ifl ma handbook 2011

7/29/2019 IFL MA Handbook 2011

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IFLMA in TESOLRoyal University of Phnom Penh English Department

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CONTENTS

PAGE

Program Overview 3

Vision and Expectations 4

Program Aims 4

Degree Structure 5

Course Units/Subjects and Credits 6

Units/Subjects Description 7

Teaching/Learning/Assessment 15

Payment and Schedule 16

Program Schedule and Calendar 16

Admission Requirements 17

Application Procedure 18

Faculty/Areas of Expertise 19


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It is today we must create theworld of the future.

Eleanor Roosevelt


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MASTER OF ARTS IN TEACHING ENGLISHTO SPEAKERS OF OTHER LANGUAGES

MA in TESOL

PROGRAM OVERVIEW

This course is designed for trained, experienced and professional

teachers, curriculum developers and consultants who wish to gain a

higher degree and professionalism in a range of areas such as teaching

English language, language program administration, bilingual

education and applied language study. The course integrates theory

and practice which focuses on second/foreign language learning,

teaching, managing and research.


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VISION AND EXPECTATIONS

The Master of Arts in TESOL Program embraces a dynamic andstrategic vision to provide practical, relevant and advanced English

language education, applied linguistics and applied language research.

Students who complete the masters should:

acquire an advanced understanding of concepts, current issues

and research methods in the core areas of English language

education and applied linguistics;

complete a focused piece of research; and gain specialist

knowledge and research techniques in English language

teaching and relating issues.

PROGRAM AIMS

The aims of MA in TESOL program are:

to enable students to achieve and consolidate specialist,professional competence as practitioners in teaching and

programming English;

to develop students awareness of the empirical relevance andapplication of theoretical issues in linguistics;

to develop students understanding of the linguistic dimensionsof cultural diversity, globalization and social change;

to give participants the opportunity to reflect on thisprofessional knowledge with regard to the appropriateness of its

application to a range of educational contexts; and

to extend the participants ability to work autonomously in aspecific area of interest to them.


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This course lasts FOURsemesters full-time. Students may defer

for a maximum of three years once they have fulfilled the first two

semesters. Students must complete units/subjects totaling 48 credit

points to be eligible for the award of Master of Arts in Teaching

English to Speakers of Other Languages (MA in TESOL). The MA in

TESOL program consists of9 compulsory core units/subjects, 5 of

the 13 elective units/subjects and a supervised project of 10,000words.

Attendance Policy

Attendance is mandatory for all the units/subjects as it largely

maintains the quality of the MA in TESOL program. Therefore,

observe the following attendance regulations carefully and comply

with them strictly. Non-compliance with any of these regulations willresult in a Pass or a Fail in attendance which leads to a Fail in a

unit/subject.

Unit/Subject

offered in

No. of sessions

absent granted

Attendance result

in regulations

compliance

Attendance result

in regulations Non-

compliance

Extensive/

regular mode

6 Pass Fail

Intensive mode 2 Pass Fail

DEGREE STRUCTURE


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Suspension Policy

Students are allowed to defer their study for a maximum of twosemesters once they follow these conditions. (1) Students must pass

all the units/subjects with satisfactory result in the first two semesters.

And (2) they must comply with all the procedures and regulations of

the school (suspension form completion within the suspension

schedule).

Suspension Schedule

Semester September March

Suspension

Schedule

The first three weeks of

August

The first three weeks of

February

COURSE UNITS/SUBJECTS AND CREDITS

A.Compulsory Core Units/Subjects and Credit PointsN Code Unit/Subject Credit Offered1 EDP 511 Second Language Acquisition 3 Semester 2

2 EDP 512Introduction to Research in Language

Education and Applied Linguistics3 Semester 1

3 EDP 513Language Curriculum Design and

Development3 Semester 1

4 EDP 514Grammar and Discourse (Functional

Approach)3 Semester 1

5 EDP 515 Academic Writing for GraduateStudies

3 Semester 1

6 EDP 516 Introduction to Applied Linguistics 3 Semester 1

7 EDP 521Methodology for Teaching Listening

and Speaking3 Semester 2

8 EDP 522 Language Testing and Assessment 3 Semester 2

9 EDP 523Methodology for Teaching Reading

and Writing3 Semester 2

10 EDP 643

Professional Practice or Research

Report Writing 6 Semester 4


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B.Elective Units/Subjects and Credit PointsN Code Unit/Subject Credit Offered

1 EDP 501Seminar on Special Issues of Applied

Linguistics3

Semester

1&2

2 EDP 502Advanced Academic English

3Semester

1&2

3 EDP 524Phonetics and Phonology in Language

Teaching3 Semester 2

4 EDP 525 Psychology of Language Learning 3 Semester 2

5 EDP 526 Sociolinguistics in LanguageTeaching

3 Semester 2

6 EDP 631English Language Teaching

Management3 Semester 3

7 EDP 632 Language and Culture in Contact 3 Semester 3

8 EDP 633Language Planning and Language

Policy3 Semester 3

9 EDP 634Computer Assisted Language

Learning (CALL)3 Semester 3

10 EDP 635 English for Specific Purposes 3 Semester 3

11 EDP 636Teaching of Literature in a

Second/Foreign Language3 Semester 3

12 EDP 601

Research Seminar (in cooperation

with Research Unit of Department of

English)

3Semester

3&4

13 EDP 641 Bilingualism 3 Semester 4

UNITS/SUBJECTS DESCRIPTION

EDP 501 Seminar on Special Issues of Applied Linguistics

This is a seminar organized to help deepen students understanding

in special issues of applied linguistics and language education. The

arrangement will be made and announced in relation to the focused topic

or specialization for each semester. Students will benefit from varied

specialization of our experienced faculty who will take turn to conduct twoseminars for each semester.


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EDP 502 Advanced Academic English

This is a preliminary subject aims toimprove students English proficiency to

prepare them to undertake different tasks at

a graduate level.

EDP 511 Second Language Acquisition

This subject offers a survey of the principal topics currentlyaddressed in the study of second language acquisition, and of the major

research methods and paradigms used in such studies. Students should

expect to be able to understand critical observation; description and

analysis of second language learners and their performance; the social and

psychological aspects of second language learning situations; and the

special characteristics of learning language. Upon the completion of this

course, students should have gained understanding of the basic issues in

SLA, including implicit vs. explicit, L2 language processing, the initial

and end states of L2 grammar, effects of feedback and negative evidence

and the role of mother tongue.

EDP 512 Introduction to Research in

Language Education and Applied

Linguistics

This unit/subject is designed to

introduce a range of approaches to research

in applied linguistics. The theme selection

will involve reading research reports of

various types, which will use a variety of

methodological approaches to both the way

the language data is collected, and in the

way in which it is analyzed and interpreted.


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EDP 513 Language Curriculum Design and Development

Key issues in the development of materials and curriculum forlanguage teaching are examined and related to overall language

development. Students are introduced to basic principles and trends in

materials and syllabus design from both a practical and a theoretical

perspective. The relationship of materials and syllabus to wider issues of

the nature of language, the nature of language learning and curriculum are

explored and considered in the context of assessment goals and

procedures.

EDP 514 Grammar and Discourse

In this subject students gain a systematic understanding of the main

areas of grammar, including morphology, syntax, semantics, and stylistics,

with additional focus on syntactic theories for second language acquisition

and genre analysis. The main topics include the role of grammar in

language classrooms; analysis of spoken and written texts; pragmatics and

transfer. A range of descriptive and methodological approaches to the

analysis of grammar and discourse are considered. Throughout the subject,

material is drawn from different spoken and written varieties of English,

including various regional and social varieties as well as Standard English.

EDP 515 Academic Writing for

Graduate Studies

This subject aims to upgrade and equip

students with academic writing

conventions, skills and the process of

writing the research paper at the graduate

level.


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EDP 516 Introduction to AppliedLinguistics

This course introduces students to the

nature of language and the way in which language

is acquired and used in society. It also addresses

grammatical aspects of language such as syntax,

semantics, and pragmatics and changes in

language over time. Stages of language

acquisition and bilingual development will also

be discussed. Upon successfully finishing thecourse, you will be able to acquire an overview of

the central theoretical, methodological and

terminological foundations of current research

and practice in language teaching and language

learning.

EDP 521 Methodology for Teaching Speaking and Listening

The course is concerned with theory, content, and methodology in

teaching listening and speaking as macro skills in the communication

process. It equips students with knowledge of and skills in teaching

speaking and listening to various types of students in various social

contexts. Major problems arising from teaching practices will be dealt with

in the light of current trends and new directions. The course utilizes

lectures, mini demonstration lessons, video lessons, group and whole-class

discussion, etc. By the end of this course, the students are expected to: (1)

demonstrate knowledge of the nature of the listening and speaking

process; (2) exhibit a good understanding of the role of context in listening

and its applications in choosing instructional materials and learning tasks;

(3) design and implement viable classroom methods and techniques in

teaching listening and speaking and integrating them with reading and

writing using authentic materials; and (4) demonstrate greater appreciation

for exploring the challenges in language teaching, particular in theteaching of listening and speaking.


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EDP 522 Language Testing andAssessment

This unit offers an opportunity to review

and critically analyze the central concepts in

language testing and assessment, and also to

evaluate and design test tasks and assessment

procedure. A further consideration of the

social and political context of foreign

language examinations and the psychology of

test-takers is studied. The relationshipbetween teaching and testing and the way in

which theories of language learning relate to

testing and assessment are also a focus.

EDP 523 Methodology for Teaching Reading and Writing

Major issues in and approaches to TESOL are examined. Topics

include the role of the teacher and learner; the aims, activities, techniquesand methodologies used to teach language in different classes; and the

extent to which these approaches suit different contexts and purposes of

language teaching. Students will be equipped with up-to-date and

comprehensive account of theories of language and language teaching and

a wide range of practical teaching ideas. This unit is taught prior to the

conducting of the teaching practicum. Together with the Practicum, this

unit upgrades the participants skills to the advanced level teacher.

EDP 524 Phonetics and Phonology in Language Teaching

This subject is to provide students with theoretical and practical

perspectives on the teaching of pronunciation within a functional approach

to language. Phonemic and prosodic aspects of language are considered,

and the role of prosody in contribution to the construction of meaning is

explored. Students develop strategies for the teaching of pronunciation to

learners of a second/foreign language, and also consider phonologicalaspects of the first language.


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EDP 525 Psychology of Language Learning

The subject investigates various

psychological models of second/foreign

language learning. Students will explore in

detail four major modelssocial psychological,

socio-emotional, social context and educational

to reflect their experience of learning

environments in the context of language

learning and teaching in Cambodia. Upon

completion of the subject, students should havebeen able to identify and harness (in real

situation) conditions and contexts conducive to

expert performance of language learning.

EDP 526 Sociolinguistics and Language Teaching

In this unit students will explore some of the ways in which

language is actually used in context in different cultures. The emphasis is

on understanding and describing how people actually make use of the

language and how this impacts on communication and miscommunication,

particularly between native speakers and learners of a language. Some of

the theoretical and practical issues in the investigation of authentic

language use will be tackled and the practical implications for teachers,

language curriculum developers and others involved in interactions with

people from other cultures will be explored.

EDP 601 Research Seminar (in cooperation with Research Unit

of Department of English)

This is an advanced seminar compulsory for all students. Under the

guidance of supervisors and team leader of the research unit of the

Department of English, students will be able to gain insights, practical

techniques, and skills in research design, data analysis, writing up of

findings and defense of their thesis in an academically friendlyenvironment.


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EDP 631 English Language Teaching Management

This unit is designed for those who see management as part of their future

career, and those who wish to gain skills in managing English language

programs and projects. The content covers sociopolitical and cultural contexts

of ELT management, management of language program, project

implementation; curriculum/academic management; managing curriculum

innovations, management of short and long courses, management resources and

self-access centers, staff allocation, and professional development. Specially

drawn on varied experiences of the Department of English, Institute of Foreign

Languages, a careful study on program planning, preparing for bidding for the

provision of language courses, recruiting, appointing, inducting, appraising,

training of staff, managing teams, leading and consulting will be focused.

EDP 632 Language and Culture in Contact

A study of the notion of culture, its

relationship to linguistic and interactional

meaning, and of the inherently bicultural

nature of the language classroom will be

focused. The subject develops understanding

of the language learners task to integrate the

intercultural and the linguistic, and of the

consequent demands on the learning

environment and processes for it to be

successful. A range of strategies for achieving

integrated linguistic and cultural learning in

classrooms are examined.

EDP 633 Language Planning and Language Policy

The purpose of the subject is to launch students to explore current

debates and issues underpinning ideologies of language planning and

language policy. Contesting issues such as design and implementation of

language curricula, standardization, revitalization and changes, language

rights, linguistic imperialism, linguiscism, linguistic rights, language and

issues of aid and development are examined and analyzed to shed light onimportant actors and ideologies.


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EDP 634 Computer Assisted Language Learning (CALL)

By engaging in a series of classroom tasks and projects and drawing on

their experience and language-related study, the subject introduces students

to the pedagogical and technological issues involved in effective design,

development and delivery of CALL materials. The course investigates

selected CALL approaches such as socio-collaborative, exploratory and

tutorial in relation to language teaching methodology, technological

development, and linguistic and second language acquisition theory. The

courses particular emphasis is on the use of Internet-based resources. On

completion of this subject, students should have a solid understanding ofmodern technology and its impact on second language learning and teaching.

Also, they should be able to apply this knowledge to their own teaching, the

development of electronic materials and management of computer-assisted

language learning in the classroom and in distance mode.

EDP 635 English for Specific Purposes

This unit aims to demonstrate theoretical and practical issues related

to teaching language for specific purposes, either as a second language orforeign language. Students will learn to apply principles of needs analysis,

discourse analysis to analyzing specific language learning contexts and

apply the analysis of the specific oral and written text types associated

with particular disciplines or vocational areas to the development of

appropriate curricula, materials and assessment for teaching LSP.

EDP 636 Teaching of Literature in a

Second/Foreign Language

The breadth of the subject is on the use

of stylistics, meanings and expressions in

literature commonly practiced inside the

ESL/FL classrooms. The unit will explore

in-depth the artistic description, cultural

creativity and stylistic elements based on

the linguistic methods of interpretation.


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EDP 641 Bilingualism

This unit attempts to bring together a range of approaches reflectingthe multidisciplinary origins of the research (psycholinguistic,

sociolinguistic and linguistic) in the study of the key issues relative to the

bilingual individual, communities and education. Participants will be able

to define key terms in the bilingualism; describe the ways in which

bilingual language use may be assessed for research, education and

professional practice; define the factors which impact on bilingual

language acquisition; and describe the range of circumstances in which

people become bilingual.

EDP 643 Professional Practice and Research Report Writing

Students undertake six-week supervised teaching practice and

observation in the sectors in which they wish to qualify, together with peer

observations and school-based field work. Teaching practice incorporates

appropriate modeling of the target language, both spoken and written; the

design, implementation and evaluation of lessons and units of work forstudents at a variety of language levels, the adaptation of existing materials

and development of original work to meet student needs and interests; the

evaluation and development of appropriate TESOL programs, including

needs analysis, syllabus design, program organization and evaluation; the

monitoring, documentation and reporting of students language

development; the establishment of collaborative relationships with other

staff members and self-reflection and critical evaluation of ones own

practice.

TEACHING/LEARNING/ASSESSMENT

When taught in the weekly program, there are 30 one-and-half

hour sessions for each subject. Teaching and learning strategies

include lectures, presentations, small group work, group discussion,

independent study, mini-tasks, seminars and workshops. Visiting


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professors and lecturers will probably conduct intensive teaching

within a period of two to three weeks for any assigned subject/unit.

To be awarded of Master of Art in Teaching English to Speakers

of Other Languages (MA in TESOL), students must pass all the

units/subjects required and complete the supervised project with at

least a satisfactory result. The following is the grading scales applied

to the unit/subject teaching assessment.

Percentage

Points

Grade GPA Text

86100 A 4.00 Excellent

8085 B+ 3.50 Very Good

7079 B 3.00 Good

6569 C+ 2.50 Fair

6064 C 2.00 Satisfactory

Below 60 F 0.00 Fail

PAYMENT AND SCHEDULEThe tuition fee for the program (4 semesters) of the Master of

Arts in TESOL is US$1,960. This fee may be paid by US$490

installment at the beginning of each semester at the following

schedules:

Semester Fee-Paying Schedule

In-program

Students Newly selected Students

September August 2n

week August2n

week September

March February 2n

week February2n

week March

PROGRAM SCHEDULE AND CALENDAR

There are three course schedules offered for this program on

every weekday from Monday to Friday. (Note that the schedulesoffered depend on the number of students registered).


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Schedule

Weekday TimeMorning 07.3011.00

Afternoon 14.0017.00

Evening 17.3020.30

Academic Calendar

EventSeptember

Semester

March

Semester

Application Distribution July December

Application and Registration Deadline August January

Selection and Examination August February

Semester Commencement September March

ADMISSION REQUIREMENTS

This course is a rigorous degree program. Applicants must

possess an advanced standing of achievement required by the

Department of English for admission to this graduate study. Each

applicant must meet one of the following main criteria.

A.Entry Requirements for former and non-EnglishDepartment Students

(1) An undergraduate degree in B.Ed (TEFL) with an averagescore in their final year NOT less than 60% (only for former

English Department Students).

(2) An undergraduate degree in B.Ed or B.A in related socialsciences from recognized institutions.

(3) A teaching qualification and working experience (one yearminimum).

(4) Evidence of strong academic or professional record with aminimum GPA of 3 (Accreditation Committee of Cambodia).


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(5) An official score of TOEFL of 530, ITP 550 or IELTS 5.5 witha band of 5 in writing.

(6) For those whose average score is lower than 60% or who donot have their official TOEFL, ITP or IELTS scores they must

pass the Proficiency Test administered by the Department of

English.

(7) A pass in the interview.B.Additional Recognition of Prior Learning

Recognition of prior learning may be granted for theUnits/Subjects completed in the other overseas institutions in the

following courses.

A.Postgraduate Diploma in TESOL (40%)B.Postgraduate Diploma in Applied Linguistics (40%)C.MA in relevant social sciences (30%)

Note: A recognition of prior learning and experience may be granted

on the basis of equivalent study undertaken at the Department of

English. This is decided on a case-by-case basis.

APPLICATION PROCEDURE

To apply directly to the MA in TESOL Program at the

Department of English, Institute of Foreign Languages, follow these

easy steps:

(1) Pick up an application form from the receptionist on theground floor of Building E.

(2) Fill out all the information required by the MA program ofthe Department of English and submit with all necessary

documents to the Department of English.

(3)

When you are submitting your application form, make sureyou attach:


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original or certified copies of your academic qualificationsand transcripts;

original or certified copy of evidence of your English

language proficiency (TOEFL, ITP or IELTS score);

a good study objectives and a Curriculum Vitae; and

any other information specified in the entry requirements for

the course(s) you have chosen. (Please see the Academic

Calendar for application schedule).

FACULTY/AREAS OF EXPERTISE

A.Local StaffN Name Specialization1 Dr. Nith Bunlay Curriculum

2 Dr. Ouk Diven Applied Linguistics

3 Mr. Chan Sophal Educational Psychology

4 Mr. Chan Virak TESOL

5 Mr. Chau Samphaus TESOL6 Mr. Keuk Chan Narith English Language Teaching

7 Mr. Khan Bophan English Language Education

8 Mr. Koem Oeurn TESOL

9 Mr. Lim Sovannarith English Language Education

10 Mr. Neak Chandarith Education (TESOL), Political Science

11 Mr. Nin Savuth English Language Education

12 Mr. Om Soryong Instructional Design13 Mr. Puy Kheang Law/Governance

14 Mr. Roth Hok App. Ling. ESP Curriculum

15 Mr. Sen Vicheth Curriculum Design and Instruction

16 Mr. Sok Say Politics/International Relations

17 Mr. Sok Soth Applied Linguistics

18 Mr. Tith Mab Education (Teaching)

19 Ms. Pors Sidonie Instructional Technology and Media

20 Ms. Sok Thida Education


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B.Visiting Professors and LecturersN Name Specialization1 Dr. Alan Klein Education (Higher and Adult)2 Dr. Benedict Lin Grammar and Discourse/Language

Testing and Assessment3 Dr. Gloria Poedjosoedarmo Grammar and Discourse4 Dr. Madalena Cruz-Ferreira Bilingualism/Phonetics and Phonology5 Dr. Rita Simpson-Vlach Sociolinguistics6 Dr. Steven Moore Research in Language Education

7 Ms. Margareta Walker EAP8 Prof. Thom Huebner Bilingualism9 Prof. William Littlewood Sociolinguistics

For further information, please contact:

Ms. Heng Sokha

Coordinator of the

MA in TESOL Program

Room E1.3, 1st

Floor, Building E

Department of English

Institute of Foreign Languages

Royal University of Phnom PenhRussian Federation Boulevard

P.O. Box 416, Phnom Penh

Tel: (023) 885 419

Fax: (023) 884 154

Email:[email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]

ifl ma handbook 2011

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