Introduction
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. 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.
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.A. (English for Work Skills) program enhances students’ English knowledge and ability for employment in a variety of administrative and developmental roles requring high-level English skills. In their final year, students choose one of the following majors: English for International Business; Translation and Interpreting; or English for professional Communication, allowing them to tailor their language skills towards their chosen profession.
Short Courses
The Department of English offers several short courses, including a two-month to one-year English preparatory courses, which maximize students’ chance of obtaining a place in a degree program at the Department’s Entrance Examination. The Department also offers pre-departure English and cultural courses for people preparing to study overseas, as well as special courses tailored to the specific needs of individual organizations
The Continuing Education Center (CEC) at the Royal University of Phnom Penh has been a cornerstone of professional development since 2004. Established with support from Simon Fraser University and the Canadian International Development Agency (CIDA), we bridge academic excellence with real-world skills.
We offer a diverse range of courses, professional trainings, and specialized workshops:
- Expand intellectual horizons through our enrichment courses
- Advance your career with professional certification programs
- Prepare for academic success with our preparatory courses
- Develop cutting-edge skills in emerging fields
- Network with professionals across various industries
Background
Example
Recognizing the need for secondary school students to learn foreign languages, the Ministry of Education established a Cambodian English Language Training Program (CELT) along with an Australian non-governmental organization, Quaker Service Australia (QSA), in 1985. CELT was designed primarily to provide English language training to government officials and to improve secondary school teachers’ language abilities. The project developed significantly between 1985 and 1993, with class intakes expanding from 15 to almost 150 students.
The Department of English was established as part of CELT, with financial and academic assistance from QSA, who managed it until 1993. It was then handed over to a joint project between the International Development Program (IDP), Education Australia and the University of Canberra. This project was funded by the Australian Agency for International Development (AusAID) until the end of 1996.
In 1993, the four-year B.Ed. (TEFL) degree curriculum was developed in consultation with the University of Technology, Sydney (UTS). In 1997, the four-year B.A. (English for Work Skills) course was introduced to enhance English knowledge and skills for current and future employment. Today, the IFL’s Department of English is regarded as one of Cambodia’s leading language institutions, offering two full-time undergraduate degree programs and one full-time Master’s program.
Regarded as Cambodia’s leading English language institution, today, IFL’s Department of English has graduated over 7,000 students.
The Department of English co-hosted the Fifth International Conference on Language and Development in 2001 and the 1st CamTESOL Conference in 2005, in association with IDP Australia. The Department played a key role in the organization of the event, presentation of papers and participation in workshops.
Since 2019, the Department of English has organised the annual CAMBODIAN ELT Conference to showcase English language learning, teaching, and research in contemporary Cambodian society. It is a one-and-a-half-day conference, preferably held in November of the year. This conference comprises different streams such as research-based presentations, concept-based presentations, workshops, and poster presentations and covers a variety of areas relevant to English language teaching and learning. This conference is a combined conference and non-conference (discussion forum) model. Experienced expatriates and Cambodian English professionals will be involved in sharing and learning from each other their best practices of English language teaching, learning and researching in their own context. The conference aims to reach around 400 members of the English Language Teaching Community from across the country.
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 philosophies emphasize 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.
Vision and Missions
where the curriculums are based on what is available in the competitions. The courses provided to Cambodian gifted students to prepare for the competitions include Physics, Mathematics, Astronomy and Astrophysics, Research Methodology, and so on. Since its establishment in 2004, CEC has developed and offered (on campus/outside campus) a number of courses such as
PROGRAM VISION
The B.Ed program will be a national leading teacher training program 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.
PROGRAM 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.
GRADUATE ATTRIBUTES
Students are expected to develop the following skills:
- Language Proficiency: Proficient English proficiency
- Technological proficiency: Competence in using educational technology and digital resources for language teaching
- Strong pedagogical knowledge: teaching methodology, curriculum design, and assessment of learning
- Cultural competence: awareness of diverse cultural backgrounds to develop an inclusive and respectful learning environment
- Communication skills: strong interpersonal and communication skills to effectively engage with students and able to collaborate with colleagues
- Critical thinking skills: ability to analyse and evaluate students, teaching practices, and educational materials
- Adaptability and flexibility: ability to adjust teaching methods and new practices to meet the needs of diverse learners
- Professionalism: commitment to ethical practices and continuous professional development in the field of education
Details of each course are available at the website of the university (CEC’s URL).
Educational Philosophy
RUPP-HR4Asia
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 philosophies emphasize 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.
Admission
Hold a High School Certificate or a qualification deemed equivalent by the Ministry of Education, Youth and Sport (MoEYS). Alternatively, they must have a B.A. or an associate degree in any field.
Pass a 90-minute English entrance examination administered by IFL’s Admission Committee.
Select a study shift (morning, afternoon, or evening) when submitting their applications. Once chosen, this shift cannot be changed.
Goal
- To inform and enrich working and non-working adult learners through educational activities that are designed to develop their professional, personal, and social skills and to enhance their acquisition of knowledge.
- To enhance the economic development of Cambodian communities by upgrading the competencies of the labor force and organizational effectiveness in areas relevant to the vision of the CEC.
- To upgrade the degrees of Cambodian learners by providing Distance Education Programs at RUPP.
Assessment
In accordance with standard university assessment procedures, each subject is assessed separately in each semester. Students are notified at the end of each semester whether they have satisfied the program requirements.
Assessment and examination
Students’ academic performance is assessed each semester. A good score in one semester cannot compensate for a fail or poor score in the other. Students are assessed in two ways:
On-going assessment (60%), based on class tests, homework, assignments, oral presentations and class participation, and
Formal Examination (40%) taken by all students at the end of semester.
- Promotion
Students must fulfill all academic and attendance requirements in order to be promoted to the next level. In order to pass a subject, students must achieve a score of AT LEAST 50%. This means that 50% is a borderline pass.
Resources
IFL Self-Access Centre: The Self-Access Centre (SAC), which is being expanded, is an excellent place to provide the opportunity for this. The SAC is open from 7:30 am to 7:30 pm on weekdays and from 7:30 am to 11:30 am on Saturdays. The SAC houses an extensive collection of reading, listening and video kits for language and vocabulary skills development. The centre also holds a significant collection relating to general education subjects taken in the Foundation Year. IFL students can borrow most materials from the centre for up to two weeks. Students should make regular use of this resource to review the topics covered in lectures as well as to remedy any deficiencies in their use of English. They can spend their free time by reading books, English-language magazines, newspapers, novels, periodicals and other reference materials.
Course Fees
Students who receive a government scholarship can enrol in the B.Ed. (TEFL) course and pay US$10 per year. Fee-paying students can enrol in the B.A. (English for Work Skills) course and pay USD 590 for each academic year, or USD 295 per semester. B.A. students are also able to obtain a B.Ed. (TEFL) by majoring in teacher education in their final year. Please note that this fee is subject to change.
Payments should be made at the beginning of every semester or the beginning of each year. All students who repeat either individual subjects or the whole year and attend classes will be charged a fee for each subject repeated
FOUNDATION YEAR OVERVIEW
CE101-102A: Core English 1A
Core English 1(CE101A and CE102A) deal 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 of the 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 of the 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) deal 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 of the 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 of the 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 the 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) aims to enrich students’ knowledge of foundational sociological theories and contexts through various aspects of humans and society, which enables students to apply the knowledge in sociology in their personal life and in the workplace.
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 rules of specific words; as well as to describe how specific words are used in contemporary Khmer. The students will be able to explore how punctuations and diacritic signs were developed and describe how they have been used over time. Learners can analyze sentence structures in depth in order to academically construct their own ones. They 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.
TBLL1: Technology-based Language Learning 1
Technology-Based Language Learning 1 (TBLL1) is designed to introduce students to computer skills, software, and programs to assist with other tasks related to Year 1 courses. Students will learn the basics of software and programs such as Microsoft Word, Excel, PowerPoint, and Canva, enabling them to understand the functions, compose documents, and improve the depth and accuracy of their studies. This course is essential for students to learn about various foundation computing skills and software to further their academic performance or professional purposes.
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 Civilization
Khmer Culture and Civilization (KCC102) offers an in-depth exploration of the ways of life of Cambodian people throughout history, and the time the Cambodian people reach the zenith of their cultural achievement—the so-called the 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 on Cambodia, and the rise and decline of Angkor civilization. It enables students to acquire comprehensive insights in each cultural trait through enquiry, research, and critical thinking. Learners will also learn the history and characteristics of Khmer sculpture, architecture, and religious beliefs from the early period through the Angkor era.
YEAR TWO OVERVIEW
CE201-202A: Core English 2A
Core English 1A (CE101A and CE102A) deal deals 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 of the level, students should be able to recognize and understand classification in texts, situation words, internal paraphrasing, exemplification, ellipsis, the function of question in texts, the meaning of word parts, point of view, text structure, and text annotation.
For writing skills of the 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 1B
Core English 2B (CE202A 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 utilize 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:
Exploring Literary Genres-Literary Critical Analysis
Exploring Literary Genres (LS201) is 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.
TBLL2: Technology-based Language Learning 2
Technology-Based Language Learning 2 (TBLL2) is designed to complement the Writing Skills, Global Studies, and Literature Studies subjects by equipping sophomores in the Department of English with practical skills in utilizing referencing software. Students will learn the functions of Zotero, enabling them to cite, organize, and automate the reference list for their research assignments. By the end of the course, students will be equipped to incorporate technology into their major assignments, improving the accuracy of their studies by strengthening their ability to manage references effectively. This will enhance the quality and credibility of their academic work.
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 of the 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 synthesize 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 of the 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 of the 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 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 finalize a research proposal, collect and analyze 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: Creative and Reasoning Skills
Creative and Reasoning Skills (LS301) is intended to enable students to become effective, independent language learners with the capacity to evaluate and critically respond to 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 Traditional Criticism, Psychoanalytic Criticism, and Marxist Criticism), idea expression in both speaking and writing (i.e., written essays and oral presentations), active listening and effective communication (i.e., participating in discussions with empathy, and assertive and non-judgmental behaviors). Students are required to complete their class work, homework, assignments and associated tasks. The selected studied texts are Romeo and Juliet and Letters from Thailand.
GS301-302: Social Issues- ASEAN
These 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 urbanization, science and technology, environmental problems, wildlife conservation, poverty and economic inequality, and conflict, war and terrorism. ASEAN (GS302) discusses key themes such as 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.
CT302: Critical Thinking
Critical Thinking (CT302) is intended to enable students to interpret, analyze, 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.
TBLL3: Technology-based Language Learning 3
Technology-Based Language Learning 3 (TBLL3) is designed to complement the Research Methodology subject by equipping Third-Year students in the Department of English with practical skills in utilizing research software. Students will learn the basic functions of NVivo and Jamovi, enabling them to organize, analyze and present data effectively and efficiently. By the end of the course, students will be equipped to incorporate technology into their research projects, improving the depth and accuracy of their studies. This course is essential for students pursuing research-focused studies and is particularly beneficial for those interested in developing advanced research skills for academic or professional purposes.
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: 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. Alternative course description
This comprehensive Teaching Methodology course is designed for educators and those aspiring to teach, aiming to enhance their language instruction skills. Participants will delve into effective principles and techniques for language teaching and learning, informed by the latest research and best practices. The course encompasses essential topics such as language teaching principles, language learning techniques, lesson planning, classroom management, and the integration of technology in language education. By the end of the course, participants will acquire advanced knowledge and practical skills, enabling them to design and implement lesson plans that employ effective teaching strategies to foster a dynamic and productive learning environment at the secondary and tertiary levels in Cambodia.
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 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: 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 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: Foundations of Education 4
Foundation of Education 401 (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.
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: Material Development 402
Material 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 textbook, worksheets, and others. In addition, they will also learn about principles and theories in document designs 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, 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.
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 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 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.
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.
YEAR FOUR BA PROGRAM OVERVIEW
The overall aim of these programs is to develop students’ English proficiency and professional English-related skills.
B.A. IN ENGLISH FOR PROFESSIONAL COMMUNICATION
This program is designed to consolidate students’ English language skills and offer critical thinking, communication and collaboration, and social and cross-cultural skills, required in order to succeed in work and life in our increasingly integrated world in the 21st century. Specifically, the program is NOT intended for students who wish to be English teachers, translators/interpreters, or business people but to work more effectively and efficiently in an array of English-medium professional settings (particularly occupational ones).
PW401: Proposal Writing 4
This course is designed for Year 4 students who choose to specialize in professional communication. It aims to enable the students to understand the fundamental elements of a grant proposal such as the objectives, problems addressed, methodology, evaluation, budget and cover letter, in order to develop a professional grant proposal. The students improve their writing skills through proposal preparation and presentation of written work using their English ability. Moreover, they will be able to use their proposal writing skills in English in their future workplace in a professional manner. The course contains lectures, group discussions, consultations as well as practical sessions in order to equip them with knowledge and skills necessary for writing a project proposal.
AE401-402: Advanced English 4
Advanced English 401-402 aim to provide students with the opportunities to further enhance their English proficiency in the four macro-skills, including reading, listening, speaking and writing. This subject also aims to enable students to demonstrate the ability to comprehend spoken and written English and to comprehend listening and reading texts effectively and efficiently. Students will further develop their pronunciation, vocabulary, and grammar skills. More importantly, they will have the opportunities to utilize their soft skills throughout the course.
PS401: People Skills 4
This course aims to provide students with the foundational knowledge and abilities in handling people in a professional setting. Students will heighten their awareness toward the principal elements of human interactions and become well equipped to make a positive difference by taking their existing skills to a more advanced (professional) level. The course revolves around three main themes including personal effectiveness, interaction skills, and intervention skills. Scientifically proven principles of human communication are explored, discussed and critiqued through the lens of cultural context and situational differences.
IG401: Introduction to Globalization 4
Introduction to Globalization (IG401) will introduce students to definitions of globalization, its many facets, complexities, paradoxes, controversies, and effects. The fast-paced, rapidly changing, interconnected and inequitable context of globalization has a tremendous impact on cross-cultural or intercultural communication today. Therefore, globalization is defined as the complex web of forces and factors that have brought people, cultures, cultural products, and markets, as well as beliefs and practices into increasingly greater proximity to and interrelationship with one another within inequitable relations of power. Four facets of globalization—economic, political, cultural and ideological globalization—are examined with a focus on the intercultural communication dimensions of each.
CM401-402: Communication Skills 4
This course aims to enrich the learners’ knowledge of communication beyond general settings and centers its focus on communication at the workplace. They will improve their oral and written communication skills through preparation and presentation of written and oral information. The course contents in the first semester include the forms of communication; how to deliver effective presentations; effective listening, negotiation skills and conflict resolution; and leading and developing an effective team. In the second semester, the themes involve developing job-seeking skills, managing and delivering quality customer service, and organizing meetings.
RW402: Report Writing 4
This course is designed for Year 4 students at DOE who choose to specialize in professional communication. It aims to enable the students to plan and write reports in a professional manner. It focuses on the key elements of writing and of presenting reports such as preparation, writing, editing, proofreading and presentation. Moreover, the students will learn how to assess their readership and tailor the content to their specific needs, compose targeted messages, structure their documents for maximum impact, and write clear and concise reports. The course also covers a wide range of report types to be used in business, non-governmental, or research fields in accordance with the students’ interests and needs. The course contains lectures, group discussions, consultations as well as practical sessions in order to equip them with knowledge and skills necessary for report writing.
IE402: Introduction to Ethics 4
This course is designed for advanced students to improve their linguistic competence and awareness of ethics and to practice their critical thinking skills. It will give the students practice in synthesizing theories, drawing inferences, forming interpretations and evaluating the strengths and weaknesses of various ethical theories. Throughout the course, students will be required to use their critical thinking skills to evaluate the logical foundations and internal consistencies of ethical systems including their own. More specifically, we examine and evaluate existing social values and norms through the lens of the theories and principles from the course to determine their appropriacy given the dynamism of Cambodian society today.
IC402: Intercultural Communication Skills 4
Intercultural Communication (IC402) is a course in which students will be introduced to the process of communication between and among individuals from different cultures or subcultures. This course helps students become more effective in personal and professional interactions through better understanding of various cultures and their communication norms and expectations. Students learn how their own cultural backgrounds and values differ from others’, and identify the hidden aspects of cultures in order to deal with cultural differences.
B.A. IN ENGLISH FOR INTERNATIONAL BUSINESS
Students learn to use English effectively and confidently for daily business transactions. They will be able to develop abilities in reading, writing, speaking and listening as well as basic terms and vocabulary used in the business community through a range of tasks that closely reflect the real world.
IB401-402: International Business 4
This course is designed to provide students with the knowledge of English used in business contexts. It enables the students to identify and to effectively use their English for various business sub-disciplines including management, production, marketing, finance and economics and so forth. Not only does the course assist the students in choosing the right language for business, but it also familiarizes them with the real-life tasks in business environment. They will be provided with opportunities to practice what they have learnt in simulations, role-plays, presentations and other work designs. At the end of the course, the students should be able to learn a pool of essential vocabulary central to different business operations, to acquire the knowledge of contemporary, global issues that affect business sectors and to excel in the four macro skills of English within the context of business studies.
CM401-402: Communication Skills 4
This course aims to enrich the learners’ knowledge of communication beyond general settings and centers its focus on communication at the workplace. They will improve their oral and written communication skills through preparation and presentation of written and oral information. The course contents in the first semester include the forms of communication; how to deliver effective presentations; effective listening, negotiation skills and conflict resolution; and leading and developing an effective team. In the second semester, the themes involve developing job-seeking skills, managing and delivering quality customer service, and organizing meetings.
IG401: Introduction to Globalization 4
Introduction to Globalization (IG401) will introduce students to definitions of globalization, its many facets, complexities, paradoxes, controversies, and effects. The fast-paced, rapidly changing, interconnected and inequitable context of globalization has a tremendous impact on cross-cultural or intercultural communication today. Therefore, globalization is defined as the complex web of forces and factors that have brought people, cultures, cultural products, and markets, as well as beliefs and practices into increasingly greater proximity to and interrelationship with one another within inequitable relations of power. Four facets of globalization—economic, political, cultural and ideological globalization—are examined with a focus on the intercultural communication dimensions of each.
IC402: Intercultural Communication Skills 4
Intercultural Communication (IC402) is a course in which students will be introduced to the process of communication between and among individuals from different cultures or subcultures. This course helps students become more effective in personal and professional interactions through better understanding of various cultures and their communication norms and expectations. Students learn how their own cultural backgrounds and values differ from others’, and identify the hidden aspects of cultures in order to deal with cultural differences.
B.A. IN TRANSLATION AND INTERPRETING
This program is designed for students who wish to become translators and/or interpreters. It also aims to enable students to learn different approaches to translation and interpreting, and gain insights into the nature of translation and interpreting, language, and cross-cultural communication.
TI401: Introduction to Translation 4
The course aims to build necessary skills in the learners so that they can perform their written translation with good quality. Such skills as terminology management; English and Khmer languages; use of online dictionaries; the decoding of the source texts and the creation of the target texts through a multi-stage process involving the syntax, semantics, and pragmatics of both English and Khmer; and the verification of their translation products will be emphasized throughout the semester. Also, learners will have an opportunity to explore and discuss the histories and theories of written translation and relevant approaches.
CM401-402: Communication Skills 4
This course aims to enrich the learners’ knowledge of communication beyond general settings and centers its focus on communication at the workplace. They will improve their oral and written communication skills through preparation and presentation of written and oral information. The course contents in the first semester include the forms of communication; how to deliver effective presentations; effective listening, negotiation skills and conflict resolution; and leading and developing an effective team. In the second semester, the themes involve developing job-seeking skills, managing and delivering quality customer service, and organizing meetings.
TI402: Introduction to Interpreting 4
Introduction to Interpreting 402 will introduce students to consecutive and simultaneous interpreting techniques encompassing active listening, note-taking, coping tactics, and stress management while rendering interpreting services in both informal and formal forums. Learners will have enough time for meaningful practices of consecutive and simultaneous interpreting in and outside the classroom. Equipped with an updated sound system for interpreters, IFL-RUPP offers a conducive learning environment for students who desire to take up interpreting as their profession.
IG401: Introduction to Globalization 4
Introduction to Globalization (IG401) will introduce students to definitions of globalization, its many facets, complexities, paradoxes, controversies, and effects. The fast-paced, rapidly changing, interconnected and inequitable context of globalization has a tremendous impact on cross-cultural or intercultural communication today. Therefore, globalization is defined as the complex web of forces and factors that have brought people, cultures, cultural products, and markets, as well as beliefs and practices into increasingly greater proximity to and interrelationship with one another within inequitable relations of power. Four facets of globalization—economic, political, cultural and ideological globalization—are examined with a focus on the intercultural communication dimensions of each.
IC402: Intercultural Communication Skills 4
Intercultural Communication (IC402) is a course in which students will be introduced to the process of communication between and among individuals from different cultures or subcultures. This course helps students become more effective in personal and professional interactions through better understanding of various cultures and their communication norms and expectations. Students learn how their own cultural backgrounds and values differ from others’, and identify the hidden aspects of cultures in order to deal with cultural differences.
Staff
Activities
Date: September 4, 2025
Type: Training
Uploaded By: Staff
