khan.humah
About Candidate
Ph.D. in English with over 3+ years of extensive teaching experience in EFL/ESL, literature, and academic writing across secondary
and tertiary education. Recognized with national academic awards, including the University Gold Medal and the President of India
Dr. Shankar Dayal Sharma Gold Medal. Proven expertise in curriculum design, research supervision, educational technology
integration, and inclusive pedagogy. Experienced in fostering culturally diverse, student-centered learning environments and
contributing to international academic discourse through publications and conference presentations.
Location
Education
Conducted extensive research on feminist literary theory, postcolonial studies, and gender discourse to critically examine the portrayal of women in the dramatic works of Poile Sengupta and Manjula Padmanabhan. Analyzed themes of oppression, resistance, and identity in selected plays, highlighting how the playwrights use theatre as a medium to challenge patriarchal structures and voice women’s struggles. Engaged with a wide range of scholarly sources and critical frameworks to situate the plays within larger socio-political and cultural contexts. Applied close textual analysis to explore characterization, narrative strategies, and dramatic techniques that underscore gender-based resistance. Produced original insights that contributed to ongoing conversations in gender studies and Indian English drama, demonstrating scholarly rigor and independent critical thinking.
Successfully completed a rigorous postgraduate program focused on advanced principles of English language teaching, linguistics, phonetics, and literature. Gained specialized training in curriculum design, classroom pedagogy, and learner-centered methodologies for teaching English as a second/foreign language. Developed strong competence in applied linguistics, stylistics, and discourse analysis, enhancing both theoretical knowledge and practical teaching skills. Awarded Grade A, reflecting high academic achievement and professional proficiency.
Successfully completed a comprehensive professional degree program focused on pedagogy, educational psychology, and classroom management. Acquired in-depth training in curriculum development, instructional strategies, and assessment techniques for effective teaching and learning. Specialized in learner-centered approaches, integrating modern methodologies and technology in education. Achieved 80.2%, reflecting consistent academic excellence and strong pedagogical competence.
Graduated as Gold Medalist, securing the highest distinction in the M.A. program, reflecting outstanding academic performance and scholarly excellence. Developed expertise in English literature, including literary theory, criticism, and analysis of classical and contemporary texts. Conducted in-depth research and critical studies on selected literary works, enhancing analytical, interpretive, and writing skills. Gained comprehensive knowledge of diverse genres, authors, and historical literary contexts, preparing for advanced research and teaching in English literature.
Explored the intersection of economics with social and cultural contexts, fostering critical thinking and problem-solving abilities. Achieved 72%, reflecting consistent academic performance and intellectual engagement across the discipline.
Work & Experience
Delivered English Language and Literature instruction to Grade 11–12 EFL/ESL learners in classrooms of 50+ students, establishing a climate conducive to high levels of interest and engagement. Set clear learning objectives and structured lessons to maintain pace, motivation, and challenge while differentiating for both SEN learners and advanced students.
Designed and taught spoken English and literature modules during a month-long simulated classroom practice. Applied varied teaching methods including ICT tools and library resources to foster study skills and learner autonomy. Earned Grade “O” (Outstanding) in practice teaching for excellence in delivery, interaction, and student engagement.
Conducted spoken English and grammar lessons for Grades 9–10, integrating LSRW (Listening, Speaking, Reading, Writing) skills to build communication competence. Supported learners in improving fluency, pronunciation, and confidence through interactive practice activities for a month long teaching practice session. Assessed students’ work systematically, recorded progress, and adjusted lesson plans to address areas for development.
Developed spoken English, grammar, and vocabulary curricula aligned with competitive exam requirements, achieving a 15% increase in student selection outcomes. Created interactive exercises and digital resources, applying assessment data to inform curriculum planning and ensure valueadded teaching
Trained undergraduate and postgraduate students in public speaking, rhetorical techniques, and persuasive communication. Guided participants in debates, speeches, and literary activities, building confidence, clarity, and fluency