college.  The  CLC should  aim at  fostering          qualities like  collective  work,  co-operative  living,  fellow  feeling,  like mindedness towards rural  culture etc.,  among  student  teachers.  The college             shall arrange   to have such  activities in  CLC that  foster the  above orientations. 

9.2  Each  college  shall conduct an  excursion for a  minimum period of  THREE        days  to visit places of  Educational,  Historical,  Cultural and    Technical     importance.  Each   student  teacher  must  compulsorily take  part in  excursion        and   submit  a  report to the   college.

CLC  and  Excursion  shall  be  conducted one in  each  semester  according to    the   convenience of the  college  concerned.

Details of the  course  (Syllabus)

First Semester

Course 1:    Course  Title

Language Education in Emerging India – Philosophical Foundations   

Objectives:

The  student  teacher  will understand

1. the  meaning, process and   function of  education
2. the  meaning of philosophy and  its  relationship with education
3. the  relationship between language, philosophy  and  education
4. the  contribution of   different  philosophers and  thinkers to education

• Philosophy: meaning, scope, aims of educational philosophy (philosophy of education)
• Different schools of philosophy – Idealism, naturalism, pragmatism – Theories  and principles.
• Thinkers and philosophers belonging to the different schools of thought – contributions to teaching and learning. Focus on Fro bel, Montessori, Rosseau, Dewey and Arnoldian models of Education – and their relevance to the changing trends

Humanistic School – Principles and Contributions

Philosophy of Language Education – Arnold and Thomas Hughes – Principles and theory

Leavis – Concept of Education – focus on the philosophy of literary language and education

Indian    Philosophers –   Rabindranath      Tagore,   Dr. Radhakrishnan,   Gandhiji, J. Krishnamurthy – religion / philosophy of education.

Reference:

Topics for Seminar:

• English  Language  Education in India
• Role of  Formal and  Non-formal Education in India
• Contribution of  Educational  Thinkers to  teaching language
• Application of  Philosophical  ideologies to  teaching in general

Course 2:    Fundamentals of Educational Psychology

Objectives:

            The  student  teacher will

• acquire the meaning and  methods of  education psychology
• understand  the  pattern and  growth  in   child learning -   adolescent and   adult learning
• realize the  importance of  individual differences in classroom  teaching
• understand the  role of  teacher in  fostering  mental  health among the learners
• acquaint   himself or herself with  the principles of  teaching the  gifted,  backward and disabled learners
• develop an  awareness of the   different  theories of  language  learning and  acquisition

Psychology – meaning and scope. Application of psychology to education – implications for classroom teaching

Understanding the learner / teacher – drawing up learner profiles.

3a. Theories of learning – child – adolescent – adult learning – focus on language learning           (L1/L2)

implications for classroom teaching in general and language teaching – learning in particular.

Behaviorist, cognitive theories

Thorndike’s laws of learning, (Pavolov, Skinner, Bruner, Piaget, Maslow, David Ausubel,  Carl Rogers - theories / implications).

Social  Constructivism of Vygotsky

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b.  Psychological aspects  of learning

      Motivation – theories and application – classroom implications.

Interest and intelligence,  memory,  attitude and personality development,              theories and   their implications  for Classroom  teaching.

Emotional stability – social problems
Multiple Intelligence /  emotional intelligence  theories

Humanistic / Wholistic psychology – individual differences
Group – behaviour patterns – application of psychology to the understanding of – classroom teaching – attitude to learner errors,  teaching large classes – multilevel / multi graded / heterogeneous classes / disadvantaged groups / 1st generation learners etc.,

References:

Topics for Seminar:

• A  critical  evaluation  of  different  theories of learning
• Role   of  humanistic  theories in  teaching and  learning language
• Learner  autonomy   for  Language Development
• Self  instruction materials and   theories of  learning

Course 3:    Management of Language Education

Objectives:

          The  student  teacher will

• understand  the meaning, purpose and  process  of    educational management
• understand  the  aim and  scope of  sociology
• acquire  knowledge of the  management of language  education
• understand  the  concepts  society,  classroom,  school and   sociological   perspectives
• identify  the  role of  teacher learner in society and  their  interdependence
• understand   the  different  systems of  education within the  school  environment
• apply the  principles of  sociology for effective  classroom  transaction

• Sociology – meaning, scope, aims and principles.

Concept of society / individual – norms – relevance to classroom learning / teaching
Classroom environment / culture / climatic – factors affecting learning.

• social change – classroom as an agent of social change.-  education policies and  education commissions in India – their  observations and  suggestions
• aims of education in the changing social environment
• language education in the changing social scenario – principles and policies
• formal / non-formal  systems of  education /  early  education system
• value  centred  education
• Teacher / learner roles
• Application of the principles of sociology to language / (teaching-learning situation)
• Sociometry – classroom interaction and socio-dynamics-assessment and analysis.
• Classroom interaction analysis – tools / techniques (BIAC / Flanders. . .)
• Education and  social  justice – child / women  empowerment – rights to  education

References:

• Myageri C V          :  Textbook of  Educational Management
• Kochhar S K         :  Secondary School Administration
• Sachdev M S        :  A  new  Approach to School Management
• Khana, S .D.  Saxena V.K.  Lamba,  T.P. Murthy. V:  Educational Administration,  Planning,   supervision and   financing
• Sultan Mohiyuddin and Dr. Siddalingaiah:  School   Organization and  Management
• Panda U N:   School Management
• Ravi Shankar. S  and  K S  Bhat:  Administration of  Education
• Patri. R.  Vasanthi:  Education in  India,  Indian  Institute of Counselling.
• Dick Alwright:  Focus in the Language Classroom
• Brookever:  Sociology of Education
• Ronald Fletcher:  Education in Society

Topics for Seminar

• Concept of Management
• Analysis of Classroom interaction
• Teacher  talk and  language  acquisition
• Role of  socio  metry  for  effective  classroom interaction

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M1:    CC - Methods of Teaching English - 1  (Primary)

Objectives:

            The  student  teacher  will

• acquire teacher   competence in  terms of   language  use and   usage (skills  required to  read and  comprehend,  speak  fluently,  accurately and  appropriately, listen   and  comprehend,  express  effectively  through  writing
• understand  the  pedagogical  implications of  different  theories of  language learning  (primary level) and use
• plan  lessons  at the  primary level and  understand  the  nuances of   teaching young  learners
• acquire  skills  to  transact  the  content  effectively,  skills  required to  understand  the  text,   evaluate,  design  test papers.

Content Enrichment

1. Grammar and Usage
2. Skills – Reading / Writing                                           

 Listening / Speaking  

• Reading different  kinds of  texts and  genres for comprehension
• Reading and  understanding literary language and  interpreting  texts

Writing:

• Cohesive  paragraphs,  essays,  letters  (personal /business)
• Logical   sequencing
• Note making , note  taking
• Summarizing,   abstracting
• Outline  expansion

3. Phonetics and Phonology
4. Language Functions

* List of texts  suggested for developing  reading comprehension is appended to this.

M2:    Methods of Teaching English – II  (Primary)

1. Objectives of teaching English in the changing scenario

• Focus on communicative competence – development

2. Theories of language learning / socio linguistic and psycholinguistic contributions

3. Skills acquisition – development – teaching techniques

4.  
1. Trends in language teaching – approaches and methods (traditional, communicative and humanistic trends -  theories and principles, application to classroom teaching)

2. Methods: Grammar Translation Method

    Direct Method
    Reading Method
    SOS  Approach

Learner centered / learning centered approaches, focus on CLT, and other humanistic trends – [Contributions by Chomsky, Halliday, Krashen, N.S. Prabhu, Pit Corder, Michael West, Nunan, Brumfit, D.A. Wilkins, Rod Elis, Spolsky, Widdowson and others]

5. Language learning – Motivation theories – competences – defined – acquisition Teaching different skills and elements such as vocabulary, grammar, structure etc. at the primary level.

6. Language teaching – syllabus, curriculum design. Roles for teacher / learner in curriculum design  at the  primary  level.

7. Teacher learner perspectives of learning and their respective roles

8. Language through literature – concept / implications (literature – aspects, teaching methods . . .)  at the primary level.

9. Literary Skills Development

1. Reading and understanding different literary genres (select works in literature) (A selection of different senses will be made and the candidate will have to complete different tasks set under each of them)

10. Application of  media for language  teaching -  audio /  video / newspaper,  their  role in language   acquisition  -   teacher - learner   beliefs,   implications for  teacher  training

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References:

• Allan Campbel:  Teaching English as a  Second Language
• J A Bright and Mccregor :  Teaching English as Second Language
• Jane  Willis :  Teaching English through English
• F L  Billows:  Techniques of Teaching English
• H G Widdowson:  Teaching Language as Communication
• D A Wilkins:  Teaching English  as Second Language
• H S Stern:  Options  in Second Language Teaching
• Brumfit  and Ronald  Carter:  Literature and Language Teaching
• Johnson:  Understanding Teaching
• Little Wood:  Communicative  Methodology
• David  Nunan:  Designing  Communicative  Tasks
• N S  Prabhu:  Second Language Pedagogy
• McCloseky:  Teaching Young Learners
• J D O Connor: Introduction  to English Pronunciation
• Blundell:  Functions in English

            Term Paper  :            Methods of   Teaching English  - an  overview
                                                Teaching young learners

Course 4:    Applied Linguistics

Objectives

A  student  teacher  will

• understand  the  relation  between    linguistics and  teaching
• acquire  linguistic  principles and  orientation and  use  the same  in teaching language
• understand the principles of learning by contrast
• acquire  skills  to remedy errors  (using  linguistic  principles)

• Language – nature, function, aspects, defined – system of language

Applied linguistics – meaning and scope

• Phonological / syntactic / semantic systems
• Hornby’s structures
• Focus on sounds, grammar / structure / vocabulary
• Discourse – concept both written and spoken
• Linguistic orientation for effective learning / teaching
• Linguistic principles for understanding levels of acquisitions – optimum level.
• The Grammar – implications for classroom teaching – observation by Chomsky, Krashen, Halliday, Strevens, Pit Corder
• L1 / L2 learning theories – a contrastive study implications for classroom teaching – role of L1 and L2 learning / teaching process – Bilingual methods
• Error analysis – implications for classroom teaching – remedial teaching
• Analyzing texts – (linguistics perspective) – syllabus design (structural + communicative oriented) – implications for classroom TLM.
• Communication skills / Discourse analysis.
• ESP - concept – application of linguistics –  course design.
• Teaching of Literature – Language based approaches and current literary theories – stylistics, reader – response theories.
• Application of linguistics to course curriculum design – theories and design.
• Applied Linguistics in ‘Discourse’  and Communication Skills 

Reference:

1. Peter Strevens: Introduction to  Linguistics
2. Peter Trudgel:   Socio Linguistics
3. Stuart Pole:   An  Introduction to Linguistics
4. Yule:  The  study of  Language
5. Verma S K and  N  Krishnaswamy:   Modern  Linguistics
6. Sara Thorne:  Mastering  Advance English Language
7. David Crystal:  English  as Global Language
8. David Crystal:  Language  Evolution
9. David Crystal:  Language  Death
10. Yalden:   The Communicative  Syllabus Design
11. Peter Strevens:  English for Specific Purposes
12. Johnson and Morrow:  The Communicative  Syllabus
13. Ellis:  Understanding  Second Language Acquisition
14. Krashen:  Second  Language Development
15. G E Perren:  Application of  Linguistics 

Topics  for Seminar:

• Critical analysis of  prescribed  textbooks at  different  levels
• Role of L1   in L2  Teaching and  Learning
• Application of  Linguistic  Science for  effective  language  teaching,  strengths and  limitations

Second Semester

Course 5:    History of Language / Literature Education in India
                   (Policy and Principles)

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Objectives:

The  student  teacher  will

• understand  the  concept  education,  policy,  language   and  literature  dichotomy
• understand  the  different  language policies  of  the   State
• acquire  the knowledge of  the  implications of language policies and   use in  classroom teaching
• understand the role of  English language  in  the  changing  global  scenario
• understand  the  issues  involved  in different language  policies and their implications for  classroom teaching
• understand the   functions of   various  education  agencies  since  independence

• Education policies – pre and post independence era

Performance and competence based theories – implications for classroom teaching – textbook preparation; (curriculum design)

• Education for all – language teaching - language for all – education policies – focus on languages – teaching learning policies over the years – recommendations of various education commissions

• MLL / (NPE 86) Plan of Action (1986 – 92)
• UNESCO Report (1996)
• Changing concepts of education
• Education and Indian society
• Levels of education – Primary, secondary and  tertiary

Policy recommendation

• Education values - core
• State policies – language specific
• Evolution of language formula – needs and
• Implications for method and material design
• Details of language users – world wide – cross linguistic statistics
• INSET / Pre–Set – Concepts and principles

Teacher development / training / education – trichotomy and implications

References:

1. H. H  Stern:  Options  in Language Teaching
2. Braj Kachru:  The  Alchemy of English
3. Braj Kachru:  The  Other  Tongue
4. Radhakrishnan Commission Report,  Macaulay’s  Minutes,  New Education Policy  1986,   New Curriculum Framework 2005,  M L L   etc.

Topics for  Seminar:

• Place of  Literature  in Language Development
• Ways   and  means of   developing  literary   competence
• Language through literature  concept -  strengths and   limitations 

Course 6:    Application of Psychology to Language / Literature     Teaching (Advanced)

Objectives:

The  student  teacher  will

• understand  the process,  principles and  theories of  learning with  special  reference to  learning  language
• acquire  the   skills to  overcome  the  problems  related to  cognitive   and  affective  domains of  learning
• apply   cognitive  and  affective  theories   for  effective  classroom teaching and  learner  training
• focus on the  application of  humanistic   theories  for   effective  learning

• Application of psychology to

• learning
• teaching
• social relations
• guidance and counselling – language learning ./ teaching environments

• Cognitive theories and application – focus on learner training – (cognitive approaches to teaching)
• CALLA
• Application of psychology and theories for teaching
• the disadvantaged (socially disadvantaged)
• the challenged (disabled)
• the underprivileged / weaker – socio economic – gender – role – status – groups
• learners with learning disabilities.
• Psychological measurements – tools / techniques (with particular reference to language teaching)

Intelligence / attitude / personality

• questionnaires, scales, interview;

[relating these to classroom ‘task designing’]
- problem solving

• Learner empowerment – applications of psychology

Psychological growth – Motivation, genetic, physiological and sociological changes –environment

• Literature and  teaching literature -  Application of  reading based  theories of learning – (Reader – response  theories) 

References:

• Robert M  Cagne:  The  conditions of  learning
• William Crawford:  Psychology of  Learning and  Instruction
• Charles  E Skinner:  Education Psychology
• A course in Applied Linguistics  -  Series -  ed.  Edinburgh  University
• Earl Stewick:   Humanism in Education

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Topics for Seminar:

• Self  instructional materials  -  strengths and  limitations
• Constructing  tasks  for  motivation
• Limitations  of   cognitive  theories of learning
• Humanistic  theories of learning -  advantages

M1:    CCM of Teaching English- I (Secondary)
          (Planning, Evaluation)  (Secondary)

Objectives:

            (M1 and M2)
            The  student  teacher  will

• acquire teacher   competence in  terms of   language  use and   usage (skills  required to  read and  comprehend,  speak  fluently,  accurately and  appropriately, listen   and  comprehend,  express  effectively  through  writing)
• understand  the  pedagogical  implications of  different  theories of  language learning  (primary level) and use
• plan  lessons  at the  primary level and  understand  the  nuances in  teaching young  learners
• acquire  skills  to  transact  the  content  effectively,  skills  required to  understand  the  text,   evaluate,  design  test papers.
• Testing and Evaluation – Principles, tools, methods, techniques – general and language specific.
• Current trends in language testing – portfolio assessment, learner effort evaluation ways and means
• Observations and  supervision – classroom  centred
• Reflective  practices  and   teacher  development 

M2:    CCM of Teaching English II  (Secondary / Evaluation)

• Types of testing – characteristics of good testing
• Testing language skills
• Testing communicative competence
• Test construction, items analysis; understanding testing principles
• Tests  core analysis
• Evolving ‘formats’ for classroom transaction
• Implications for teaching / training
• Leaner autonomy / empowerment – what and how?
• Evaluation processes with  special reference to language  education programme  evaluation / process  evaluation
• Remedial  teaching

References:

1. Allan Campbel:  Teaching English as a  Second Language
2. J A Bright and Mccregor :  Teaching English as Second Language
3. Jane  Willis :  Teaching English through English
4. F W  Billows:  Techniques of Teaching English
5. H G Widdowson:  Teaching Language as Communication
6. D A Wilkins:  Teaching English  as Second Language
7. H H Stern:  Issues and Options  in  Language Teaching
8. G. Brumfit  and Ronald  Carter:  Literature and Language Teaching
9. John Olson:  Understanding Teaching
10. William Little Wood:  Communicative  Language Teaching
11. David  Nunan:  Designing  Communicative  Tasks
12. N S  Prabhu:  Second Language Pedagogy
13. McCloseky:  Teaching Young Learners
14. A C Gimson : An Introduction to the Pronunciation of English
15. Jon Blundell:  Functions in English
16. E Glyn Lewis – Bilingualism and  Bilingual Education
17. Jack C Richards & Theodore S Rodgers:  Approaches and Methods in Language Teaching
18. Jo Mc Donough and Christopher  Shaw:  Materials and Methods in ELT
19. Lyle.F.Bachman:  Fundamental  Considerations in Language Testing
20. Diane Larsen Freeman – Techniques and Principles in Language Teaching

            Term Paper :   Teaching  Practice

Course 7:    Research (Methods) in Language Education

Objectives:

The student teacher will

• understand  the  role of  research  in  language  education
• acquire   skills  to  organize  and   undertake  classroom  centered (specific)   research work
• apply  the  principles and  findings of  action research for    effective  classroom  teaching
• Research – Meaning, scope, types
• Tools and techniques of research
• Experimental / theoretical / classroom centered or Action Research – methods, techniques and tool.
• Action Research – language education specific, scope, role, relevance
• Research and statistics – Statistical measures – (mean, mode, range, standard deviation, normal probability curve, regression line, correlation coefficient, bi-variant and anova  and other statistical measures – Data collection and analysis
• Finding – Analysis, interpretation and reporting (language specific)
• Research in assessing language development.

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References:

1. John W Best:   Research   in Education
2. McClean:  Action Research
3. John Elliot  John :  Action Research for  Educational Change
4. RIE – Action Research  for  Development
5. RIE – ELT World – A  Bird’s Eyeview
6. RIE – Teacher Development Talk with cassettes
7. RIE – English Classroom
8. Grellet:  Statistics in Educational Testing and  Measurement

Topics for Seminar / Project

• Action Research  Project
• Designing  Tasks
• Designing Language Games
• Creating Question Bank  (skill  specific)

Practicum – I
                (Second  Semester)
Practicum – II            

Texts suggested for developing  reading

Poetry:

Prose (Essays)

Short  story

Fiction

Drama

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