• English Language and Literature
  • Amharic Language and Literature
  • Afan Oromo and Literature
  • Journalism and Communication

School of Language Studies

School of language studies has four course teams under it: English Language and Literature, Afan Oromo and Literature, Amharic Language and Literature and Journalism and Communication. The three language course teams work towards attaining the goal of language teaching. Journalism and Communication Course Team teaches to produce media experts. Language school, together with its course teams, is working towards achieving the vision and mission of our university as well as that of the country. It has nowadays become a common knowledge that education is a vital competent for the development of a country; the quality education is the only one for fitting the human justice demands. This is becoming the immediate and prior effort of all educational institutes in our country. But what determines quality education is its input, among which the teachers' capacity, teaching materials, teaching methods are the few ones. Our school, along with the course teams, is accomplishing the following efforts to improve quality education and expand its services to the community. 1. Research and Community Services: there are some projects designed and are in action this year. English language teachers are teaching slow learner students of three high schools in Robe Towns to improve their English language skills. The purpose is, moreover, planned to help students for their national exams. A two day training on CLT and ALM was also given to three high school English language teachers. 2. Tutorial Classes: English Language Course Team teachers are giving tutorial classes to three hundred students selected from forty three departments in the university. These selected students suggested by their respective department heads that they are supposed to be slow learners. 3. Research Project1: there is a research project designed and is going on to assess and help the teachers in the implementation of 1:5 cooperative learning some three high schools in the Bale Zone. Research projects 2: Afan Oromo and some English language teachers have formulated a project on improving on the misspell Afan Oromo (dogongora-qubee) being used currently for advertisement in some Bale zone towns. The project is targeting at creating awareness of the beneficiaries and correcting the miss pelt afan Oromo qubee on different business and other organizations. A three day work shop has been conducted on the problems with many different zonal and district department representatives. On the other hand, the school with its course teams is applying the recent strategies designed by the government for offering quality education to its customers –students. 1. Modularization: this mode of delivery is totally being applied in first and second year classes. The teachers have been trained on the purposes and implementation of this mode of learning. In addition to the training MOE has offered, there have been some discussions on its implementation among the staff members. Students have also got some orientations on goals and implementation of the modularization. 2. Cooperative Learning: for fixed scale grading is also being accustomed in the school, students have begun studying together in 1:5 cooperative learning. There are some indicators that students have been grouped into 1:5 to discuss on their lesson, to do their assignments, to solve their teaching learning processes. Regardless of some challenges in these groupings, some students have started being influenced by the majority good behaviors in the groups. Yet, it needs some more efforts to implement these techniques. 3. Learner Centered Methods: this method is implemented in all classes of all our course teams. The armchairs have already been arranged in a way that suits the learner centered learning. 4. Continuous Assessment: is also applied in all of our course teams. This is to help both the teachers and the students to get timely and relevant feedbacks on their performances. The students can identify the specific areas of their strength and weakness so that they can fill their gaps. The instructors can also get genuine information on their students' performances and their teaching methods 5. Discussion with Students: Some discussions were made with students so that they can forward some gaps that may appear in teaching learning. Some feed backs on the learning teaching were gathered and acted up on accordingly which has improved the students' effort in their learning, e.g. copying from each other in the exam rooms. Moreover, the school will make further efforts to supplement the university's vision and mission. 

Director for School of Language Studies