Bachelor of Education in Teaching English as a Foreign Language (B.Ed. in TEFL)
Bachelor of Education in Teaching English as a Foreign Language (B.Ed. in TEFL)
Vision
The B.Ed. in TEFL programme will be a national leading teacher training programme in producing passionate and skilled educators who inspire and empower learners in various contexts through effective and innovative teaching of English as a Foreign Language, fostering global communication, and reflective practice.
Missions
- To produce highly qualified teachers who possess proficient English proficiency, effective teaching skills, and a disciplined character
- To foster a culture of innovation by exploring and implementing contemporary teaching methods and technology to enhance language learning, acquisition, and learner engagement
- To promote reflective practice among teacher trainees to enable them to critically assess the teaching methods, adapt to learner needs, and pursue on-going professional development throughout their career
- To promote cultural sensitivity and awareness in teacher training by encouraging trainees to critically consider the linguistic and cultural backgrounds of their students in the learning processes
Educational Philosophy
The Department of English curriculum emphasizes the acquisition of the English language and cultures with the ability to communicate clearly and freely in multicultural contexts. To achieve this, our teaching approaches encourage students to construct knowledge actively with our faculty members’ support.
The Department of English aims to develop proficient communicators who thrive in evolving workplaces in twenty-first-century contexts. Our educational philosophy emphasises creating human capital with well-rounded and inquiring minds, moral and ethical principles, and socially responsible and integrity-driven actions. The graduates will readily embrace Asian and multicultural viewpoints while preserving Khmer culture, heritage, and identities.
Graduate Attributes
1. Language Proficiency: Proficient English proficiency
2. Technological proficiency: Competence in using educational technology and digital resources for language teaching
3. Strong pedagogical knowledge: Teaching methodology, curriculum design, and assessment of learning
4. Cultural competence: Awareness of diverse cultural backgrounds to develop an inclusive and respectful learning environment
5. Communication skills: Strong interpersonal and communication skills to effectively engage with students and able to collaborate with colleagues
6. Critical thinking skills: Ability to analyse and evaluate students, teaching practices, and educational materials.
7. Adaptability and flexibility: Ability to adjust teaching methods and new practices to meet the needs of diverse learners.
8. Professionalism: Commitment to ethical practices and continuous professional development in the field of education
Programme Aim/Goal
The Bachelor of Education in TEFL is developed and designed to provide graduates with proficient English language competence, teaching competence, research competence, and lifelong learning skills.
Programme Educational Objectives (PEOS)
PEO1: Graduates will become proficient users of the English language at C1 of the Common European Framework of Reference for Languages (CEFR) or an IELTS overall band of 6.5 with no band lower than 6.0, or 550 in the TOEFL paper-based test.
PEO2: Graduates will effectively teach English at various levels such as A1, A2, B1, B2, and C1, and other content-based courses in the English language with awareness of students’ different linguistic and cultural backgrounds.
PEO3: Graduates will emerge as influential leaders and researchers in the field of English language education, promoting an appreciation for Khmer culture and civilisation alongside diverse cultures.
PEO4: Graduates will be able to enhance their professional careers through lifelong learning and twenty-first-century skills, fostering an understanding of both Khmer culture and civilisation and the richness of diverse cultures.
PROGRAMME LEARNING OUTCOMES
Upon graduation of the Bachelor of Education in TEFL, graduates will be able to:
Knowledge
PLO1: Demonstrate an English language competence at C1 level (CEFR) or an IELTS with an overall band of 6.5 with no band lower than 6.0, or 550 in the TOEFL paper-based test.
PLO2: Explain relevant theories, principles, approaches, methods, and techniques for teaching and learning the English language.
PLO3: Demonstrate basic knowledge of research/reflective practice in the context of English language teaching and learning.
Cognitive Skills
PLO4: Evaluate students’ learning outcomes and teaching and learning problems effectively through reflective practices and data-driven principles.
PLO5: Innovate teaching methods for use in classrooms that comply with the current contexts and development of English language teaching and learning pedagogies, while incorporating elements Khmer culture and civilisation and recognising the significance of diverse cultures.
Interpersonal Skills and Responsibility
PLO6: Communicate effectively with people from multicultural contexts, utilising the English language to bridge understanding between Khmer culture and civilisation and other diverse cultures.
PLO7: Display professional responsibility, integrity, and ethics in fulfilling designated duties at workplaces, fostering a teamwork spirit that values both Khmer culture and civilisation and diverse cultural perspectives.
Numerical Skills, Information Technology and Communication
PLO8: Execute computer software and programmes such as Microsoft Office, SPSS, NVivo, EndNote, and Learning Management Systems (LMSs) for teaching, learning, and research.
PLO9: Create digital content to support teaching and learning the English language, considering the importance of Khmer culture and civilisation as well as elements from diverse cultures to enhance engagement and relevance in teaching and learning.
Psychomotor Skills
PLO10: Perform roleplays and simulation tasks in various social and educational contexts, with an awareness of both Khmer culture and civilisation and the richness of diverse cultures.
Bachelor’s Degree with Specialisation Course Flow:
Bachelor Programme (Years 1-3)
| No | Code | Course Title | Credit |
| 1 | WS101 | Writing Skills 101 | 3(3.0.0) |
| 2 | WS102 | Writing Skills 102 | 3(3.0.0) |
| 3 | CE101A | Core English 101A | 3(3.0.0) |
| 4 | CE101B | Core English 101B | 3(3.0.0) |
| 5 | CE102A | Core English 102A | 3(3.0.0) |
| 6 | CE102B | Core English 102B | 3(3.0.0) |
| 7 | CE201A | Core English 201A | 3(3.0.0) |
| 8 | CE201B | Core English 201B | 3(3.0.0) |
| 9 | CE202A | Core English 202A | 3(3.0.0) |
| 10 | CE202B | Core English 202B | 3(3.0.0) |
| 11 | CE301A | Core English 301A | 3(3.0.0) |
| 12 | CE301B | Core English 301B | 3(3.0.0) |
| 13 | CE302A | Core English 302A | 3(3.0.0) |
| 14 | CE302B | Core English 302B | 3(3.0.0) |
| 15 | WS201 | Writing Skills 201 | 3(3.0.0) |
| 16 | WS202 | Writing Skills 202 | 3(3.0.0) |
| 17 | RM301 | Research Methodology 301 | 3(3.0.0) |
| 18 | RM302 | Research Methodology 302 | 3(3.0.0) |
| 19 | ISE101 | Introduction to Sociology 101 | 3(3.0.0) |
| 20 | IEE102 | Introduction to Environment 102 | 3(3.0.0) |
| 21 | KGC101 | Khmer Grammar and Communication 101 | 3(3.0.0) |
| 22 | KCC102 | Khmer Culture and Civilization 102 | 3(3.0.0) |
| 23 | GS201 | Global Studies 201 | 3(3.0.0) |
| 24 | GS202 | Global Studies 202 | 3(3.0.0) |
| 25 | GS301 | Global Studies 301 | 3(3.0.0) |
| 26 | ASEAN | ASEAN (Global Studies 302) | 3(3.0.0) |
| 27 | LS201 | Literature Studies 201 | 3(3.0.0) |
| 28 | LS202 | Literature Studies 202 | 3(3.0.0) |
| 29 | LS301 | Literature Studies 301 | 3(3.0.0) |
| 30 | CT302 | Critical Thinking 302 | 3(3.0.0) |
Bachelor of Education in Teaching English as a Foreign Language (B.Ed. in TEFL)
Programme 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.
| Semester 1 | Semester 2 | ||||
| Code | Course Title | Credit | Code | Course Title | Credit |
| TM401 | Teaching Methodology 401 | 3(3.0.0) | LA402 | Language Assessment 402 | 2(2.0.0) |
| TLS401 | Teaching Language Skills 401 | 3(3.0.0) | MD402 | Materials Development 402 | 2(2.0.0) |
| AM401 | Approaches and Methods 401 | 3(3.0.0) | EP402 | Educational Psychology 402 | 2(2.0.0) |
| FE401 | Foundations of Education 401 | 3(3.0.0) | SS402 | School and Society 402 | 2(2.0.0) |
| TL401 | Theories of Language and Language Learning 401 | 3(3.0.0) | SLA402 | Second Lang. Acquisition 402 | 2(2.0.0) |
| TP402 | Teaching Practicum 402 | 5 (0.0.5) | |||
| Total | 15 | Total | 15 | ||
FOUNDATION YEAR OVERVIEW
CE101-102A: Core English 1A
Core English 1 (CE101A and CE102A) deals primarily with reading and writing skills, purposefully to enable students to reach the B1 level of language proficiency in the Common European Framework of Reference for Languages (CEFR).
For reading skills at this level, students should be able to comprehend the main ideas of simple texts on familiar topics, such as articles, brochures, and short stories. Additionally, students should be able to comprehend writers’ points of view or intentions in straightforward texts.
For writing skills at this level, students should be able to write simple connected texts on familiar topics, such as personal letters, emails, or short descriptions. In addition, students should be able to convey information and express opinions using basic vocabulary and grammatical structures.
CE101-102B: Core English 1B
Core English 1 (CE101B and CE102B) deals primarily with listening and speaking skills purposefully to enable students to reach the B1 level of language proficiency in the Common European Framework of Reference for Languages (CEFR).
For listening skills at this level, students should be able to understand the main points of clear and standard speech on specific topics encountered in social contexts. Additionally, students might require some repetition or slower speech.
For speaking skills at this level, students should be able to communicate in most professional and social contexts, such as discussing issues, solutions, plans, and critical thinking. In addition, students should be able to express opinions and reasons with some hesitation and errors.
WS101: Writing Skills 1
Writing Skills 101(WS101) course is designed for intermediate-level students to enhance fundamental sentence skills for academic writing. Students will be introduced to a number of academic writing conventions such as subject-verb agreement, types of sentences, clauses, phrases, and avoiding common writing mistakes such as sentence fragments, misplaced and dangling modifiers, and run-on sentences, in order to write a grammatical, well-written paragraph which they will learn in the next course “Writing Skills 102”.
WS102: Writing Skills 1
Writing Skills 102 (WS102) course is designed for intermediate-level students to enhance paragraph skills for academic writing and written communication in English. This WS102 course continues from WS101, aiming to prepare students for the WS201 and WS202 courses. Students will learn to write topics, supporting, and concluding sentences. Furthermore, students will be able to produce different types of paragraphs such as definition, process analysis, opinion, and narrative paragraphs.
ISE101: Introduction to Sociology 1
Introduction to Sociology (ISE 101) is designed to provide students with a comprehensive understanding of foundational sociological theories and the diverse contexts in which they operate. This course delves into various aspects of human behaviour, social interactions, and societal structures. By exploring key concepts such as culture, socialisation, and group dynamics, students will gain valuable insights that can be applied not only in their personal lives but also in professional environments.
KGC101: Khmer Grammar and Communication
Khmer Grammar and Communication (KGC) deals with Khmer grammar points ranging from words to sentence structures and to texts. This course also includes verbal and non-verbal communication in the Khmer language. Learners explore parts of speech in the Khmer language and compare and contrast them with those of foreign languages such as English and French. It also enables students to learn the correct spelling, word formation, and usage of specific words as well as to describe how specific words are used in contemporary Khmer society. The students will explore how punctuation and diacritic signs were developed and describe how they have been used over time. Learners can analyse sentence structures in depth in order to academically construct their own ones. They will learn to communicate verbally and non-verbally by writing texts such as paragraphs, invitations, wish cards and letters, thank-you letters, newspaper articles, and speeches. They will be assessed by a mid-term exam, writing and designing letters, and hosting a public speaking event.
IEE102: Introduction to Environment 1
IEE102 aims to help course participants develop their language proficiency through the investigation of current environmental issues such as diminishing natural resources like forests, water and fossil fuels. The course also encourages the course participants to critically evaluate the aforementioned problems and find practical and effective solutions to them.
KCC102: Khmer Culture and Civilisation
Khmer Culture and Civilisation (KCC102) offers an in-depth exploration of the ways of life of Cambodian people throughout history and the time the Cambodian people reached the zenith of their cultural achievement—the so-called Angkor Empire. The course also delves into the Khmer-Mon primitive culture, the interactions between Khmer culture and other cultures, the spread of foreign culture into Cambodia, and the rise and decline of the Angkor civilisation. It enables students to acquire comprehensive insights into each cultural trait through enquiry and critical thinking. Learners will also learn the history and characteristics of Khmer sculptures, architecture, and religious beliefs from the early period through the Angkor era.
YEAR TWO OVERVIEW
CE201-202A: Core English 2A
Core English 2A (CE201A and CE202A) deal primarily with reading and writing skills purposefully to enable students to reach the B2 level of language proficiency in the Common European Framework of Reference for Languages (CEFR).
For reading skills at this level, students should be able to recognise and understand classification in texts, situation words, internal paraphrasing, exemplification, ellipsis, the function of questions in texts, the meaning of word parts, point of view, text structure, and text annotation.
For writing skills at this level, students should be able to brainstorm, write and edit distinctive genres of essays, such as advantages and disadvantages, compare-and-contrast, problem/solution, and comparison.
CE201-202B: Core English 2B
Core English 2B (CE201B and CE202B) aims at providing students with the opportunities to further enhance their upper-intermediate English proficiency in the two macro-skills: (1) Listening and (2) Speaking. This subject, furthermore, aims to enable the students to demonstrate the ability to comprehend various types of listening texts and speaking topics in English effectively and efficiently. Moreover, the students will be able to develop their language skills, build confidence, work collaboratively and utilise several soft skills.
WS201-202: Writing Skills 2
These courses are designed to better students’ success, retention, and proficiency in academic writing through composing multiple drafts of each essay type at the university level; to equip them with necessary academic writing skills such as paraphrasing, summarizing, quoting and documenting sources for extending academic essays to discuss a thesis with sound arguments and references; and to prepare them to write paragraphs/essays to describe and interpret graphs and tables. Students will learn not only writing strategies but also key words/phrases used in four types of essays, including: 1) narrative essay, 2) cause-and-effect essay, 3) compare-and-contrast essay, and 4) argumentative essay.
LS201-LS202: Literature Studies
Literature Studies (LS201& LS202) are designed to teach Year 2 students English in context through various literary texts. This subject integrates language and content learning through short stories—The Necklace; Not Poor, Just Broke; Poison; The Hitch-Hiker; and The Rain Came. Literary Critical Analysis (LS202) is intended to enable Year 2 students to evaluate and critically respond to various literary texts. This subject integrates language and content learning through two stories—On Loan and The Village by the Sea. At the end of both semesters, students will develop their four macro skills, basic literacy, functional literacy, cultural literacy, and critical literacy.
GS201- GS202: Introduction to Development Issues- Culture and Society
These subjects are designed to teach Year 2 students English in context through the thematic approach and integrated language and content learning. Introduction to Development Issues (GS201) deals with such key themes as urban living, industry, tourism, development, and agriculture. Culture and Society (GS202) covers such key themes as culture and society, crimes, women’s issues, and politics. Students will develop their academic speaking, listening, reading, and writing skills through discussions, presentations, projects, and other types of written assignments.
YEAR THREE OVERVIEW
CE301-302A: English 3A
Core English 3A (CE301A and CE302A) deals primarily with reading and writing skills, purposefully to enable students to reach the C1 level of language proficiency in the Common European Framework of Reference for Languages (CEFR).
For reading skills at this level, students should be able to comprehend the main ideas of complex texts on various topics, such as interview transcripts, excerpts, and articles. Additionally, students should be able to comprehend writers’ points of view and critically evaluate the arguments and ideas raised by the writers.
For writing skills of this level, students should be able to create well-structured, detailed, and cohesive texts on familiar topics, such as essays, reports, technical procedures, and summaries. In addition, students should be able to synthesise information from various sources and integrate them into their writing with proper in-text citations and references.
CE301-302B: English 3B
Core English 3B (CE301B and CE302B) deals primarily with listening and speaking skills purposefully to enable students to reach the C1 level of language proficiency in the Common European Framework of Reference for Languages (CEFR).
For listening skills at this level, students should be able to understand extended speech and conversation on various topics such as psychology, sociology, sports study and management, business, linguistics and biology.
For speaking skills at this level, students should be able to communicate fluently and naturally in both professional and social settings. They should also be able to deliver clear and well-structured speeches and arguments on various topics such as psychology, sociology, sports study and management, business, linguistics and biology.
RM301-302: Introduction to Research Methods 3
Research Methodology 301 aims to equip Third-Year students at the Department of English with a sound understanding of the fundamental research concepts in quantitative and qualitative research, which are vital for undertaking a rigorous, empirical research study in their areas of interest. Additionally, the course enables students to prepare a good research proposal and to defend it before their classmates and the lecturer. This course is required for Third-Year students and is recommended for those interested in becoming researchers, research assistants, and/or preparing for graduate studies.
Research Methodology 302, with its prerequisite RM301, is designed to equip learners with knowledge and skills to conduct small/medium-scale research projects (e.g., a survey study, a case study, etc.). The students will finalise a research proposal, collect and analyse data, and write up a research report. The students will also present their research results/findings in an open forum (i.e., in class and poster presentations). This course prepares students for employment and further education that requires research skills.
LS301: Literature Studies
Literature Studies 301 is intended to enable students to become effective, independent language learners with the capacity to evaluate and critically respond to literary texts. Its aim is to promote students’ basic literacy, functional literacy, cultural literacy, and critical literacy through text reading and analysis using literary criticism theories such as Psychoanalytic Criticism, Marxist Criticism, and Feminist Critical Analysis, idea expression in both speaking and writing (i.e., written essays), active listening and effective communication (i.e., participating in discussions with empathy, and assertive and non-judgmental behaviors). Students are required to complete their classwork, homework, assignments, and associated tasks. The selected literary texts are Romeo and Juliet and and The Good Earth.
CT302: Critical Thinking
Critical Thinking (CT302) is intended to enable students to interpret, analyse, and evaluate ideas and arguments in fictions, non-fictions, daily life and academic settings based on a widely shared conception of critical thinking and basic skills and competencies displayed by good critical thinkers through reading texts (i.e. newspaper, media, literatures and research papers), class discussion, written assignment and presentations and listening to the arguments of others without prejudging these arguments.
GS301-302: GS301: Global Studies 301 and GS302-ASEAN
The two subjects are designed to teach Year 3 students English in context through the thematic approach and integrated language and content learning. Social Issues (GS301) covers such key themes as population growth and urbanisation, science and technology, environmental problems, wildlife conservation, poverty and economic inequality, and conflict, war, and terrorism. ASEAN (GS302) discusses key themes such as the history and evolution of ASEAN, how ASEAN works, ASEAN and Cambodia, ASEAN programs and activities, ASEAN links with the world, and ASEAN looks ahead. Students will develop their academic speaking, listening, reading, and writing skills through discussions, presentations, projects, and other types of written assignments.
TM401: Teaching Methodology 401
Teaching Methodology 401 (TM401) is designed to develop students' practical classroom skills in teaching English as a foreign language. Students will learn teaching methods and techniques, which have direct applications to the teaching of English at secondary and tertiary levels in Cambodia. In other words, teacher trainees will learn theoretical frameworks which they can use to plan lessons, incorporate the knowledge (i.e., theories, principles, and approaches) learnt from other subjects, and apply the knowledge to teaching appropriately.
TLS401: Teaching Language Skills 401
Teaching Language Skills 401 (TLS401) is designed to develop students’ practical classroom management skills in teaching English as a foreign language. Students will learn teaching approaches, methods, and techniques, which have direct applications to the teaching of English at secondary and tertiary levels in Cambodia.
AM401: Approaches and Methods in Language Teaching 4
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 them to 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: Theories of Language and Language Learning 4
TL401 aims to inform course participants of language and its basic components, characteristics of language learners and teachers, and introductory linguistic terminology. The course emphasises the scientific study of language, including sound production and sound systems, the linguistic structure of words and sentences, and the 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: Foundations of Education 4
Foundation of Education 401 (FE401) is aimed at building 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 analysing 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.
LA402: Language Assessment 402
Language Assessment 402 (LA402) is designed to develop students’ practical classroom skills in teaching English as a foreign language. Students will learn teaching methods and techniques, which have direct applications to the teaching of English at secondary and tertiary levels in Cambodia. In other words, teacher trainees will learn theoretical frameworks which they can use to plan lessons, incorporate the knowledge (i.e., theories, principles, and approaches) learnt from other subjects, and apply the knowledge to teaching appropriately.
MD402: Materials Development 402
Materials Development 402 (MD402) is designed to develop students’ practical skills in adapting, evaluating, and designing materials for their English language classroom. Students will learn how to adapt and evaluate various ELT materials such as textbooks, worksheets, and others. In addition, they will also learn about principles and theories in document design for ELT materials.
SL402: Second Language Acquisition 4
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.
EP402: Educational Psychology 4
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, socialisation, 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.
SS402: School and Society 4
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 how 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.
TP402: Practicum (Teaching Practice)
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 real classroom situations. Each trainee will work closely with an associate lecturer teaching at the Foundation Year and Bridging Course level and with a supervisor who is a faculty member of the Department of English.
TH401-402: Thesis Proposal and Thesis Writing
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.