| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Teachıng Englısh To Young Learners I | ELT 301 | 5 | 3 + 0 | 3 | 5 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ELİF BOZYİĞİT |
| Dersi Verenler | Dr.Öğr.Üyesi ELİF BOZYİĞİT, |
| Dersin Yardımcıları | Res. Assist. Elif Bozyiğit |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The aim of the course is to make students aware of the basic terminology, provide knowledge and background information about children education considering the teaching methodology and classroom practice. Learners between 3-5 age ranges differentiate a lot from older learners in terms of physical, psychological, emotional and cognitive considerations. Therefore, the course aims to help students how to adjust the methodology to younger learners. |
| Dersin İçeriği | In this course, students gain insights into how children think and learn, develop an understanding of childrens first and second language development, review current approaches to teaching English to young learners and relate theories of childrens teaching and learning to classroom practices. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Explaining how children learn | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, Performance Task, |
| 2 | Clarifying basic issues in children's first and second language development. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, Performance Task, |
| 3 | Comparing and contrasting approaches to teaching young learners (such as task-based, activity-based approaches, developing the whole-child, cross-curricular approach) | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, Performance Task, |
| 4 | Explaining the basic components of learning to learn. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, Performance Task, |
| 5 | Having knowledge on the details of classroom management | Lecture, Question-Answer, Discussion, Role Playing, Brain Storming, | Testing, Oral Exam, Homework, Performance Task, |
| 6 | Applying these details in their teaching practice activities. | Lecture, Drilland Practice, Role Playing, Case Study, | Testing, Performance Task, |
| 7 | Evaluating materials to be used in classroom activities. | Discussion, Group Study, Brain Storming, Case Study, Problem Solving, | Testing, Homework, Portfolio, |
| 8 | Developing materials to teach very young learners. | Drilland Practice, Self Study, Project Based Learning, | Testing, Portfolio, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction to the course | |
| 2 | Who are very young learners? | |
| 3 | How children learn languages? How very young learners learn? | |
| 4 | Activities in language teaching | |
| 5 | Teaching spoken language to very young learners | |
| 6 | Teaching vocabulary to very young learners | |
| 7 | Teaching language functions in very young learner-classrooms | |
| 8 | Midterm | |
| 9 | Using stories in language teaching | |
| 10 | Integrating technology into very young learner-classrooms | |
| 11 | Value-based language teaching to very young learners | |
| 12 | In-class practices | |
| 13 | In-class practices | |
| 14 | Review |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Cameron, L. (2005). Teaching Languages to Young Learners. Cambridge University Press Ersöz, A. (2010). Teaching English to Young Learners. EDM |
| 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. Ara Sınav | 20 |
| 1. Ödev | 10 |
| 1. Performans Görevi (Uygulama) | 30 |
| 2. Performans Görevi (Uygulama) | 30 |
| 2. Ödev | 10 |
| 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) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
| Mid-terms | 1 | 4 | 4 |
| Assignment | 2 | 4 | 8 |
| Performance Task (Application) | 2 | 4 | 8 |
| Final examination | 1 | 3 | 3 |
| Toplam İş Yükü | 135 | ||
| Toplam İş Yükü / 25 (Saat) | 5,4 | ||
| Dersin AKTS Kredisi | 5 | ||