1
C
ONTENTS
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
2
“It is today we must create the
world of the future.”
3
MASTER OF ARTS IN TEACHING ENGLISH
TO SPEAKERS OF OTHER LANGUAGES
MA in TESOL
P
ROGRAM
O
VERVIEW
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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V
ISION AND
E
XPECTATIONS
The Master of Arts in TESOL Program embraces a dynamic and
strategic 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.
P
ROGRAM
A
IMS
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 and
application of theoretical issues in linguistics;
to develop students’ understanding of the linguistic dimensions
of cultural diversity, globalization and social change;
to give participants the opportunity to reflect on this
professional 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 a
specific area of interest to them.
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This course lasts FOUR semesters 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 of 9 compulsory core units/subjects, 5 of
the 13 elective units/subjects and a supervised project of 10,000
words.
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 will
result 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
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Suspension Policy
Students are allowed to defer their study for a maximum of two
semesters 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
C
OURSE
U
NITS
/S
UBJECTS AND
C
REDITS
A.
Compulsory Core Units/Subjects and Credit Points
N Code Unit/Subject Credit Offered
1 EDP 511 Second Language Acquisition 3 Semester 2 2 EDP 512 Introduction to Research in Language
Education and Applied Linguistics 3 Semester 1
3 EDP 513 Language Curriculum Design and
Development 3 Semester 1
4 EDP 514 Grammar and Discourse (Functional
Approach) 3 Semester 1
5 EDP 515 Academic Writing for Graduate
Studies 3 Semester 1
6 EDP 516 Introduction to Applied Linguistics 3 Semester 1 7 EDP 521 Methodology for Teaching Listening
and Speaking 3 Semester 2
8 EDP 522 Language Testing and Assessment 3 Semester 2 9 EDP 523 Methodology for Teaching Reading
and Writing 3 Semester 2
10 EDP 643 Professional Practice or Research
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B.
Elective Units/Subjects and Credit Points
N Code Unit/Subject Credit Offered
1 EDP 501 Seminar on Special Issues of Applied
Linguistics 3
Semester 1&2 2 EDP 502 Advanced Academic English 3 Semester
1&2 3 EDP 524 Phonetics and Phonology in Language
Teaching 3 Semester 2
4 EDP 525 Psychology of Language Learning 3 Semester 2 5 EDP 526 Sociolinguistics in Language
Teaching 3 Semester 2
6 EDP 631 English Language Teaching
Management 3 Semester 3
7 EDP 632 Language and Culture in Contact 3 Semester 3 8 EDP 633 Language Planning and Language
Policy 3 Semester 3
9 EDP 634 Computer Assisted Language
Learning (CALL) 3 Semester 3
10 EDP 635 English for Specific Purposes 3 Semester 3 11 EDP 636 Teaching of Literature in a
Second/Foreign Language 3 Semester 3
12 EDP 601
Research Seminar (in cooperation with Research Unit of Department of English)
3 Semester 3&4 13 EDP 641 Bilingualism 3 Semester 4
U
NITS
/S
UBJECTS
D
ESCRIPTION
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 two seminars for each semester.
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EDP 502 Advanced Academic English
This is a preliminary subject aims to improve 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 currently addressed 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 for language 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 Applied
Linguistics
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 the course, 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 the teaching of listening and speaking.
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EDP 522 Language Testing and
Assessment
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 relationship between 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, techniques and 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 phonological aspects 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 models – social 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 have been 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 friendly environment.
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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 learner’s 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 on important 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 course’s particular emphasis is on the use of Internet-based resources. On completion of this subject, students should have a solid understanding of modern 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 or foreign 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 reflecting the 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 for students 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 one’s own practice.
T
EACHING
/L
EARNING
/A
SSESSMENT
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
86 – 100 A 4.00 Excellent 80 – 85 B+ 3.50 Very Good 70 – 79 B 3.00 Good 65 – 69 C+ 2.50 Fair 60 – 64 C 2.00 Satisfactory Below 60 F 0.00 Fail
P
AYMENT AND
S
CHEDULE
The 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 2nd week August – 2nd week September March February 2nd week February – 2nd week March
P
ROGRAM
S
CHEDULE AND
C
ALENDAR
There are three course schedules offered for this program on
every weekday from Monday to Friday. (Note that the schedules
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Schedule
Weekday Time Morning 07.30 – 11.00 Afternoon 14.00 – 17.00 Evening 17.30 – 20.30Academic Calendar
Event September Semester March SemesterApplication Distribution July December
Application and Registration Deadline August January
Selection and Examination August February
Semester Commencement September March
A
DMISSION
R
EQUIREMENTS
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-English
Department Students
(1) An undergraduate degree in B.Ed (TEFL) with an average
score 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 social
sciences from recognized institutions.
(3) A teaching qualification and working experience (one year
minimum).
(4) Evidence of strong academic or professional record with a
minimum 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 with
a band of 5 in writing.
(6) For those whose average score is lower than 60% or who do
not 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 the
Units/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.
A
PPLICATION
P
ROCEDURE
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 the
ground floor of Building E.
(2) Fill out all the information required by the MA program of
the Department of English and submit with all necessary
documents to the Department of English.
(3) When you are submitting your application form, make sure
you attach:
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original or certified copies of your academic qualifications
and 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).
F
ACULTY
/A
REAS OF
E
XPERTISE
A. Local Staff
N Name Specialization
1 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 TESOL
6 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 Design
13 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
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B.
Visiting Professors and Lecturers
N Name Specialization
1 Dr. Alan Klein Education (Higher and Adult) 2 Dr. Benedict Lin Grammar and Discourse/Language
Testing and Assessment
3 Dr. Gloria Poedjosoedarmo Grammar and Discourse
4 Dr. Madalena Cruz-Ferreira Bilingualism/Phonetics and Phonology
5 Dr. Rita Simpson-Vlach Sociolinguistics
6 Dr. Steven Moore Research in Language Education 7 Ms. Margareta Walker EAP
8 Prof. Thom Huebner Bilingualism 9 Prof. William Littlewood Sociolinguistics
