The Bachelor of Arts in Technical English Teacher Education Program was initially offered under the name Bachelor of Arts in Technical English in 2006. It weighed 210 credits and was primarily to improve students' English language competence particularly in the engineering area. The program was then renamed into Bachelor of Arts in Technical English Teacher Education in 2015, and the number of credits was reduced to 150. It aimed at preparing English language teachers, consistently responding to the higher education reform agenda from the government. The program objective is reflected in the following set of learning outcomes.
I. PROGRAM OUTCOMES
1. Students will achieve basic knowledge of social sciences, natural sciences and systematic knowledge of the TESOL Studies program
- Students can apply basic knowledge of social sciences - humanities and natural sciences in order to acquire the professional knowledge and meet the requirements of studying at a higher level;
- Students can understand the system of English major and the TESOL Studies program as well as achieve basic knowledge of British, American, and Asian culture and literature.
2. Students will be able to formulate and apply their learnt knowledge based on analytical skills and critical thinking
- Students can have the ability to collect, analyze and refine information as well as apply new knowledge in English language teaching at vocational schools and vocational colleges;
- Students can have professional behaviour in the multicultural working environment through lifelong learning.
3. Students will have good interpersonal skills and exhibit effective teamwork inside and outside the professional environment
- Students can have good communication skills and presentation skills inside and outside the professional environment;
- Students can effectively apply English language skills as well as terminology in teaching and learning Technical English.
4. Students will have the ability to formulate ideas, design, and apply new knowledge and technology in English language teaching.
- Students can realize the important role of the English language, English language teaching and learning as well as ICT in the era of globalization;
- Students can have the ability to identify their career goals and work out their plans to achieve those goals;
- Students can design lessons and methods of testing and assessing learners in accordance with professional processes as well as know-how to set objectives for training programs;
- Students can successfully deliver a lesson following a standard procedure; proceed to test and assess learners based on the available resources in their workplace;
- Students can apply IT in English language teaching as well as in testing and improving training programs.
II. CURRICULUM STRUCTURE
A. General Knowledge (56 credits)
Compulsory (56 credits)
- Political Theory + General Law (12 credits)
- Social Sciences and Humanities (18 credits)
- Japanese (09 credits)
- Math and Natural Sciences (09 credits)
- Computer Science (03 credits)
- Introduction to Technical English Teacher Education (3 credits)
- Speech Training (02 credits)
Elective (0 credit)
B. Professional Knowledge (94 credits)
- Core courses (51 credits)
- Concentration courses (29 credits)
- Teaching practicum (06 credits)
- Thesis (10 credits)
III. COURSE CATALOG
A. Compulsory Courses (148 credits)
1. General Knowledge (56 credits)
2. Professional Knowledge (92 credits):
- Core courses (51 credits)
- Concentration courses (25 credits)
- Concentration courses (for teaching practicum) (06 credits)
- Thesis/Graduation exam (Students choose ONE of the following options):
a. Thesis (10 credits)
b. Equivalent courses:
+ Testing and assessment (03 credits)
+ Pragmatics (03 credits)
+ Advanced English 2 (04 credits)
B. Elective Courses (02 credits)
Professional knowledge (Students choose ONE of the following options):
- Business English (02 credits)
- English for the Fashion Industry (02 credits)
- English for Nutrition and Food Technology (02 credits)