Ders Adı Kodu Yarıyıl T+U Saat Kredi AKTS
Englısh Language Instructıonal Programs ELT 206 4 2 + 0 2 3
Ön Koşul Dersleri

None

Önerilen Seçmeli Dersler

None

Dersin Dili İngilizce
Dersin Seviyesi Lisans
Dersin Türü Zorunlu
Dersin Koordinatörü Dr.Öğr.Üyesi ALİ İLYA
Dersi Verenler Doç.Dr. CİHAT ATAR,
Dersin Yardımcıları

Res. Assist. Burcu Koç

Res. Assist. Elif Bozyigit

Dersin Kategorisi Alanına Uygun Öğretim
Dersin Amacı

The general aim of this course is to help future foreign language teachers explore the world beyond their classroom as well as to teach them the procedures involved in elementary, secondary and higher education language teaching curriculum planning, adaptation, design, development, and implementation- with a specific focus on the field of English Language Teaching (ELT). It also aims to teach them the elements of language teaching curriculum.

More specifically, this course (1) aims to acquaint future language teachers with the fundamental issues and practices involved in language teaching curriculum. Furthermore, it aims to (2) help students adopt a critical perspective regarding the main concepts and themes in the language teaching curriculum as well as curricula that are implemented in different contexts in many different parts of the world. (3) Thirdly, this course aims to teach the students the salient features of the principles, practices, and procedures involved in the different stages of curriculum evaluation, review, adaptation, design, development, alignment and its implementation. Another aim of this course is (4) to teach the students how to make needs analysis and how to implement the procedures of developing language teaching curriculum by taking into consideration the needs of the students, school, and educational context.

Dersin İçeriği

This course is designed for teaching future language teachers the bases of language teaching curriculum theory and practice, and highlights the importance of curriculum design and development in language teaching. The main focus of this course is the processes included in analysing, adapting, developing and implementing language teaching programs comprising primary, secondary, and tertiary education curricula. At the beginning of the course, it is made sure that the students have a thorough understanding of the key terms and concepts such as ‘syllabus’, ‘curriculum’, ‘program’, et cetera. Afterwards, within the scope of this course, the students learn the components of an effective language teaching curriculum by focusing on the aims, objectives, program and learning outcomes, competencies, and standards of a program. Being provided with successful examples of different implementations of language teaching curricula in different contexts across the world, they elaborate on their characteristics and learn the procedures for analyzing, adapting, and implementing these curricula. Furthermore, the students also focus on adopting an innovative perspective for developing effective curricula in several different contexts in the light of the needs and objectives of a program. Thus, the students also discuss and learn the procedures of needs analysis, planning goals and outcomes, syllabus design, course planning, selection of teaching methods and materials, and evaluation to improve the quality of language teaching curricula- all of which are covered in depth with extensive discussion and practice.

# Ders Öğrenme Çıktıları Öğretim Yöntemleri Ölçme Yöntemleri
1 are acquainted with fundamental terms and concepts in curriculum development including “curriculum”, “syllabus”, etc. Lecture, Question-Answer, Discussion, Drilland Practice, Testing, Homework,
2 know the nature and scope of curriculum including internal and external influences and factors placed upon it. Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing,
3 can explain the importance of program and syllabus development in language education and know the new directions, trends, and approaches in syllabus and curriculum design Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing,
4 know the history of syllabus design and different types of syllabus (e.g. content-based, task-based, etc.). Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing,
5 know the main sources of the curriculum (human, financial, political, social issues) and can explain the contextual and sociocultural effects on curriculum. Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing,
6 know the importance of aims, objectives, program and learning outcomes, competencies, and standards as well as can determine these in a language program. Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing,
7 know the salient features of the principles, practices, and procedures involved in the different stages of curriculum evaluation, review, adaptation, design, development, alignment and implementation. Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing,
8 know the curriculum evaluation, review, adaptation, design, developmental, alignment and implementation procedures and can evaluate already existing curricula by considering the needs and objectives of a language teaching program in order to achieve successful learning outcomes. Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing, Performance Task,
9 know the fundamentals of curriculum development to improve the quality of language teaching through the use of procedures that can be used in the planning, design, development, and implementation of curriculum. Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing,
10 know the basic principles of course planning. Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing,
11 know the procedures for textbook, and instructional material evaluation and adaptation. Demonstration, Discussion, Question-Answer, Lecture, Project / Design, Homework, Testing, Performance Task,
12 know the difference between authentic and created materials, and know the main procedures for adapting authentic materials or creating new materials. Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing,
13 know how to make decisions about methods of teaching and assessment as well as prepare and select learning resources, including both textbooks and digital resources. Question-Answer, Discussion, Drilland Practice, Brain Storming, Lecture, Performance Task, Testing, Homework, Project / Design,
Hafta Ders Konuları Ön Hazırlık
1 Meeting and the syllabus
2 The nature of curriculum Richards, J. C. (2017). Curriculum development in language teaching (Chapter 1: The nature of curriculum)
3 Syllabus design: a brief history Richards, J. C. (2017). Curriculum development in language teaching (Chapter 2: Syllabus design: a brief history)
4 New directions in syllabus and curriculum design Richards, J. C. (2017). Curriculum development in language teaching (Chapter 3: New directions in syllabus and curriculum design)
5 Needs analysis Richards, J. C. (2017). Curriculum development in language teaching (Chapter 4: Needs analysis)
6 Context and the curriculum Richards, J. C. (2017). Curriculum development in language teaching (Chapter 5: Context and the curriculum)
7 Curriculum aims and outcomes Richards, J. C. (2017). Curriculum development in language teaching (Chapter 6: Curriculum aims and outcomes)
8 The Mid-term
9 No class: 23 Nisan
10 Course planning (1) Richards, J. C. (2017). Curriculum development in language teaching (Chapter 8: Course planning) (contd.)
11 Textbooks, technology, and the curriculum Richards, J. C. (2017). Curriculum development in language teaching (Chapter 9: Curriculum as process)
12 No class: Ramazan Bayramı
13 Approaches to evaluation Richards, J. C. (2017). Curriculum development in language teaching (Chapter 11: Approaches to evaluation)
14 Wrap-up and questions on the final application task
Kaynaklar
Ders Notu

Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle Publishers.

CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessment.

Nation, I. S., & Macalister, J. (2010). Language curriculum design. New York, NY: Routledge.

YÖK. (2007). Eğitim fakültesi öğretmen yetiştirme lisans programları. Ankara: T. C. Yükseköğretim Kurulu.

 

Ders Kaynakları

Richards, J. C. (2017). Curriculum development in language teaching (2nd ed.). Cambridge: Cambridge University Press.

 
Sıra Program Çıktıları Katkı Düzeyi
1 2 3 4 5
1 Explains the necessary theoretical, methodological and factual knowledge about foreign language (English) education and teaching profession and uses them to produce solution(s) to educational problems. X
2 Uses language skills (reading, speaking, writing, listening skills) at a level that can communicate effectively by analyzing written and oral texts produced in foreign language (English) and mother tongue (Turkish) with a critical approach. X
3 As a foreign language teacher, knows the legislation concerning the duties, rights and responsibilities and behaves in compliance with the legislation. X
4 Uses the scientific methods and technologies required to follow the innovations in the field of foreign language teaching, to develop original activities and to find solution(s) to possible problems. X
5 Plans the language learning process taking into account the diverse characteristics and life experiences of learners and organizes the appropriate environments and carry out the process effectively. X
6 Analyzes and evaluates foreign language teaching programs in their own context by choosing appropriate approaches. X
7 Prepares and implements appropriate assessment and evaluation tools for foreign language teaching and development of students. X
8 Effectively uses intercultural communication skills in the process of foreign language (English) teaching and with his/her attitudes and behaviours becomes a role model for the students. X
9 Actively uses the skills of learning to learn, self-regulation, lifelong learning, critical and creative thinking and redounds these skills to his/her students. Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. X
10 Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. X
11 At the end of the process of foreign language (English) education, prepares his/her students as individuals who can use foreign language as an effective communication medium in everyday life. X
12 Knows the structure of the language to be taught, the rules and the various contexts in which it can be used, and uses the target language appropriately and compares it to other languages he/she has learned. X
Değerlendirme Sistemi
Yarıyıl Çalışmaları Katkı Oranı
1. Kısa Sınav 20
1. Ara Sınav 40
1. Performans Görevi (Uygulama) 20
1. Sözlü Sınav 20
Toplam 100
1. Yıl İçinin Başarıya 60
1. Final 40
Toplam 100
AKTS - İş Yükü Etkinlik Sayı Süre (Saat) Toplam İş Yükü (Saat)
Course Duration (Including the exam week: 16x Total course hours) 14 2 28
Mid-terms 1 10 10
Quiz 1 3 3
Performance Task (Application) 1 5 5
Hours for off-the-classroom study (Pre-study, practice) 11 1 11
Final examination 1 15 15
Oral Examination 11 1 11
Toplam İş Yükü 83
Toplam İş Yükü / 25 (Saat) 3,32
Dersin AKTS Kredisi 3