Teaching English As A Foreign Language
Teaching English as a Foreign Language Program and in line with the university mission aims at preparing competent and exemplary English as foreign language teachers. Such teachers will be equipped with the pedagogical, critical and analytical skills required of all teachers in the 21st century. In addition to teaching as a career, graduates from the TEFL program will be able to pursue careers as translators and interpreters if they pursue a minor in translation. Further, they will be able to pursue graduate degrees in teaching English as a foreign language, linguistics, or any other related field.
Teaching English as a Foreign Language Program aims at achieving these general objectives:
- Preparing a teacher qualified with a general knowledge in addition to the knowledge in his\her own specialization.
- Preparing a teacher qualified with general educational skills in addition to skills in his\her own specialization.
- Preparing a teacher qualified with norms and positive attitudes who commit to teach all students and deepen their affiliation to the Arabic, human and Islamic culture.
- Preparing a teacher who can learn from his\her own experience and can professionally developing through self-assessment and through working with other teachers to create a community of learners.
- Preparing a teacher with the ability to deal with his\her students on the psychological, social and educational levels. A teacher who owns the needed skills for managing and organizing classes and solve problems.
- Demonstrate broad knowledge and understanding of the conventions of a range of genres of children's literature and their forms, as well as the works of significant contemporary authors and illustrators.
- Identify the styles of major dramatists of different times.
- Differentiate between the three types of the English language grammar namely the Structural, Transformational and Pedagogical and their roles in contributing to learners’ language proficiency
- Show knowledge and understanding of how first and second languages are acquired, and the relevance of this knowledge for language teachers.
- Read phonetic transcriptions of English words, and to using phonemic script for transcribing words and utterances with a reasonable degree of accuracy.
- Able to think critically and reflect effectively during teaching and learning
- Able to use science integration skills effectively subject specific and practical skills
- Become aware of how students develop and learn
- Able to plan effective lesson plans to achieve curriculum goals.
- Able to reflect effectively on his / her practices and evaluate its effect on students, colleagues and parents.
- Able to differentiate assessment to meet students’ needs
- Able to design teaching experiences based on his knowledge and research experiences, and in the specialization that reflect positively on his\her own performance and practices.
- Becoming aware of principles of democracy, human rights and development
- Acquire communication skills using technological resources like computer.
- Able to communicate with students verbally and nonverbally during class interactions appropriately with respect and cooperation.
- School Teacher for classes from 5-10.
- School principal.
- Educational supervisor.
- Educational research assistant.
- Educational trainer.
The Instructional Plan
The instructional plan consists of 120 credit hours, divided as follows:
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Requirements |
Credit Hours |
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University Requirements |
21-22* |
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Faculty Requirements |
16 |
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Major requirements |
82 |
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Total |
126 |
*This depends on their level of English in the entrance exam
Major Requirements (82 credit Hours)
a. Compulsory Courses: (64 Credit Hours)
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Prerequisite(s) |
Course Title |
Course No. |
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Practicum: Teaching English1 |
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Practicum: Teaching English2 |
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Practicum: Teaching English3 |
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The English Curriculum 1 |
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Educational Technology and Teaching Recourses |
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Measurement and Evaluation |
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Practicum 4 |
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Practicum 5 |
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Teaching English as a Foreign Language 1 |
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Teaching English as a Foreign Language 2 |
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Fourth year level or/and department approval |
Teaching Children’s Literature |
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Education Research Methodology |
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Fourth year level or/and department approval |
Seminar in Education |
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Current Issues |
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Writing 1 |
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English Grammar |
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Introduction to Linguistics |
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Introduction to Literature |
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The Novel and Short Story |
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Functional Phonetics |
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Semantics and Lexis |
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Interactive English |
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Translation |
b. Elective Courses: (18 Credit Hours)
Student has to finish one group (track) from the following:
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Track |
Course No. |
Name of Course |
Prerequisite(s) |
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Technology Enhanced Learning, Teaching and Assessment |
Models of Learning and Teaching With ICT |
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Analysis and Design of Technology Based Learning |
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Multimedia and Games in Education |
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Mobile Learning |
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Using ICT in Disciplines |
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Quality and Standardization of Using ICT in Education |
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Diversity Inclusion and Special Education Needs |
Physical Disabilities |
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Intellectual Impairment |
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Learning Difficulties |
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Speech and Language Difficulties |
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Behavioral and Emotional Disorders |
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Special Education Students Curriculum and Teaching Methods |
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General |
Reading |
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General Methods of Teaching |
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The English Curriculum 2 |
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9 Credit Hours From The Following |
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Writing 2 |
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Sociolinguistics |
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Modern Drama |
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Modern Poetry |
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