Bachelor of Education in Teaching English as a Foreign Language (B.Ed in TEFL)
The Bachelor of Education in Teaching English as a Foreign Language (TEFL) and the Bachelor of Arts in English for Work Skills are four-year programs designed to meet the demands from commercial, public and voluntary sectors requiring professionals with advanced skills in English. Both degrees are professionally recognized and vocationally focused, and offer practical learning experiences for all students. Career opportunities for graduates of both programs include teaching, translating and interpreting as well as those in the fields of tourism, hospitality and business, particularly where English proficiency is required.
The B.Ed. (TEFL) program develops students’ professional skills in teaching English at a secondary and tertiary school levels. Apart from coursework, a practicum (teaching practice) and ongoing individual learning are important aspects of the course.
The B.Ed. and B.A. are both studied over a four-year period. All students take part in the university’s Foundation Year program, acquiring the general knowledge and basic ethical principles necessary for further university study. Students in both degrees complete the same courses throughout Years II and III, before specializing in their specific area of English studies and skills in Year IV.
* Full detail on Year 1 to Year 3 course description click bellow button:
2. Year Four B.Ed., TEFL Program Overview
The overall purpose of this program is to develop trainees’ professional skills in teaching English as a foreign language (TEFL) at the secondary school level. It consists of the following components.
TM401 and TM402 are designed to develop students’ practical classroom skills, such as methods and techniques, in teaching English as a foreign language. They also help students to enhance the skills of materials development and assessment, enabling them to create useful and relevant learning materials and evaluate and construct classroom tests.
Approaches and Methods in Language Teaching (AM401) aims to provide teacher trainees with the knowledge and awareness of the approaches and methods used in foreign/second language teaching. It will introduce to them past and contemporary language teaching approaches and methods, which will assist them in uncovering the principles (thoughts and beliefs) that guide their actions as teachers. Teacher trainees who have taken this course will be able to provide the theoretical bases to justify the methods, techniques, and procedures they employ when teaching a second/foreign language.
TL401 aims to inform course participants of language and its basic components, characteristics of language learners and teachers, and introductory linguistic terminology. The course emphasizes the scientific study of language, including sound production and sound system, the linguistic structure of words and sentences, and meaning of language in social contexts. The second part of the course is to prepare participants for their teaching practicum and teaching profession by discussing the aspects of being successful language teachers and learners.
FE401 is aimed to build basic ideological, historical, and philosophical foundations of education for students. Much of the focus will be on developing their understanding of how different philosophical theories emerging in different historical periods affect education in the world. The emphasis will be on analyzing various sociological, political, economic, and ideological forces that influence the process of education in various settings. This course will also help learners develop the ability to interpret knowledge within its historical, philosophical, ideological, and social contexts, which will contribute to critical perspectives on education both within and outside the schools.
Second Language Acquisition (SL402) introduces students to major aspects of second language acquisition theories. The Course topics cover various factors that influence the successful acquisition of another language. The focus will be on linguistic, cognitive, personality and socio-cultural features of second language acquisition. In addition, the Course will also touch upon social contexts in which languages are learned or acquired and the relationship between language and the brain. Lastly, contrastive analysis will give students more knowledge of how linguistic systems differ.
This course introduces Year 4 B.Ed. students to ‘how people learn’ by exploring the fundamental concepts and applications of educational psychology. The course will empower prospective teachers through the apprehension of the contemporary themes in human growth and development, socialization, intelligence, and learning diversity. Such knowledge will assist teachers’ evaluation of teaching methods and techniques that influence the student learning outcomes; the instructional processes; the individual differences in learning; the gifted learners; and the learning disabilities.
This course introduces students—who are future educators—to issues surrounding education in society. The course reveals the complex relationship between schools and the larger society of which they are a part. Such issues of social equity from sociological lenses are extensively explored. This course asks students to critically examine the role of education in a broader social context. Students will examine the relationship between political ideologies and education, including how educational institutions are constructed and practices have evolved. Students will develop an understanding of lines of difference experienced by various social groups, and explore how schooling might be structured in ways that build equity and justice.
The practicum begins in Semester 2 and lasts for six weeks. Teacher trainees are expected to apply the teaching techniques and theories they have learnt in class to the real classroom situations. Each trainee will work closely with an associate lecturer teaching at Foundation Year level and with a supervisor who is a faculty member of the Department of English.
Students who are admitted to B.Ed. by Research are required to write a complete thesis related to English language learning and/or teaching. Each student is assigned to work closely with a supervisor who is a faculty member of the Department of English. Also, students who have successfully completed the thesis will be invited to publish their research findings in the DOE’s Cambodian Review of EFL Research or in a relevant journal, local or international.