Global Journal of Foreign Language Teaching

This paper examines University English as a TESOL curriculum context. It outlines three approaches to university English: English as L1, where the focus is primarily on linguistics and literature; English as L2, where there is an advanced language learning component as well as a focus on linguistics and literature; and English for non-English majors, where the focus is on functional language use skills. The paper is in three sections: the first section takes stock of recent developments in the university sector with particular attention to English as a feature of the globalisation of higher education. The second section sets out a typology for English Major programmes, using a curriculum benchmark framework for the study of English on the one hand, and the study of languages on the other. The third section presents a case study of curriculum development in a public university in Bangladesh, showing how the three types of university English establish a baseline for understanding the curriculum and developing strategies to improve it. The ways in which the University English curriculum might be developed and researched further are discussed at the end of the paper.