|Course Name||Code||Semester||T+U Hours||Credit||ECTS|
|Current Approaches In English Language Teaching||ELT 002||0||2 + 0||2||4|
|Precondition Courses||<p>This course does not require any prerequisite course.</p>|
|Recommended Optional Courses||<p>None.</p>|
|Course Level||Bachelor's Degree|
|Course Coordinator||Prof.Dr. FİRDEVS KARAHAN|
Res. Assist. Burcu KOÇ
|Course Category||Field Proper Education|
This course is designed to enable prospective teachers of English to extend their understanding and critical awareness of the current developments in ELT.
Upon successful completion of the course, students will be able to;
This course focuses on recent and contemporary issues that have been on the agenda of teaching and learning of English as a second or foreign language, including technology-enhanced learning, recent approaches to L2 pedagogy, the position of English as a global language, new developments in multilingual research, changes in L2 curriculum in Turkey, second language teacher education, recent developments in L2 assessment, new perspectives on L2 development, and recent trends in individual difference factors.. Students will be engaged in analyzing must-read articles on the issues and in debates on the current topics.
|#||Course Learning Outcomes||Teaching Methods||Assessment Methods|
|1||Student teachers will be able to evaluate main theoretical issues influencing current practice in English language learning and teaching.||Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Brain Storming, Self Study, Project Based Learning,||Testing, Homework, Performance Task,|
|2||Student teachers will be able to provide a theoretical rationale for pedagogic/planning decisions.||Lecture, Question-Answer, Discussion, Group Study, Brain Storming,||Testing, Homework, Performance Task,|
|3||Student teachers will be able to relate current theories and practice to local teaching contexts.||Lecture, Discussion, Demonstration, Brain Storming,||Testing, Homework, Performance Task,|
|4||Student teachers will be able to consider the applicability of current theories and practice to local teaching situations.||Lecture, Question-Answer, Discussion, Group Study, Self Study,||Testing, Homework, Performance Task,|
|5||Student teachers will be able to adapt the data obtained from current studies for English language education.||Lecture, Question-Answer, Discussion, Demonstration,||Testing, Homework, Performance Task,|
|6||Student teachers will be able to critically analyze contemporary theoretical approaches in coursebooks.||Lecture, Discussion, Drilland Practice, Demonstration, Case Study,||Testing, Homework, Performance Task,|
|Week||Course Topics||Preliminary Preparation|
|1||Introduction to the course|
|2||Key concepts in second/foreign language learning & teaching|
|3||Contemporary trends in technology enhanced language learning: Blended & flipped learning|
|4||Contemporary trends in L2 pedagogy: Postmodernism & Postmethod pedagogy|
|5||Global Englishes: EMI, ELF, EIL, World Englishes|
|6||Multilingualism & multilingual education|
|7||Recent developments in L2 curriculum in Turkey|
|8||Second language teacher education (SLTE) in Turkey|
|10||Second language teacher education (SLTE) in Turkey|
|11||Recent issues in L2 Assessment: CBA, DA, GDA & CAT|
|12||Recent issues in L2 development: Sociocultural theory; chaos/complexity theory and dynamic systems theory|
|13||Contemporary approaches to individual difference (ID) factors in L2|
|14||Revision of new trends in ELT|
|Course Notes||<p>Selected articles and book chapters within the classroom pack. </p>|
Aronin, L., & Hufeisen, B. (Eds). (2009). The exploration of multilingualism. Philadelphia: John Benjamins Publishing Company.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, ,DC: International Society for Technology in Education. Tomlinson, B., & Whittaker, C. (Eds.). (2013). Blended learning in English language teaching: Course design and implementation. London: British Council.
Butler, C. (2002). Post-modernism: A very short introduction. New York: Oxford University Press.
Chisholm, L. (2004). Changing class education and social change in post-apartehid South Africa. New York: HSRC Press.
Jenkins, J. (2015). Global Englishes: A resource for students. New York: Routledge.
Kirkpatrick, R. (Ed). (2017). English language education policy in Middle East and North Africa. Cham: Springer.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. New Jersey: Lawrence Erlbaum Associates.
Leung, C., & Street, B. V. (Eds). (2014). The Routledge companion to English studies. New York: Taylor & Francis Group.
To be continued.
|Order||Program Outcomes||Level of Contribution|
|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|
|Semester Studies||Contribution Rate|
|1. Proje / Tasarım||100|
|1. Yıl İçinin Başarıya||60|
|ECTS - Workload Activity||Quantity||Time (Hours)||Total Workload (Hours)|
|Course Duration (Including the exam week: 16x Total course hours)||16||2||32|
|Hours for off-the-classroom study (Pre-study, practice)||16||3||48|
|Performance Task (Application)||1||3||3|
|Total Workload / 25 (Hours)||3.64|