Pedagogy of Teaching English

By Dr Swathi Mulinti | The English and Foreign Languages University, Hyderabad

Learners enrolled: 481

Pedagogy of teaching English is an advanced course which aims at empowering participants with contemporary theoretical developments in language teaching. It also aims at developing critical thinking skills among participants in teaching English as a second language. The course is designed to raise and consolidate awareness of the principles and practice of teaching English to secondary school students and adult learners. The participants of this course will be exposed to a variety of techniques and their theoretical bases in order to help them take appropriate decisions. The content and lessons of this course are organized in the following four core units of learning:

1. Unit-I : Critical Reflections on ELT

2. Unit-II : Constructing Discourses-I

3. Unit-II : Constructing Discourses-II, and

4. Unit: IV. Understanding Assessment/Feedback

The duration of the course will be 13 weeks where the participant shall be dealing with 52 papers. Weekly assignments will be provided that are considered for the internals.

At the end of the course, student are expected to:

1. be able to reflect on the current practices in English language teaching .

2. be able to draw insights from contemporary perspectives on language and language learning for designing pedagogical and classroom processes.

3. be able to cognize language learning in terms of construction and production of discourse

4. be able to acquire critical competencies to construe teaching and learning grammar from anti-behaviorist framework of mind.

5. have a conceptual knowledge and effective application of various theories and procedures of assessment in classrooms.

Summary

Course Status :	Upcoming
Course Type :	Core
Language for course content :	English
Duration :	12 weeks
Category :	Teacher Education
Credit Points :	4
Level :	Undergraduate
Start Date :	14 Jul 2025
End Date :	31 Oct 2025
Enrollment Ends :	31 Aug 2025
Exam Date :
Translation Languages :	English
NCrF Level	6.0

Page Visits

Course layout

WEEK-01 objective

1. ELT Through Critical Lens

2. Paradigm Shift in ELT

3. Academic Standards – LSRW

4. Discourse Gradation

WEEK-02 objective

1. The Modular Approach

2. The Pedagogy of Interaction

3. Code switching as a pedagogic tool

4. Graphic Reading for the Beginners

WEEK-03 objective

1. Implications of Multiple Intelligences in Classroom

2. Collaborative ELT classroom

3. Brain based learning - 1 Theory and Applications

4. Brain based learning - 2 Theory and Implications

WEEK-04 objective

1. Brain based learning - 3 Design principles

2. Brain based learning - 4 Pedagogical methodologies

3. Specific Language Disabilities Part – 1

4. Specific Language Disabilities Part – 2

WEEK-05 objective

1. Pedagogy of Reading Level-01

2. The Pedagogy of Reading – level 5

3. Teaching Reading Pleasure to Skill

4. Narrative as a Pedagogic Tool - Part – 1

WEEK-06 objective

1. Constructing Conversations -Part-2

2. Constructing Conversations part 2

3. Constructing Descriptions

4. Constructing Narratives

WEEK-07 objective

1. Constructing rhymes songs poems copy

2. Choreography for critical appreciation of poems

3. Choreography for Second Language Acquisition

4. Choreography – Script Writing

WEEK-08 objective

1. Integrating Language Skills

2. Teaching pronunciation

3. Teaching pronunciation – The Issues 1

4. Teaching pronunciation – The Issues 2

WEEK-09 objective

1. Producing speech sounds Part – 1

2. Producing speech sounds Part – 2

3. Classroom Theatre – Grades 3 to 5

4. Classroom theatre on social issues and themes

WEEK-10 objective

1. Academic writing - Biographical sketches

2. Academic writing – Letters

3. Academic Writing- Essays

4. Academic Writing- Report

WEEK-11 objective

1. Teaching Grammar - To The Issues

2. Teaching of Grammar - The Issues - Part – 2

3. Constructing Formal Grammar

4. Assessment - The Issues part – 1

WEEK-12 objective

1. Assessment - The Issues part – 2

2. Editing Through Collaboration

3. Editing written discourses – 1

4. Study skills and project work

WEEK-13 objective

1. Low proficiency learners

2. Assessment - Summative

3. Assessment – Formative

4. Feedback in ELT Class room

Books and references

• Amritavalli, R. 1999. Language as a Dynamic Text: Essays on Language, Cognition and Communication. CIEFL Akshara series.Hyderabad: Allied Publishers.

• Amritavalli, R. 2001. Applied research in language education. In C.J. Daswani (ed.) Language Education in Multilingual India. UNESCO,New Delhi, pp. 210-263.

• Chomsky, Noam. 1975. Reflections on Language. New York: Pantheon Books.

• Krashen, Stephen D. 1985. The Input Hypothesis: Issues and Implications. London; New York: Longman.

• Krashen, Stephen D. and Tracy D. Terrell. 1983. The Natural Approach: Language Acquisition in the Classroom. Hayward, CA: Alemany Press.

• Snow, Catherine E., H. Cancina, J. DeTemple, and S. Sehley. 1991. Giving formal definitions: A linguistic or metalinguistic skill? In Ellen Bialystok (ed.), Language Processing in Bilingual Children. Cambridge: Cambridge University Press. pp. 90–112.

• Cummins, J. 1984. Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters.

Instructor bio

Dr Swathi Mulinti

The English and Foreign Languages University, Hyderabad

Dr. Swathi Mulinti is a dedicated academician and researcher in the field of English Language Teaching, with a particular focus on differentiated instruction, syllabus design, and writing pedagogy. She holds a Ph.D. in English Language Education from The English and Foreign Languages University (EFLU), Hyderabad, where her doctoral research examined the impact of tailored instructional strategies on learner writing outcomes.

Currently serving as a Senior Assistant Professor at ICFAI Foundation for Higher Education, Hyderabad, Dr. Mulinti has over a decade of experience in teaching English language and communication skills to undergraduate engineering and architecture students. In addition to her teaching responsibilities, she contributes to curriculum development, faculty training, and student mentorship.

Dr. Mulinti is also the Editor-in-Chief of the IUP Journal of English Studies (Scopus-indexed), overseeing the publication of research in contemporary areas of literature and language education. Her scholarly work includes publications and conference presentations on differentiated instruction, learner-centered writing instruction, and 21st-century curriculum design. She remains committed to advancing pedagogical practices that foster meaningful language learning experiences

Course certificate

Course Certificate

Internal Assessment - Weekly assessments released in the course shall be considered for Internal Marks and will carry 30 percent for the Overall Result.

(Best five performance in the internal assessment will be considered to calculate the 30 percent )

End-term Assessment - The final exam shall be conducted by NTA, and will carry 70 percent for the overall Result.
SWAYAM Credit Certificate - All students who obtain 40% marks in the internal assessment and 40% marks in the end-term proctored exam separately will be eligible for the SWAYAM Credit Certificate.

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