|Course Name||Code||Semester||T+U Hours||Credit||ECTS|
|Teaching English To Young Learners||ELT 508||0||3 + 0||3||6|
|Recommended Optional Courses|
|Course Coordinator||Dr.Öğr.Üyesi ORHAN KOCAMAN|
|Course Assistants||Res.Assist. Burcu KOÇ|
|Course Category||Field Proper Education|
|Course Objective||To enable the students to gain the specific conceptual and practical dimensions of language education to the young learners of 5-12 years old with the help of advanced studies.|
|Course Content||How do young learners think and learn?
How do the young learners develop their first and second language?
What are the theories of teaching to young learners and young learners´ learning a second language in the classroom atmosphere?
What are the recent approaches to teahc English to young learners?
|#||Course Learning Outcomes||Teaching Methods||Assessment Methods|
|1||A graduate of the course knows the process of language learning of young learners.||Lecture, Question-Answer, Discussion,||Testing, Homework, Performance Task,|
|2||A graduate of the course knows and comprehends the process of second language learning of young learners.||Lecture, Question-Answer, Discussion,||Testing, Homework, Performance Task,|
|3||A graduate of the course knows and applies the techniques and methods to teach English to young learners.||Lecture, Question-Answer, Discussion,||Testing, Homework, Performance Task,|
|4||A graduate of the course knows and applies the techniques to teach basic four skills in teaching English to young learners.||Lecture, Question-Answer, Discussion,||Testing, Homework, Performance Task,|
|Week||Course Topics||Preliminary Preparation|
|1||How Do the Young Learners(YLs) Learn?||Brumfit 1995: 1-3|
|2||First and Second Language Development of YLs||Tough 1995: 208-215 Lightbown and Spada 1993: 216 ? 224 Second language: Broughton and Brumfit 1980: 225- 228|
|3||Approaches to TEYL: Task-based, Activity-based, Holistic approach, Comparative Courses Approach, Learning to learn||Williams 1998: 229-231 Brewster et al. 1992: 70-81, 103- 109 Williams 1995: 52-57 Halli|
|4||Classroom Management, Materials Evaluating and Developing||Brewster et al. 1992: 117-131 Halliwell 1992: 192-197 Brewster et al. 1992: 109-117|
|5||Teaching Vocabulary||Brewster et al. 1992: 97-100 Phillips 1993|
|6||Teaching Grammar||Brewster et al. 1992: 97-100 Phillips 1993|
|7||Teaching Listening||Brewster et al. 1992: 81-84 Phillips 1993 Wright 1995|
|8||Teaching Speaking||Brewster et al.1992: 84-88 Phillips 1993 Wright 1997|
|9||Teaching Reading||Brewster et al. 1992: 89-91 Phillips 1993|
|10||Teaching Writing||Brewster et al.1992: 91-94 Phillips 1993|
|11||Use of Technology||Video - Phillips 1993|
|12||Assessing and Evaluating YLs, Use of Games in Testing YLs||Assessment Smith 1996: 237-245 Dossena 1996: 246-250|
|13||Ten Basic Principles of TEYL||Williams 1998 14|
|Course Notes||Brewster, J., ellis, G. and D. Girard. 1992. The Primary English Teacher?s Guide. London: Penguin English.|
|Course Resources||Brewster, J. 1995. ?What is good primary practice?? In Brumfit, C., Moon, J. and R. Tongue (eds.) Teaching English to Children. Essex: Longman.
Broughton, G. and C. Brumfit. 1980. ?Young Children Learning English?. In Flavell, R. Hill, P. and A. Pincas (eds.) Teaching English as a Foreign Language. London: Routledge & Kegan Paul.
Brumfit, C. 1995. ?Introduction?: Teaching English to Children?. In Brumfit, C., Moon J. and R. Tongue (eds.) Teaching English to Children. Essex: Longman.
Dossena, M. 1996. ?Using games in testing activities: some experiences in Italian primary schools? In Allan, D. (ed.) Entry Points. International Association of teachers of English as a Foreign Language.
Ellis, G. 1995. ?Learning to Learn?. In Brumfit, C., Moon J. and R. Tongue (eds.) Teaching English to Children. Essex: Longman.
Halliwell, S. 1992. Teaching English in the Primary Classroom. Essex:Longman.
Lightbown, P. and N. Spada. 1993. How Languages are Learned?. Oxford: Oxford UP.
Philips, S. 1993. Young Learners. Oxford: Oxford UP.
Smith, K. 1996. ?Assessing and testing yougn learners: can we, should we?? In Allan, D. (ed.) Entry Points. International Association of teachers of English as a Foreign Language.
Tough, J. 1995. ?Yougn Children Learning Languages?. In Brumfit, C., Moon J. and R. Tongue (eds.) Teaching English to Children. Essex: Longman.
Tough, J. 1995. Talk Two: Children using English as a second language. Cardiff: Drake.
Williams, M. 1998. ?Ten principles for teaching English to young learners?. IATEFL Newsletter, 142.
Williams, M. 1995. ?A framework for teaching English to young learners?. In Brumfit, C., Moon J. and R. Tongue (eds.) Teaching English to Children. Essex: Longman.
Wright, A. 1995. Storytelling with children. Oxford: Oxford UP.
Wright, A. 1997. Creating stories with children. Oxford: Oxford UP.
|Order||Program Outcomes||Level of Contribution|
|1||A graduate of the department possesses mastery on ELT.||X|
|2||A graduate of the department knows and comprehends the latest innovations in ELT.||X|
|3||A graduate of the department knows how to implement the gained knowledge to the language teaching classrooms.||X|
|4||A graduate of the department follows the literature and knows how to find the specific information.||X|
|5||A graduate of the department proposes new ideas on the field and conducts researches and studies on them.||X|
|6||A graduate of the department comprehends the research methods and techniques, and gets use of them in the process of research.||X|
|7||A graduate of the department possesses qualified knowledge to synthesize the theoretical and applicable knowledege of ELT||X|
|8||A graduate of the department knows and comprehends the approaches and methods of assessment and evaluation.||X|
|9||A graduate of the department synthesizes the linguistics and language acquisition with language teaching.||X|
|10||With the help of critical thinking skill, a graduate of the department is able to find the deficit issues among the literature and seeks to study on these.||X|
|11||A graduate of the department learns about the stages of data collection, data analysis, and publishing related to their field of study on scientific and ethical grounds.||X|
|12||A graduate of the department develops the skills necessary for interdisciplinary interaction and produce new and functional information by synthesizing it.||X|
|13||A graduate of the department develops a positive attitude for sustainable development, determine personal and occupational goals related to ELT, look for opportunities and use research methods and techniques necessary for further career development.||X|
|14||A graduate of the department is equipped with relevant skills to examine the native language and the foreign language in terms of grammatical, linguistic and literary perspectives and to utilize similarities and differences didactically throughout this examination.||X|
|15||A graduate of the department is able to do scientific presentations at national and international meetings.||X|
|Semester Studies||Contribution Rate|
|ECTS - Workload Activity||Quantity||Time (Hours)||Total Workload (Hours)|
|Course Duration (Including the exam week: 16x Total course hours)||16||3||48|
|Hours for off-the-classroom study (Pre-study, practice)||16||5||80|
|Total Workload / 25 (Hours)||5.64|