MA Curriculum MA Curriculum

Department of non-thesis group of students should select two more courses for study from the course basket offered by the University of Dhaka department. The thesis group students should complete MA Curriculum their MA thesis paper in lieu of taking two elective courses. Session: 2015-16, 2016-17, 2017-18. 2018-19 The minimum number of students of each elective course should be 10 1. Title of the program 4.6 Comprehensive examination: The course Ling M 5201 Masters of Arts in Linguistics which counts 100 marks (4 credits) will be regarded as comprehensive examination. There will be no formal class 2. Eligibility for admission for comprehensive examination. The question will be set 2.1 Bachelor of Arts in Linguistics or equivalent from all the obligatory courses those will be taught in the whole MA programme. 2.2 Other criteria for admission may be determined by both the Faculty of Arts and the Academic Committee of the 5. Teaching Department of Linguistics, University of Dhaka. 5.1 Please see the instruction provided by the office of Dean, 3. Requirements for the degree Faculty of Arts, DU (Sl. 5) 3.1 Successful completion of pre-specified credits hours in 2 5.2. Please see the instruction provided by the office of Dean, semesters in 1 (one) year. Faculty of Arts, DU (Sl. 6) 3.2 Obtaining of minimum cumulative grade point average of 6. Examination and Evaluation 2.0 on a scale from 4 (without any F grade). 6.1 Evaluation and grading for a full unit course shall be determined on the basis of - 4. Description of Academic Year and Courses a. Assignment/project/group presentation 4.1 Please see the instruction provided by the office of Dean, b. Class attendance Faculty of Arts, DU (Sl. 1 and 2) c. Two class tests/mid-semester examination 4.2 Please see the instruction provided by the office of Dean, d. Semester final examination Faculty of Arts, DU (Sl. 3) 6.2 Marks Distribution 4.3 Please see the instruction provided by the office of Dean, 6.2.1 For 4 credit course: Faculty of Arts, DU (Sl. 4) a. Class attendance 05 marks 4.5 In the first semester, each student should take two b. Assignment/project/class presentation 05 marks obligatory courses and select two elective courses for study from the course basket offered by the department. In the c. Two class tests/one mid-semester test 30 marks second semester, all students need to accomplish two d. Semester final (duration of 4 hours) 60 marks obligatory courses (one of them should be the 6.2.2 For 1 credit course: ‘comprehensive’ course as specified in the course table. The a. Individual Presentation / Attendance 5 marks 1

MA Curriculum MA Curriculum

b. Viva 20 marks examinations within six weeks of the date of holding of the 7. Attendance requirements examination. 7.1 Please see the instruction provided by the office of Dean, 8.3 The date of the semester final examinations shall be Faculty of Arts, DU (Sl. 9) announced by the Chairman of the department in consultation with the Dean, faculty of Arts. 7.2 Marking for class attendance: Attendance range marks 8.4 The department shall conduct all semester final examinations with the assistance of the Controller of 90% and above 5.0 Examination. 85% to less than 90% 4.5 8.6 The Examination Committee shall- 80% to less than 85% 4.0 75% to less than 80% 3.5 a. Moderate and print questions, conduct examination, and viva voce. 70% to less than 75% 3.0 65% to less than 70% 2.5 b. Appoint two teachers for the tabulation of results. 60% to less than 65% 2.0 c. Appoint third examiner (if needed) from the panel of 55% to less than 60% 1.5 examiners approved by the Academic Committee provided that they are not the tabulators or the 50% to less than 50% 1.0 members of the Examination Committee. 45% to less than 50% 0.5 d. Announce the semester final result and record Less than 45% 0.0 students’ promotion to the next semester. 8. Administration of the examination 8.7 The tabulation work shall be started after all marks of the 8.1 At the beginning of the semester the course coordinator semester final examination received by the Chairman of the shall provide the students with a course outline indicating Examination Committee. the objectives, contents, and activities related to the course, 8.8 The chairman of the Examination Committee shall submit books to be followed, the date of mid-semester etc. the semester final examination result, relevant working 8.2 The academic committee of the department shall constitute papers, a list of students recommended for promotion to an Examination Committee for each semester. This the next semester, copies of grade sheet of all courses of the committee consists of 4 members. The Academic semester to the chairman of the department. Committee of the department preserves the authority to 8.9 The chairman of the examination committee shall also recommend the name of the chairman of the concerned submit a copy of tabulated result of each semester to the examination committee. At least one course teacher of the Controller of Examination immediately after the respective semester will act as a member of the committee.. announcement of the semester final result. The other members will be appointed as per the regulation of the faculty of arts. The chairman of the examination 8.10 The chairman of the department shall hold the evaluated committee will be responsible to announce the result of the scripts in his/her custody for at least twelve months after 2

MA Curriculum MA Curriculum

the announcement of the final result and after that the Total: 100 marks scripts will be disposed off according to the university 8.14 For semester final examinations concerned course teacher practice. and second examiner will set question-paper of each 8.11 The controller of Examination shall publish the cumulative course. Examination Committee will moderate question results and provide the transcript showing course names, papers grades and the Cumulative Grade Point Average (CGPA) of 8.15 In the semester final examination, separate answer scripts the candidates for the degree. will be used for the descriptive part (8.13 a & b) and the 8.12 Evaluation of examination paper objective part (8.13 c) respectively. a. The course teachers will evaluate the mid- 8.16 Both the examiners will submit the solve sheet of the semester/two class tests and the objective part along with their respective questions to the assignment/project/group presentation. examination committee. b. Semester final scripts shall be evaluated by two 8.17 The medium of language for the entire examination process examiners (first and second examiner) appointed by (along with question papers and answer scripts) should be the Academic Committee of the department. In this in English. In case of any exception, the examination regard, relevant course teachers will be appointed as committee will be the highest authority to decide the first examiner, whereas Second examiners will medium of language for the relevant examination. preferably be appointed from the other faculty 9. Result members of the department. 9.1 Grading scale and grades: Please see the instruction c. If the difference between two examiners is more than 20 provided by the office of Dean, Faculty of Arts, DU (Sl. 11) percent, the script(s) in question shall be examined by a third examiner and the average of the nearest two marks 9.2 Promotion and the final degree: Please see the instruction will be taken. provided by the office of Dean, Faculty of Arts, DU (Sl. 12) 8.13 Nature of question paper setting 9.3 Readmission: Please see the instruction provided by the office of Dean, Faculty of Arts, DU (Sl. 13) For each full course unit except Comprehensive Course the nature of mark distribution of question paper is as follows. 9.4 Retaking of examinations and improvement of grades: a. Narrative and Analytical Questions 40 marks Please see the instruction provided by the office of Dean, Faculty of Arts, DU (Sl. 14) b. Short Questions 20 marks ------9.5 Drop out: Please see the instruction provided by the office of Total: 60 marks Dean, Faculty of Arts, DU (Sl. 15) For Comprehensive Course 9.6 Awards: Please see the instruction provided by the office of a. Short Questions (16 x 5) 80 marks Dean, Faculty of Arts, DU (Sl. 16) b. Objective Questions (10 x 2) 20 marks 10. Renewal and modification of the curriculum ------3

MA Curriculum MA Curriculum

Any kind of modification or renewal of this curriculum (Two, including Ling M 5202 Bangla Linguistics 4 Ling M 5201) when needed shall have to be initiated by the Academic Ling M 5203 Bangla 4 Committee of the Dept. of Linguistics and approved by the Non-Thesis Ling M 5204 4 Academic Council of the Dhaka University. Group Ling M 5205 Anthropological 4 11. Structure of the program (Two out of the Linguistics courses offered by the Ling M 5206 Translation and 4 11.1 Semester 1 department) Interpretation Cours No Title of course Credit Ling M 5207 Language Technology 4 Obligatory Ling M 5101 Cognitive Linguistics 4 Ling M 5208 Linguistics: In Media and 4 Courses Ling M 5102 Indigenous language studies 4 other Professional (Two as Contexts in Bangladesh Ling M 5103 Study of Bangla Sign 4 offered by the department) Language OR Ling M 5104 4 Thesis Group Ling M 5209 Thesis Paper 8 Ling M 5105 4

Ling M 5106 Language, Gender, and 4 Power

Ling M 5107 Literacy Education in 4 11.3 The Summary of the Programme Bangladesh MA Programme Obligatory Elective Total Elective Courses Ling M 5108 Study of Pidgins & Creoles 4 Courses Credits Courses Semester 1 2 2 16 (Two out of the Ling M 5109 ELT 4 Semester 1 2 2 16 courses offered Ling M 5110 Language Testing Techniques 4 by the and Evaluations (Equivalent to department) MA thesis) Ling M 5111 Developmental Language 4 Total 4 4 32 Disorders: Autism and Mutism Ling M 5112 Rehabilitation and 4 12. Detail of the courses Management of people with Speech and Language 12.1 Course Number and Title Disorders cÖÁvbg~jK fvlvweÁvb Ling. M 5101: Cognitive Linguistics ( ) 11.2 Semester 2 12.1.1 Credit: 04 Course No Title of course Credit 12.1.2 Course Description Obligatory Courses Ling M 5201 Comprehensive 4 Cognitive Linguistics is called second generation cognitive 4

MA Curriculum MA Curriculum

science. Hence it will help the students to consider Geeraerts, D. & Cuyckens, A. H. (eds.).2007. The Oxford language as a part of human’s greater cognition. It will also Handbook of Cognitive Linguistics. New York: Oxford explain how people percept and concept language in their University Press general information processing system and relate it with Gonzalez-Marquez, M., Mittelberg, I., Coulson, S. & Spivey, their everyday-bodily experience. M.J. (eds.).2006.Methods in Cognitive Linguistics. 12.1.3 Course Objective Amsterdam/Philadelphia: John Benjamins Publishing Company On completion of this course students will be able to: Lakoff, G. 1987. Women, Fire and Dangerous Things. The • be familiar with basic notion of cognitive linguistics. University of Chicago Press • relate mind and body with particular emphasis on 12.2 Course Number and Title language. Avw`evmx fvlv Ling. M 5102: Indigenous Language studies ( • get the information of general human cognition Aa¨qb ) process and the nature of perception and conception of language. 12.2.1 Credit: 04 12.1.4 Course Content 12.2.2 Course Description Cognitive Linguistics: Definition, scope and importance This course is introduced to initiate a study of language and culture of indigenous people of Bangladesh with special Basic concepts of Cognitive Linguistics: Embodiment, reference to linguistic treatment. In this course, the students Image Schema, Entrenchment and salience, Polysemy and will learn history, classification, linguistic characteristics of Radial Categories, Frame and domain, Metaphor and the languages of ethnic minority people living in Metonymy, Mental Space, Bangladesh. Spatial 12.2.3 Course Objective , Construction Grammar and Word Upon completion of this course the students will be able to: Grammar • be familiar with nature, history and the origin of the Cognitive Linguistics and languages of ethnic minorities in Bangladesh. Cognitive Linguistics and Autonomous Linguistics • explain the components of these languages from Cognitive Linguistics and linguistic structures: , linguistic point of view. Inflectional , Clause structure and transitivity, • identify the nature and characteristics of cultural as aspect and tense well as linguistic hegemony over these languages. 12.1.5 References 12.2.4 Course Content Evans, V. & Green, M. (2006). Cognitive Linguistics An Definition: Indigenous people, Minority and Ethnic Introduction. Edinburgh University Press Minority, Dominant language and Minority Language 5

MA Curriculum MA Curriculum

Bangladesh: A profile of multilingual and plurilinguistic 12.3.3 Course Objective country Upon completion of this course the students will be able to: The Demographic profiles of the indigenous people and • Show awareness of and respect for Deaf culture in their linguistic reality in Bangladesh Bangladesh. Typological Classification of the ethnic languages used in • Use appropriate grammatical structure of Bangla sign Bangladesh language. Ethnic languages and language management policy in • Understand and use signs expressively and Bangladesh receptively related to personal, social and context 12.2.5 References specific communications. mybxwZKzgvi P‡Ævcva¨vq| 1992| fvi‡Zi fvlv I fvlv mgm¨v, KjKvZv: iƒcv| 12.3.4 Course Content Origin and de;velopment of Bangla Sign Language (Bangla †mŠif wmK`vi| 2011| evsjv‡`‡ki Avw`evmx fvlv, XvKv: evsjv GKv‡Wgx| SL) Breton, Ronald J. 1997. Atlas of the Languages of the ethnic Scope of Bangla SL Community of South Asia, New Delhi: Sage publications. Components of Bangla SL Grierson, G. A. 1927. Linguistic Survey of India (V-1, Part-1), Phonology, morphology, New Delhi. Grammatical categories Guibernau, M. and Rex, J. 1999. The Ethnicity Reader. Cambridge: Polity Press. Building blocks in Bangla SL Qureshi, Shah M. (ed.). 1984. Tribal Culture in Bangladesh, Historical changes in Bangla SL Rajshahi: IBS, Rajshahi University Bangla Sign Language Promotion Course Number and Title 12.3 Bangla Sign Language in education evsjv ms‡KZ Ling. M 5103: Study of Bangla Sign Language ( fvlv PP©v of Bangla SL ) of Bangla SL 12.3.1 Credit: 04 Rehabilitation of deaf people in Bangladesh 12.3.2 Course Description Comparative study between Bangla Language and Bangla The course is designed to place special emphasize on SL receptive language skills, including instruction of grammatical structures of Bangla sign language. Expressive Gesture and Bangla SL language skills will be developed as students acquire 12.3.5 References receptive language skills. 6

MA Curriculum MA Curriculum ¸jkvb Aviv: 2006, Bkviv ev m‡¼Zfvlv: fvlvZvwË¡K Zvrch©, mvwnZ¨ 12.4.2 Course Description cwÎKv, el© 47, msL¨v 3| This course is designed to provide the students an ability to ¸jkvb Aviv: 2008, m‡¼Z fvlvi e¨vKiY, XvKv wek¦we`¨vjq fvlvweÁvb examine the structure of various spoken and written cwÎKv, 1g el©, 1g msL¨v | genres, their internal structure patterns and relationship to evsjv‡`k Bkviv fvlv cwil` (m¤úvw`Z): 1994, evsjv Bkviv fvlvi their social contexts. Awfavb, RvZxq we‡kl wk¶v †K›`ª, mgvRKj¨vY gš¿Yvjq| †m›Uvi di wWRG¨vwewjwU Bb& †W‡fjc‡g›U (wmwWwW): 2002, Bkvivq evsjv 12.4.3 Course Objective fvlvi mnvwqKv| On completion of this course the students will be able to: Asher, R.E. (ed.), 1994, The Encyclopedia of Language and • be familiar with scope, nature and model and Linguistics, Hong Kong, Pergamon Press Ltd. approaches to discourse analysis. Bright, William (ed.), 1992, International Encyclopedia of • examine the structure of various spoken and written Linguistics, New York, Oxford University Press. genres. Crystal, David, 1987, The Cambridge Encyclopedia of • explain the internal structure and relationship of Language, Cambridge, Cambridge University Press. discourse with concerned social contexts. Fromkin, Victoria & Rodman, Roleert, 1998, An Introduction 12.4.4 Course Content to Language, London, Harcourt Brace College Publishers. Discourse Analysis: Definition, Objective and Aim Hudson, Grover, 2000, Essential Introductory Linguistics, Discourse Analysis, text Linguistics and Naratology London, Blackwell. Various models and approaches to Discourse Analysis Klima, Edward & Bellugi, Ursula, 1979, The Signs of Structure of text and discourse Language, New York, Harvard University Press. Cohesion and analysis of text Kyle, J.G. & Woll, B. 1995, Sign Language: The study of deaf Role of context in interpretation of text people and their language, Cambridge University Press. Coherence in speech and writing Lucas, Ceil (ed.) 2001, The Sociolinguistics of Sign Languages, Text analysis: Rhetorical properties of Discourse Cambridge, Cambridge University Press. Discourse Analysis and language Teaching Peae, Allan, 2002, Body Language, New Delhi, Sudha Conversational Analysis and Speech Act Publications (P) Ltd. Recent Trends in Discourse Analysis 12.4 Course Number and Title Exercise in Discourse Analysis m›`f© we‡kølY Ling. M 5104: Discourse Analysis ( ) 12.4.5 References 12.4.1 Credit: 04 Cutting, J.2006. and Discourse. London and New

7

MA Curriculum MA Curriculum

York: Routledge Collocation, Corpora, N-gram Wetherell, M., Taylor, S., and Yates, S.J.2001.Discourse as Multilingual Corpora Data. The Open University Analyzing Quantitative Data Wetherell, M., Taylor, S., and Yates, S.J.2001. Discourse Theory Use of Corpora in Language Studies and Practice. The Open University Planning Bengali spoken corpus Wood, L.A., and Kroger, R.O.2000.Doing Discourse Analysis. Sage Publications, Inc Planning Bengali written corpus 12.5 Course Number and Title 12.5.5 References Aeqe fvlvweÁvb Ling. M 5105: Corpus Linguistics ( ) Kennedy, G.D. 1998. An Introduction to Corpus Linguistics. Longman 12.5.1 Credit: 04 McEnery, T. and Wilson, A. 2004. Corpus Linguistics. 12.5.2 Course Description Edinburgh University Press Corpus Linguistics deals with the components of human’s McEnery, A., Xiao, R., Tono, Y. 2005. Corpus-Based Language linguistic performance. Thus this course will help the Studies. Routledge students to explain the corpus of various forms like written Semine, E. and Short, M. 2004. Corpus Linguistics. Routledge or spoken of a language, especially Bengali, and try to Teubert, W., Krishnamurthy, R. 2007. Corpus Linguistics. identify significant nature and trends of its formal linguistic Routledge components. 12.6 Course Number and Title (fvlv wj½ I ¶gZv) 12.5.3 Course Objective Ling. M 5106: Language Gender and Power After completing the course students will be able to: 12.6.1 Credit: 04 • learn basic concepts of corpus linguistics. 12.6.2 Course Description It is well-established that men and women may differ in the • be familiar with the techniques and computer language that they use as well as in the way that they use software of corpus linguistic analysis. language. In this course we will examine the ways that sex, • apply the method of corpus linguistics to interpret gender and language interact, specifically in speech Bengali corpus. communities in Bangladesh. 12.5.4 Course Content 12.6.3 Course Objective On completion of this course the students will able to: Corpus Linguistics: Definition, scope and importance • evaluate various explanations for differentiated Corpus Linguistics and Cognitive Linguistics language use between men and women including Corpus Linguistics and Language Technology gender and sex-based explanations Basic concepts of Corpus Linguistics: Annotation, • evaluate issues of gender inequality in language use 8

MA Curriculum MA Curriculum

• examine various theories of gender, sex and sexuality Jennifer Coates (ed.) (1998), Language and Gender: A Reader, • consider how concepts of gender, sex and sexuality Blackwell Publishers. are shaped by discourse 12.7 Course Number and Title (evsjv‡`‡ki • use linguistic analyses of conversational interaction to Ling. M 5107: Literacy Education in Bangladesh mv¶iZv I wk¶v) examine some of the ways that gender, sex and sexuality influence language use 12.7.1 Credit: 04 • examine and evaluate a diverse body of research from sociolinguistics, anthropology 12.7.2 Course Description 12.6.4 Course Content Since the term ‘literacy’ is primarily concerned with the acquisition of the basic written from of a language, this Sex and Gender: Essence, Construct or Performance? course provides a linguistic investigation of literacy Sex and grammatical variation across cultures. program. In this course, the students will be able to achieve an outline of linguistic knowledge, techniques and methods Sex and gender in sociolinguistic studies. to improve adult teaching learning activities in Bangladesh. Sociolinguistic studies and beyond: Gender as practice. 12.7.3 Course Objective Women’s language? Upon completion of this course the students will be able to: Sex, gender or power? • be familiar with basic concepts, characteristics and Women and men in conversation. goals of literacy program. Conversational dominance or cultural difference? • get empirical knowledge and skills about adult Same-Sex Talk and Gossip. literacy program from the perspective of linguistics. Online Communication • design linguistic materials and teaching aids of literacy related language learning activities Workplace Communication • contribute to eradicate the illiteracy of the country. Language and sexuality. 12.7.4 Course Content Women’s language in Bengali Literacy: Definition, goal 12.6.5 References ivRxe ûgvqyb| 2001| mgvRfvlvweÁvb, XvKv: AvMvgx cÖKvkb| Literacy: National and Global †mŠif wmK`vi I mvjgv bvmixb| 2009| evsjv fvlvq bvix kãvwfavb, XvKv: Literacy and language: scope, relation and obstacles gvIjv eªv`vm©| Mother Tongue and Literacy Acquisition ûgvqyb AvRv`| 2009| evsjv fvlv (wØZxq LÐ), XvKv: AvMvgx cÖKvkb| Literacy and Meta Linguistics Awareness Literacy and Multilingualism, literacy and language-oral 9

MA Curriculum MA Curriculum

and written discourse variation, and sociolinguistics. The study of pidgins and creoles also furnishes insights for morphology, syntax, and Writing system and literacy: Bangladesh context semantics, and increasingly for phonology and pragmatics. Developing linguistic materials and aids of literacy: In addition they have provided important data for theories 1. Reading Material of first and second , especially for adult second language acquisition. 2. Writing Material: Sociolinguistic considerations, choosing the right scripts 12.8.3 Course Objective 3. Collecting and use of indigenous literature, folktales, Upon completion of this course the students will be able to: poems, proverbs, riddles and songs • know the necessity and development of generating 4. Producing learning and reading materials from local pidgin. sources • learn how do speakers of different languages create a 5. Preparing teacher’s Guides to facilitate the use of medium of communication materials • study how a creole is created by young children. 6. Editing and preparing the manuscripts 12.8.4 Course Content Survey of literacy program, activities, literacy material in Introduction to Pidgin and Creole study Bangladesh Language maintenance and lexical borrowing 12.7.5 References Code switching and mixing Holme, R. (2004). Literacy An Introduction. Edinburgh University Press Bilingual mixed languages Seymour, P.H.K., Aro, M., Erskine, J.M.(2003). Foundation Pidgin and pidginization: social contexts, structural Literacy Acquisition in European . British characteristics, Pidgin and SLA Journal of Psychology, 94. 143-174 Creole formation: definition, theories, creole grammer 12.8 Course Number and Title 12.8.5 References (wcwRb I †µqj Ling. M 5108: Study of Pidgins and Creols ivRxe ûgvqyb| 2001| mgvRfvlvweÁvb, XvKv: AvMvgx cÖKvkb| Aa¨qb) g„Yvj bv_| 1999| mgvR I fvlv, KjKvZv: bqv D‡`¨vM| 12.8.1 Credit: 04 Arends, Jacques, ed. (1995). The early stages of Creolization. 12.8.2 Course Description Amsterdam & Philadelphia: John Benjamins. This course introduces students to the study of pidgin and Heine, Bernd & Tania Kuteva. (2005). Language contact and creole languages. Pidgins and creoles have been of great grammatical change. Cambridge University Press importance to historical and contact linguistics, language Holm, John A. (1988). Pidgins and Creoles: Theory and 10

MA Curriculum MA Curriculum

structure, Cambridge University Press. Byram, M. 2004. Routledge Encyclopedia of Language Teaching and Learning, London: Routledge Harrison, A. 1983.A 12.9 Course Number and Title (Bs‡iwR fvlv wk¶Y) Language Testing Handbook. London : MacMillan Publishers. Ling. M 5109: English Language Teaching Richards, J,C, and Rodgers, T, S, 2001. Approaches and 12.9.1 Credit: 04 Methods in Language Teaching (2nd ed.). 12.9.2 Course Description Cambridge: CUP This course has been designed to give the students a Wilkins, D.A. 1976, National Syllabus. Oxford: OUP reflection of the recent trends of English language teaching Yasmin. F. 2007. English Language Teaching in Bangladesh: methods used in Bangladesh. In this course they will be An overview. The Dhaka University studies, Vol. 63. No. 1 familiar with the basic characteristics, nature and limitations of existing teaching techniques that are being Yasmin, F. 2005. The role of age in second language applied in English and its future directions. learning. The Dhaka University Studies. Vol. 62, No. 2 12.9.3 Course Objective 12.10 Course Number and Title Ling. M 5110: Language Testing Techniques and Upon completion of this course the students will be to: (fvlv Awf¶Y †KŠkj I g~j¨vqb) Evaluations • be informed with existing teaching methods of both English language teaching. 12.10.1 Credit: 04 • indentify the limitations as well as constraints of the 12.10.2 Course Description teaching techniques of this language. This course introduces the students to the fundamental • design pragmatic language teaching methodology. principles of language testing and language test evaluation. It will also help them to develop skills in the design, Course Content 12.9.4 trianing, moderation and validation of testing instruments ELT: Definition and scope for a range of purposes including: formative and summative assessment, self-assessment, language profiling Methods in ELT: Grammar Translation Method; Direct and Intended Learning Outcomes (ILOs). Method; Audio-lingual Method; Situational Language Teaching; Communicative Language Teaching 12.10.3 Course Objective Some basic concepts in ELT: Age, Motivation, Testing, Error Upon completion of this course the students will be able to: Analysis, Syllabus • describe and discuss a range of contexts, purposes Four shills of English: Listening, Speaking, Reading and and methods for language testing Writing • discuss and critique the appropriateness and ELT in Bangladesh usefulness of various methods for testing writing, speaking, listening, reading and integrated skills 12.9.5 References 11

MA Curriculum MA Curriculum

• plan and organize the test development process, The purpose of the course is for students to integrate and specification of test tasks and procedures apply knowledge of speech and language disorders, their etiologies, characteristics, prevention, assessment and • analyze, describe and report data derived from test intervention strategies with special reference to the scores using a range of techniques including item developmental difficulties in Autism and Mutism. Hence, analysis, estimation of reliability, investigation of this course will help the students to be familiar with the validity and potential test bias commonly found development language disorders. 12.10.4 Course Content 12.11.3 Course Objective Theoretical influences in language testing On completion of this course the students will be able to: Test specifications and test tasks • Depict basic properties of developmental language Item writing, moderation, scoring and reporting disorders. Performance assessment • Interpret essential features of autism and mutism. Reliability, validity and item analysis • Employ specific therapy and intervention process to Classroom-based assessment and Alternative assessment help autistic children to develop language and communication. 12.10.5 References 12.11.4 Course Content Alderson, J.C., Clapham, C. & Wall, D. (1995). Language

test construction and evaluation. Cambridge. Cambridge a. Developmental language disorders University Press Developmental language disorders in children- Bachman, L.F. (1990). Fundamental Considerations in linguistic, pragmatic, prosodic, behavioral, and Language Testing. Oxford: Oxford University Press literacy characteristics Bachman, L.F. & Palmer, A.S. (1996). Language testing in Cross cultural consideration in assessment and practice: designing and developing useful language tests. management of developmental language disorders Oxford. Oxford University Press b. Autism Hughes, A. (2003). Testing for language teachers 2nd Autism as developmental language disorders Edition. Cambridge: Cambridge University Press Characteristics, basic features, historical perspectives 12.11 Course Number and Title Autism as pervasive developmental disorders Ling. M 5111: Developmental Language Disorders: Autism (ea©bg~jK fvlv‰eKj¨: AwURg Ges wgDwURg) Classification of autism and Mutism Theory of mind and its relevance with autistic 12.11.1 Credit: 04 language disorder 12.11.2 Course Description Different linguistic deficits of children with autism 12

MA Curriculum MA Curriculum

Intonation pattern; lexical development; echolalia; Publishers. pragmatic aspects of language development Matson, Johnny L. (2009). Applied Behavioral Analysis for Other communication impairment in children with Children with Autism Spectrum Disorders. Springer. ASD 12.12 Course Number and Title Autism and William Syndrome: nature of language Ling. M 5112: Speech and Language Disorders: deficits (evK& I fvlv‰eKj¨: cybe©vmb I Rehabilitation and Management e¨e¯’vcbv) Specific assessment, therapy and intervention approaches 12.12.1 Credit: 04 c. Mutism 12.12.2 Course Description Developmental language disorders and mutism In this course, students examine issues in rehabilitation and Mutism and degree of intentionality management of speech and language disorders. In Classifications of mutism particular those issues that speech-language pathologists are mostly likely to encounter in their general practices are Functional versus Organic mutism highlighted. There will be a primary focus on children and Selective mutism; selective mutism in children adults with developmental communication difficulties. School mutism and classroom mutism 12.12.3 Course Objective Total mutism Upon completion of this course the students will be able to: Organic mutism • Provide appropriate management of people with speech and language disorders. Mutism and therapy • Apply the techniques to rehabilitate people with a Therapy for selective mute children view to improving their pragmatic communication Prognosis and therapy of total mutism process. Therapy for patients with organic mutism 12.12.4 Course Content 12.11.5 References Rehabilitation and management of infants, children and persons with hearing impairment, autism, aphasia, voice Adams, C. Brown, b and Edwards, M. (1999). Developmental disorders, fluency and stuttering disorders of language London: Whurr Publishers Ltd. Early intervention programs Fabbro, Franco (1999). Concise Encyclopedia of Language Pathology. Oxford: Elsevier Science Ltd. Importance (effect of auditory deprivation and role of auditory plasticity), rationale, Role of care givers Lawson, Wendy (2001). Understanding and Working with the Spectrum of Autism. London and Philadelphia: Jessica Kingsley Process of informed decisions regarding: selection of 13

MA Curriculum MA Curriculum

method of rehabilitation, choice of amplification, language On completion of this course, the students will be able to: issue, selection of educational options • assimilate the knowledge of the courses they study at Alternate modes of intervention: CBR, correspondence the MA programme. programs, distance mode intervention, telepractices • explain this knowledge according to their own ability. Outcome measures • apply theory and methods of all courses in the Audit of facilities in Bangladesh concerned areas. Formal education: Pre-school, School, College and 12.13.4 Course Content vocational training programs Contents of all obligatory courses offered in the MA Role of speech therapist in formal education programme.. Current issues in Health Care Delivery and the Speech- 12.14 Course Number and Title Language Pathologist evsjv fvlvweÁvb Ling. M 5202: Bangla Linguistics ( ) Clinical service delivery reform 12.14.1 Credit: 04 Outcome assessment in Speech-Language Pathology 12.14.2 Course Description 12.12.5 References This course provides an approach to linguistics Alpiner J.G; McCarthy P.A(Ed) (2000). Rehabilitative interpretation of Bengali, a prominent member of Indo- Audiology Children & Adults. U.S.A, William & Welkins. Iranian Sub-Group of Indo-Eurpean Language family. It Hull R.H (Ed) (2001). Aural Rehabilitation – serving children explains linguistic techniques and processes based on and adults. Singular Publishing Group. various components of Bengali Language. In this course students will learn how Bengali Linguistics developed as a Johnson, Alex F. and Jakobson, Barbara H. (1998). Medical specific area of research over time. Speech-Language Pathology. New York and Stuttgart: Theime. 12.14.3 Course Objective 12.13 Course Number and Title me©vZ¥K After completing this course students will be able to: Ling. M 5201: Comprehensive ( ) • describe the necessity of studying Bengali Linguistics; 12.13.1 Credit: 04 • explain linguistics techniques and processes based on 12.13.2 Course Description various components of Bengali; This course is designed to evaluate students’ • recognize `Bengali Linguistics' as a specific area of comprehensive knowledge and their presentation skill in research. the field of linguistics. 12.14.4 Course Content 12.13.3 Course Objective Bangla Linguistics: definitions, characteristics, scope 14

MA Curriculum MA Curriculum

Bangla Language: phonology, morphology, syntax and 12.15.3 Course Objective semantics On completion of this course the students will able to: Bangla Linguistics as a different area of research • understand the nature and characteristics of Indian Contribution of famous Bengali Linguists: Suniti Kumar scripts. Chaterji, Mohommad Shohidullah, Sukumar Sen,, • analyze linguistics treatment of Bangla script and Mohammad Abdul Hye, Munir Chaudhury, Humayun . Azad • know the process of word compression of Bangla Contribution in the specific domains: script. and Phonology, Morphology, Syntax, Semantics 12.15.4 Course Content and Pragmatics, , , Sociolinguistics, Language Planning and policy Origin and development of Bangla Script 12.14.5 References Materials used in Bangla writing ûgvqyb AvRv` (m¤úvw`Z)| 1998| evOjv fvlv 1g I 2q LÊ| XvKv: evsjv Bangla graphemics: , allograph, diagraph, GKv‡Wgx, (AvMvgx ms¯‹iY) trigraph, ligature, conjunct letters Bhattacharja, Shishir.2007.Word Formation in Bengali: a Symmetry of Bangla sound and letters whole Morphological Description. Scientific approach of Bangla Berlin: LINCOM Syllabicity and non-syllabicity of Bangla script Shourov Sikder.2003.The Indo-Aryan language and Bangla fonts and machines: letter press, typewriter and contemporary Bangla; Nepalese Linguistics, Vol - 20, computer Linguistics Society of Nepal. Process of Bangla word compression 12.15 Course Number and Title evsjv wjLbixwZ Uses of Bangla Ling. M 5203: Bangla Writing System ( ) Bangla orthography 12.15.1 Credit: 04 Transliteration 12.15.2 Course Description Acquisition of Bangla writing This course is designed to make the students well acquainted with nature, history and characteristics of Manuscript study of early and middle Bangla Indian scripts with special reference to Bangla writing 12.15.5 References system and its orthography. In this course they will also AwPš—¨ wek¦vm| 1996| evsjv cyw_i bvbvK_v| KjKvZv : wRÁvmv G‡RwÝm learn scientific approach, linguistics treatment and use of wjwg‡UW the techniques of Bangla script.

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MA Curriculum MA Curriculum Kíbv †fŠwgK| 1992| cvÊywjwc MVb mnvwqKv| XvKv : evsjv GKv‡Wgx • explain various famous school of philosophy of †MŠixk¼i nxivPuv` ISv| 1989| cÖvPxb fviZxq wjwcgvjv| XvKv : evsjv language. GKv‡Wgx • evaluate their recent nature and trends. †gvnv¤§` Ave`yj KvBDg| 1986| cvÊywjwc cvV I cvVmgx¶v| XvKv : 12.16.4 Course Content iwk`xqv jvB‡eªix Philosophy of Language: Basic concept, Nature, Scope gyn¤§` kvnRvnvb wgqv| 1988| evsjv cvÊywjwc cvVmgx¶v| Relation between general philosophy and Philosophy of iex›`ªbv_ †NvlVvKzi| 1978| ms¯‹…Z eY©gvjvi BwZnvm| XvKv : evsjv Language GKv‡Wgx Philosophy of Language: Indian Contribution- Panini, Gelb, I. J. 1952. A Study of Writing Bhortrihori Holme, R. (2004). Literacy An Introduction. Edinburgh Philosophy of Language: European Contribution — Stoic, University Press Plato, Aristotle, Sophist, Wittgenstein and others Katre, S. M. Introduction to Indian Textual Criticism Philosophy of Language: American contribution – C.S. Peirce, Noam Chomsky R. D. Banarjee. 1919. Origin of the Bengali Script Recent Trends of Philosophy of Language: Meaning, Sproat, R. (2006). Brahmi-derived scripts, script layout, and Holism and the problem of Extensionality; Davidson’s use segmental awareness. Written Language and Literacy. Vol. 9, of Truth in Accounting of Meaning; Meaning Theory and No. 1. 45-65 Anti-realism; Philosophy of Theorizing and Particularism - 12.16 Course Number and Title Michael Dummet on Wittgenstein’s later Philosophy of fvlv-`k©b Language Ling. M 5204: Philosophy of language ( ) 12.16.5 References 12.16.1 Credit: 04 Black, M. 1949.Philosophy and Language. Cornell University 12.16.2 Course Description Press This course is designed to give the students a carefully Harrison, B.1990. An Introduction to the Philosophy of graded introduction to philosophy of language. This course Language. MacMillan consists of nature and scope of philosophy of language, thoughts of philosophy of language of the world and their Lyons, J. 1991. Chomsky. London: Fontana Press recent trends. Mitra, K. 1999. From Language to Liberty. Calcutta: 12.16.3 Course Objective Progressive Publishers After completing this course the students will be able to: Peirce, C.S. 1985. Logic as Semiotic: The Theory of Signs. In Robert E.I. (ed.) Semiotics An Introductory Anthology. Indiana • understand basic concepts of philosophy of language. University Press.1-23 12.17 Course Number and Title 16

MA Curriculum MA Curriculum (b„‰eÁvwbK (Abyev` I e¨vL¨vb) Ling. M 5205: Anthropological Linguistics Ling. M 5206: Translation and Interpretation fvlvweÁvb)

12.18.1 Credit: 04 12.17.1 Credit: 04 12.18.2 Course Description 12.17.2 Course Description As a pragmatic course of linguistics discipline, this will This course will provide a broad introduction to socio- help the students to give some theoretical as well as cultural perspectives and methods in linguistics, focusing practical knowledge and skills regarding translation and on linguistic anthropology, but also examining sociological interpretation. In this course, the students will get some perspectives on language. basic concepts, nature, methods and theories of translation 12.17.3 Course Objective and interpretation that will finally help them to be more capable in the respective professional field. After completing this course the students will be able to: 12.18.3 Course Objective • learn different theories of culture from within linguistic anthropology; relationships between Upon completion of this course the students will be able to: language and culture on the level of lexicon and • acquaint with nature, scope, importance, theories and grammar; the concept of 'speech community' methods of translation and interpretation. • know the ethnography of communication; cultural • compare similarities and differences of translation models and language ideology and interpretation 12.17.4 Course Content • apply theories and methods of translation and Speech Communities and Speech Genres interpretation in concerned fields Ethnographic Methods • practice translation from Bangla to English and vise Language Socialization versa. Language Ideology Language, Identity, and Subjectivity (inc. race and gender) 12.18.4 Course Content Interactionism and Intersubjectivity Translation and interpretation: Definition and scope Language and Inequality Ethnopoetics, Narrative and Performance Translation and interpretation: Similarities and differences Language Change: Language Endangerment Importance and need for translation and interpretation 12.17.5 References Linguistics for translation and interpretation William A. Foley, Anthropological Linguistics Theories of translation Alessandro Duranti, Linguistic Anthropology Alessandro Duranti, ed. Linguistic Anthropology, A Reader Types of translation-literary and technical; bilingual and Sherry Ortner, Anthropology and Social Theory multilingual translation and their methods 12.18 Course Number and Title Computer aided translation 17

MA Curriculum MA Curriculum

Machine translation: Rhetoric and reality • acquaint with the importance of linguistics in professional context especially in media.. Use of terminology in translation • Written translation and oral interpretation acquire satisfactory language related techniques and skills for using in concerned fields. History of Bangla translation • apply linguistic skills in media and other professional fields. Practice of translation and interpretation: From Bangla to English and other language and vice versa 12.19.4 Course Content 12.18.5 References Importance of Linguistics in Professional Context Gupta, R.S. (ed.).1999. Literary Translation. New Delhi: Linguistics in Media: newspaper language, language for Creative Books electronic media, cinema and performing arts Lefevere, A. 1992.Translation/History/Culture. London and Linguistics in other professions: linguistic for marketing New York: Routledge and business profession, executive and administrative position, education, social ethnic research, writing and Nair, R.B (ed.).2002. Translation, Text and Theory The show business professions, legal studies and medicine Paradigm of India. New Delhi: Sage Publications profession and linguistics for technology Zaman, N. (ed.). 2004. Translation: Theory and Practice. 12.19.5 References Dhaka: Academic Press and Publishers Limited. 12.20 Course Number and Title 12.19 Course Number and Title M‡elYv cÎ Ling. M 5209: Thesis paper ( ) Ling. M 5208: Linguistics: In Media and Other Professional (MYgva¨‡g I evsjv‡`‡ki Ab¨vb¨ †ckvq contexts in Bangladesh 12.20.1 Credit: 08 fvlvweÁvb) 12.20.2 Course Description 12.19.1 Credit: 04 This course is designed to give the students a practical as 12.19.2 Course Description well as working experience in linguistics related fields by doing research project on respective topic of this discipline. This course is designed to enable the students to examine 12.20.3 Course Objective the relevance of linguistic knowledge and experience with media and other professional contexts in Bangladesh. In On completion of this course, the students will be able to addition, this course will provide the students necessary • gain experience in research and project work. information to be aware of the techniques and skills that will, finally, help them to be groomed in concerned • acquire a deeper understanding of a particular field of professional environment in home and abroad. interest within the subject area, as well as developing the skills required to review a topic critically and with 12.19.3 Course Objective a satisfactory level of theory and methodology. On completion of this course the students will be able to: 18

MA Curriculum MA Curriculum

• gain skills in the organization and carrying out of a Data presentation and Analysis 30% substantial piece of research, learn to pose relevant Research findings, language accuracy and others 20% questions and use appropriate methodology, as well as obtaining competency in project work and problem In addition to a grade, a written comment from the solving. examiners will be given, outlining the positive and less positive aspects of the thesis. • develop writing skills trough out the process. 12.20.5 Project submission 12.20.4 Course Content Students must finish their dissertation before the date of The thesis paper is a piece of independent research on a viva-voce. The chairman of the examination committee will limited topic within linguistics. The topic of research will be arrange the viva-voce as soon as the written examination is decided upon in collaboration with a specialist teacher. The completed. dissertation is normally a piece of scientific research of 70- 100 pages in length (about 2000 characters per page). Illustrations, graphs and the like are not included as part of the overall page total. However, if the thesis includes sound and photo media and so on, the text must total at least 40 pages in length. 12.20.5 Assessment methods A project outline including a brief explanation of the research question to be investigated, the type of material the work will build on, what theories and methods will be used , how the project will be structured, and how the overall project will be carried out must be submitted at the commencement of the MA programme. The project outline is usually submitted within the first semester of the MA study. The project outline is to be approved by the assigned supervisor and the academic committee of the department. The MA thesis will be evaluated with a grade as a written examination once it has been submitted. The focal areas of evaluating a thesis paper are as follows: Description and formulating research problem 20% Methodology 30%

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