THE ENGLISH AND FOREIGN LANGUAGES UNIVERSITY, HYDERABAD

TEMPLATE FOR COURSE DESCRIPTIONS (for all the Programmes)

Course title Psychology of Education: Cognition, Language and Learning

Category (Mention the a. Existing course with 50% Revision

appropriate category b. New chapter included:
(a/b/c) in the course 1. Understanding Self, Identity and Personality
2. Psychology of Adjustment
description.)
3. Psychology Practicals
a. Personality Inventories
b. Sociometry & Sociogram

Course code BEDE FE 305

Semester II

Number of credits 04

Maximum intake 50

Day/Time Monday 11-12, Wednesday 2-3, Thursday 2-3, Friday 10-11

Name of the teacher/s Dr. Repudi Vijayalatha

Course Description i) A brief overview of the course

This course enables students to raise questions about the relationship
of language to thinking and most importantly how this relationship is
inscribed and manifested in the dynamics of human development
(biological, physical, socio-cultural, cognitive, emotional etc.). This
course facilitate students to examine the development of cognition,
thinking, and language in children, with implications for education.
Leading learning theories will be presented and applied to better
understand how to facilitate children’s learning and individual
differences in cognition.

The course is aimed towards helping student-teachers understand

various theories about how children learn and how learning and
cognition are understood by various theorists. This would lead
student-teachers to construct an understanding of learning for their
own selves which they would be able to use in the classroom. This, it
is hoped would help the teacher become more of a supporter and
facilitator rather than an instructor. Another pertinent aim is to enable
the students develop an understanding of the research methods
employed to understand children in their multiple contexts. It is
envisaged that the students would use some of these methods not only
to hone their skills in the same but also in learning about reflection and
analysis on the data gathered through these means.
 This implies strengthening linkages between theory and practice
through various field-based assignments.

ii. Objectives of the course in terms of Programme Specific Outcomes (PSO

of the Programme under which the course is being offered)

• To understand the process of thinking, language and learning

in children through different theories/ perspectives and reflect
on their relevance in the teaching-learning process. (aligns with
PO2,PO3,PO6)
• To understand how different perspectives/theories contribute to
an overall understanding of development and the child as a
socio-cultural, universal. (aligns with PO4, PO12)
• To bring the implications of theory into the center of the study
of children; to provide for opportunities such that the student
teacher is able to visualize the linkages with theory in the real
life interactions with children. (aligns with PO6, PO8, PO12)

iii. Learning Outcomes

1. Student-teachers will understand theories of learning as conceptualized

currently within psychology and cognitive science Demonstrate
knowledge of some approaches in the construction,
administration and evaluation of tests (Domain Specific outcome)
2. Student-teachers will engage theoretically and through observation
with the notion of learning as construction of knowledge. (Domain
Specific outcome)
3. They will also investigate the differences and connections between
learning in school and learning outside school (Skill enhancement)
4. Student teachers develop a strong images of what powerful learning in
a classroom can be, its relationship with learners’ motivation, and
develop analytical tools to understand such learning. (Skill
enhancement)
5. Student-teachers will appreciate that all teaching is directed at learning,
and that the learner is at the heart of teaching Analyze and interpret
the results of the tests. (Value addition)
6. They will explore the activity of teaching in a formal setting, and
appreciate it as a contextually located, highly complex enterprise, that
cannot be reduced to techniques. (Value addition)
7. Student-teachers will analyze teaching as a profession, reflect on their
beliefs and practices, multiple responsibilities located in an
institutionalized setting, and the need and opportunities for professional
growth (Employability Quotient)

Course delivery • Classroom discussions for developing conceptual

understanding.
• Individual and group presentations of issues and concerns
raised in assignments
• Theoretical and practical activities/exercises/investigations;
and analysis interpretation of collated observations,
systematic data.
Evaluation scheme Internal (modes of evaluation):

1. Field based assignments

2. Group / paired project works / presentations 30
weightage
3. Psychology practicals
4. Classroom participation and attendance (10 weightage)

End-semester (mode of evaluation): 60 weightage

Sit and write exam

Reading list Essential reading

1. 1. Crain, W. (1992). Theories of Development: Concepts and

2. Applications (3rd Edition). New Jersey: Prentice Hall.
3.
4. 2. Elkind, D. (1976). Child Development and Education. Oxford
5. University Press.
6.
3. Harris, M. and Butterworth, G. (2002). Developmental
Psychology:
a student’s handbook. New York: Taylor & Francis.

4. Lefrancois, G. (1991). Psychology for Teaching. Wadsworth

Publishing Co.

5. Mukunda, Kamala, V. (2009). What Did You Ask in School

Today? A Handbook on Child Learning. Noida: Harper Collins.

6. Snowman, B. R. and Snowman, J. (1996). Psychology Applied to

Teaching. 8th edition. Boston: USA: Houghton Mifflin.

7. Santrock, John W. (2011), Educational Psychology, Tata

McGraw-Hill : New Delhi.

8. Woolfolk ,Anita (2011) ,Educational Psychology, Pearson:New

Delhi

Course title English Language Pedagogy - II

Category (Mention the Existing course with revision 30%

appropriate category
(a/b/c) in the course a. New themes: Continuous Professional Development of English
Teacher
description.) b. Communication Skills in English
Course code BEDE DC 308

Semester II
Number of credits 04

Maximum intake 50

Day/Time Monday 10-11, Tuesday 2-3, Thursday 11-1, Friday 11-12

Name of the teacher/s Prof. C. Jangaiah

Course description Curriculum should not simply be seen as a kind of super syllabus, since
there is a qualitative difference between the two ‘syllabus’ refers to the
content or subject matter of a course designed to achieve the set objectives
where as ‘Curriculum’ refers to the totality of all activities supposed to be
carried out. The main components of the curriculum are purposes, content,
methodology and evaluation. Different models of curriculum are the
expression of different value systems. Two broad kinds of goals within the
scope of the teacher education are often identified, Training and
Development. It often involves examining different dimensions of a
teacher’s practice as a basis for reflective review and can hence be seen as
‘bottom up’. One of the major concerns in the field of education is to
improve its qualitative standards. When a teacher is engaged in improving
and modifying the working system of classroom through research. Infact,
it is considered as a research in action, i.e. Action Research. The nature of
action research, however, with its cycle of observing, analyzing, acting and
reviewing, indicates that it is an activity that takes time to carryout and
hence requires a considerable time commitment. Besides Action Research
discussions on the concepts of Remedial Teaching, Reciprocal Teaching,
Reflective Teaching and Communication skills would take place in order
to take the students for further self development. A teacher is supposed to
posses the knowledge about types of educational evaluation and its related
components information available on every topic under the sun that no one
can hope to carry all of it in his head. It is the responsibility of the subject
teacher to ensure that his student has this familiarity with the relevant
source materials and the effective use of them. The language teacher can
help the student in acquiring various purposes, referred to study skills.

Objectives: Enabling the students

1. to understand the importance of ELT and its curriculum aspects like

principles, approaches and models of curriculum development. (aligns
with PO1, PO2)
2. to acquire the knowledge of Teacher Training and Development – their
role in continuous professional development of English teachers.
(aligns with PO3)
3. to get introduced to find out the workable solutions for Teaching
Learning problem in English. (aligns with PO3, PO4)
4. to use alternate strategies in improving the quality of learning in the
process of Remediation-Reflection and Reciprocation. (aligns with
PO4, PO6, PO8)
 5. to acquire knowledge about the concepts of Testing, Measurement and
evaluation and Analysis of English Text Book at secondary level.
(aligns with PO5, PO8 )
6. to get orientation on various Study Skills, special focus on
Communication Skills in English. (aligns with PO11, PO12)

Learning Outcomes:

1. The learners will become professionally competent in content and

pedagogy of ELT (aligns with PO1Knowledge and Understand)
2. Students / will be able to involve in critical and creative thinking
processes that lead to innovative strategies. (aligns with PO3, PO4)
3. Students will participate in certain meaningful remediation activities-
composition exercises, self reflective practices and ultimately
become self-reliant in teaching learning process (aligns with PO6,
PO8)
4. Students themselves plan, prepare and present various pedagogical
concepts in the form of Monolog, Dialogue, Group discussion, Panel
discussion etc. (aligns with PO9, PO10, PO11, PO12)
5. Students intensively participate in peer learning, peer coaching
practices under the supervision of methods masters. (aligns with
PO9, PO10, PO11, PO12)
6. Students ultimately become professionally competent English
Teachers to excel themselves at secondary stage. (aligns with PO9,
PO11, PO12)
Course delivery Lecture –Discussion–Demonstration-Experiential Learning-Teacher-
student collaboration

Evaluation scheme Internal 40% Test-Assignments-Presentations

End-semester 60% Written Exam

Reading list Essential:

1. Brean M (1984). Process in Syllabus Design and Classroom

Language Learning –British Council.
2. Brum fil C.J. (1984) Key issues in Curriculum and Sy Kabus Design
for ELT-British Council
3. Skil back M. (1984) – School based Curriculum Development-
London, Harper and Row
4. Tyler R.W – 1949 / 1973, Basic Principles of Curriculum English
Language Syllabus Design-Johnson and Porter (1983)
5. Jack. C. Richards and Thomas S.C. Farrell – Professional
Development for language Teachers – Cambridge University Press-
New Delhi
6. Anne Burns – Jack C. Richards (2011) The Cambridge guide to
Second Language Teacher Educators - Cambridge University Press-
New Delhi
7. Anand Mahanand – Amit Kumar (2016) Learning to learn – Study
skills in English Viva Books Private Limited – New Delhi.
8. I.V. Chalapati Rao (1999) Communication and Leadership:
Book links Corporation, Hyderabad, India.
 Additional Reading:

1. R.V. White 1988/99. The ELT curriculum, Oxford Bail Black Well
Ltd.,
2. Freeman. D. & Richards J.C. (Eds) 1996 Teacher Learning in
Language Teaching, New York, Cambridge University Press.
3. Green. G. 2002; Training and Development, Oxford, Capstone
publishing.
4. Schon D.A. 1983 The Reflective Practitioner - New York: Basic
Books
5. Wallace M.J. 1998 Action Research for Language Teachers,
Cambridge University Press.
6. Rulin. D. 1983 Teaching Reading and Study Skills in context area,
New York, CBS College
7. Teresa ‘O’ Brien & R.R. Jordon, 1985 Developing Reference Skills,
Collins ELT London
8. Richard Denny – 2010: Communicate to win. Kogan Page India Pvt.
Ltd. New Delhi.
9. P. Dinakar – 2018 – Communicative English - Neelkamal
Publications Pvt. Ltd., New Delhi & Hyderabad.

Course title ENGLISH LANGUAGE PEDAGOGY - I

Category (Mention the c. Existing course without changes

appropriate category
(a/b/c) in the course
description.)

Course code BEDE DC 307

Semester II

Number of credits 03

Maximum intake 41

Day/Time Monday 12-1, Tuesday 10-11, Wednesday 10-12

Name of the teacher/s Prof. R. V. Anuradha

Course description Include the following in the course description

I. A brief overview of the course Language education in school does not

only take place in specific language subjects such as L1, L2 etc., but
also in each and every subject , in each and every activity in school and
in fact across the whole curriculum. There is a need to provide a central
educational experience which is substantial for the learner and which
will have a marked effect on the learner’s self-perception and learning.
This course introduces the trainee teachers to the status of English
language and the different language policies of our country. It also
makes them understand the bilingual and multilingual contexts of
language teaching/learning. Second Language Acquisition theories also
 prepare them to be ready to pursue the various pedagogy courses offered
in the B.Ed (English) programme.
A distinct feature of the course is its approach to learning and teaching,
through which student teachers develop the skills of reflection,
reflexivity and critical thinking in a supportive
professional environment.
II. Objectives of the course in terms of Programme Specific Outcomes
(PSO of the Programme under which the course is being offered)
III. Learning outcomes—a) domain specific outcomes b) value addition/
c) skill-enhancement/ d) employability quotient
(Please highlight the portion that subscribes to a/b/c/d)
• Understand the place of English Language Teaching
• Appreciate the problems of learning a second language
• Become conversant in English language teaching process
• Create sensitivity to the language diversity that exists in the
classrooms
• Appreciate the language background of students

Course delivery Lecture/Seminar/Experiential learning (highlight the portion in the course

description that lends itself to these)

Evaluation scheme Internal (modes of evaluation):

Three best practicum tasks would be chosen for assigning internal marks
(30)

Mini survey for 10 marks

End-semester (mode of evaluation):

End-semester (mode of evaluation): 60 weightage

Sit and write exam

Reading list Essential reading

• Richards, J.C., and T Rogers. (1998) Approaches and Methods to

Language Teaching, Cambridge, CUP
• Doff, A (1981) Teach English, Cambridge, CUP
• Krishnaswamy, N, and T Sriraman (1994) Teaching English in
India Chennai, T R Publishers
• M L Tickoo. (2003) Teaching and Learning English. Hyderabad:
Orient Longman Pvt. Ltd.
• Ur. Penny (1991): A Course in Language Teaching, Cambridge;
Cambridge University Press

Additional reading
 1. Diane Larsen-Freeman (2010) Techniques and Principles in
Language Teaching (Indian Edition), Published by Oxford
University Press in India
2. Jill Hadfield & Charles Hadfield (2008) Introduction to
teaching English Oxford University Press
3. Ellis, R (1985) Understanding Second Language Acquisition,
Oxford, OUP
4. Krishnaswamy, N, and T Sriraman (1994) Teaching English in
India Chennai, T R
5. Publishers
6. Bearne, E, Dombey, H. and Grainger, T (eds). 2003. Classroom
Interactions in Literacy.
7. Berkshire: Open University Press, McGraw Hill Education
8. 11. Chaudron, Craig. 1988. Second Language Classrooms.
Cambridge: CUP.

Course title Phonetics and English Language Pedagogy

Category (Mention the a. Existing course with revision.
appropriate category b. Quantum of Revision: 20 %
(a/b/c) in the course
description.)
Course code BEDE - FE - 309
Semester II
Number of credits 04
Maximum intake 50
Day/Time Tuesday (11am - 1pm), Thursday (3pm - 5pm)
Name of the teacher/s Prof. Salivendra Jayaraju
Course description Overview:
This course is designed to introduce the basics of English
phonetics, train students in pronunciation, and make them
aware of the issues of intelligibility, through lectures, tutorials,
and lab sessions. Some of the topics covered in this course are
the speech mechanism, the respiratory-phonatory-articulatory
systems, phoneme vs allophone, the IPA chart, the criteria for
description of consonants and vowels (with special focus on
English – RP (Received Pronunciation)), phoneme distribution,
syllable, word accent, and the prosodic systems of rhythm and
intonation. The evaluation is based on theoretical knowledge,
its application, and the production and perception skills.
Course Outcomes:
By the end of the course, the students will
1. obtain a sound theoretical knowledge of the Phonetics of
English;
2. receive thorough training to identify and describe the
phonemes of English language;
3. appreciate the patterns of word accent, sentence rhythm,
and intonation (in various contexts) of English (RP) for
better appreciation of the language and its efficient use;
4. acquire pronunciation skills through the use of English
dictionary;
5. overcome L1 interference and improve the intelligibility of
their speech;
6. develop their Spoken English skills to augment their
employability; and
7. experience teaching English pronunciation skills inthe
Indian classroom.
Module 1:
a. Introduction: Language; Learning a Second Language;The
English Language; Standards of Pronunciation of English;
Spoken English in India; pronunciation and intelligibility
b. The Speech Chain; The Speech Organs; The Speech
Mechanism: Initiation, Phonation, and Articulation
c. The phoneme; phoneme vs allophone; distribution
d. Description of speech sounds (in general): consonants&
vowels; IPA: the consonant and vowels (cardinal) charts;
the use of diacritics
Module 2:
a. Description of speech sounds of RP (standard British
English): Consonants
b. Description of speech sounds of RP: Vowels
c. Use of phonetic symbols; broad vs narrow transcription;
use of a Pronouncing Dictionary; practicein phonemic
(broad) transcription
d. Practice in Tutorial & Language Lab sessions: Perception
and Production exercises on vowels andconsonants of RP
Module 3:
a. Phoneme vs syllable; the syllable structure in RP;
Consonant cluster rules
b. Accent vs Stress; primary vs secondary accent; word-
accentual patterns in English (rules)
c. Sentence rhythm: types of rhythm; sentence rhythm of
English; strong vs weak forms (rules); contracted forms
d. Practice in Tutorial & Language Lab sessions:
Perception and Production exercises on Word Accent
and Sentence Rhythm
Module 4:
a. Intonation: melodic contours; three aspects ofintonation
b. Tonality: Tone groups; rules for chunking of information
into tone groups; neutral vs marked (basic)
c. Tonicity: stressed syllable vs tonic syllable; criteria for
identifying the tonic syllable; neutral vs marked (basic)
d. Tones: types of tones (four); pitch contours of thesetones
e. Functions of Intonation: accentual; attitudinal;
grammatical
f. Practice in Tutorial and Language Lab sessions: Intonation
patterns; oral reading of passages, includingconversations.
 Module 5:
a. Methods for Teaching English Pronunciation
b. Accent Neutralization in Indian Classroom
c. Materials for Teaching English Pronunciation
d. Teaching and Testing with reference to English
Pronunciation
e. Practice teaching English Pronunciation

Course delivery Lecture/Seminar/Experiential learning (highlight the portion in the

course description that lends itself to these)
Evaluation scheme Internal: 40% Mode of assessment: 3 Internals (both theory
and tutorials)
Final: 60%: Mode of assessment: Written Exam + Ear Training
test + Peer-teaching + Orals
Reading list 1. Gimson, A.C. 2008. Gimson’s Pronunciation of English, 7th ed.
Revised by A Cruttenden. London: Hodder Education.
2. Hewings , M. 2004. Pronunciation Practice Activities: A resource
book for teaching English pronunciation, First South Asian
Edition, Cambridge: Cambridge University Press.
3. Kenworthy, J. 1988. Teaching English Pronunciation, London:
Longman.
4. Martha, C.P. & Pamela, R. 2019. English Pronunciation Teaching
and Research: Contemporary Perspectives, London: Palgrave
Macmillan.
5. Roach, P. 2009. English Phonetics and Phonology: A Practical
Course, 4th ed. Cambridge: Cambridge University Press.
Dictionary:
1. Jones, D. 2011. Cambridge English Pronouncing
Dictionary, 18th ed. Cambridge: Cambridge University
Press.

Course title Sociology of Education (Engagement with the field)

Category (Mention the c. Existing course with 10% Revision Perspective in Education
appropriate category
(a/b/c) in the course
description.)

Course code BEDE FE 306

Semester II

Number of credits 03

Maximum intake 50

Day/Time Tuesday 2-3, Wednesday 12-1, Thursday 10-11, Friday 12-1

Name of the teacher/s Dr. S. Nageswara Rao

Course description The course on sociological perspectives of Education (Engagement with

the field) aims to develop an understanding of sociology of educational
concepts, society, social equity, culture, socialization, social change,
factors that determine social change and education, social stratification,
social transformation, national development, modernization, general
characteristics of traditional and modern society and certain aspects related
to relationship between culture and education, social class, educational
implications and functions of educational sociology besides attributes of
modernization, general characteristics of traditional and modern society.

Education implications of community and society, an emphasis on study

the culturally practices prevailing in the local community, the diversities
existing in the community, the social stratification in the village and social
mobility in a village, ward and its impact on the society.

The above aspects are given importance for engagement with the field and
to know more about Indian society.

Objectives:

• To help students understand and analyze different aspects related to

sociology of education
• To discuss perspectives in education.
• To understand various implications of sociology of education
• To understand specific concepts of society
• To make the students acquainted with the engagement with the field
to conduct survey in a village or ward.
• To create awareness with regard to social, economic and political
accepts of the society.
Learning outcomes:
• Keen understanding of sociology of educational concept
• Being able to analyse different aspects of sociology of education.
• Hands-on the specific concept of society, social equity and culture.
• Acquaintence with the field work on social change.
Course delivery Lecture –Discussion–Demonstration-Experiential Learning-Teacher-
student collaboration

Evaluation scheme Internal mode of evaluation

Internal 25% Test-Assignments- Project work & Presentation

End-semester mode of evaluation 50% Written examination

Reading list Essential Reading:

1. Brown - F.J. Education Sociology

2. Bhatnagar CP- The Crisis In Indian Society
3. Cook L.A and Cook E.F- Sociological approach to Education
4. Dewey John -Democracy and Education
5. Harton Paul B-and Chester L Hunt -Sociology
6. Moore W. E- Social change
7. Ottaway AK –Education and society “an introduction to the Sociology
of Education”

Additional Reading:

1. Ogburn and Nimcoff -A hand book of Sociology

• Rose E A-Principles of Sociology
• Russell Bergrand- The impact of science on Sociology
• Shipman M.D. - Education and modernization
• Tumin M.M.- Social stratification
13. N R Swaroop Saxena- Philosophical and Sociological foundation of
education
14. D.L. Sharma -Education in emerging Indian society Suresh Bhatnagar
-Modern Indian education