Course Name Code Semester T+U Hours Credit ECTS
Sociolinguistics and Language Teaching ELT 011 0 2 + 0 2 4
Precondition Courses <p>None</p>
Recommended Optional Courses <p>None</p>
Course Language Turkish
Course Level Bachelor's Degree
Course Type Optional
Course Coordinator Dr.Öğr.Üyesi CİHAT ATAR
Course Lecturers Dr.Öğr.Üyesi CİHAT ATAR,
Course Assistants

Res. Assist. Ali İlya

Res. Assist. Burcu Koç

Course Category Field Proper Education
Course Objective

The primary aims of this course are three:
1. to help students describe and appreciate the complex relationship between language and society, 
2. to expose students to the issues, problems and concerns caused by cultural and linguistic differences, 
3. to help students identify, evaluate and apply strategies for reducing the ELT problems associated with language and social varieties within a given society. Special attention will be given to ELT problems.

Course Content

The purpose of this course is to introduce students to the field of Sociolinguistics and to explore the educational consequences of linguistic and cultural diversity. The course highlights central relationships between language and society with an overview of the broad field of sociolinguistics including the following areas: language attitudes, variation, standards, World Englishes, age, race, social groups and language, gender and language, ethnography of communication and implication for ELT. Special attention will be paid to teaching concerns in the final weeks.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Upon the successful completition of the course, the students will be able to evaluate the relationship between language and society from various angles. Lecture, Question-Answer, Discussion, Testing, Homework,
2 The students will know the terms that constitute the base of sociolinguistics. Discussion, Question-Answer, Lecture, Homework, Testing,
3 The students will be able to define the terms such as language choices, language and planning, language and gender. Discussion, Question-Answer, Lecture, Homework, Testing,
4 The students will have a knowledge of the sub-topics of sociolinguistics such as World Englishes and critical sociolinguistics. Discussion, Question-Answer, Lecture, Homework, Testing,
5 The students will be able to explain the connection between sociolinguistics and language teaching with examples. Discussion, Question-Answer, Lecture, Homework, Testing,
6 The students will be able to apply their SL knowledge for real-life issues such as evaluation ELT textbooks. Problem Solving, Discussion, Lecture, Project / Design,
Week Course Topics Preliminary Preparation
1 What is Sociolinguistics?
2 Variation and Language Use
3 Variation and Language Use
4 Intraspeaker Variation
5 Intraspeaker Variation
6 Language Attitudes
7 Language Attitudes
8 The Mid-term
9 Code-switching
10 Language and Gender
11 ICC and L2/FL teaching
12 ELF, World Englishes and L2/FL teaching
13 Ramadan Feast (Eid ul-Fitr)
14 Sociolinguistics and L2/FL teaching
Resources
Course Notes <p>-</p>
Course Resources

Brewster, J., Ellis, G., & D. Girard. (1992). The primary English Teachers Guide. London: Penguin English.
Broughton, G. & 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.
Brown, H. Douglas. (2000). Principles of language Learning and Teaching. 4th Ed. Longman. NY.
Brumfit, C. 1995. Introduction: Teaching English to Children. In Brumfit, C., Moon, J. And R. Tongue (eds.) Teaching English to Children. Essex: Longman.
Ellis, G. (1995). Learning to Learn. In Brumfit, C., Moon, J. And R. Tongue (eds.) Teaching English to Children. Essex: Longman.
Fromkin, V. & R. Rodman. (1988). An Introduction to Language. 4th Ed. USA: Holt, Rinehart, Winston.
Hudson, Grover. (2000). Essential Introductory Linguistics. Blackwell. UK.
Lightbown, P. & N. Spada. (1993). How Languages are Learned. Oxford: Oxford University Press.
McKay, L. S & N.H. Hornberger. (1996). Sociolinguistics and Language Teaching. USA: Cambridge UP.
McManis, C. & D. Stollenwerk, Z. Zheng-Sheng. (1987). Language Files. USA: Advocate Publishing Group. Week
Preston, R. Dennis. (1989). Sociolinguistics and Second Language Acquisition. Great Britain: Basil Blackwell.
Tough, J. (1995). Young 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.
Trask, R.L. 1999. Language: The Basics. 2nd Ed. GB: Routledge.
Yule, George. (1996). The Study of Language. 2nd Ed. GB: Cambridge.
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.

Order Program Outcomes Level of Contribution
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
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 40
1. Kısa Sınav 20
1. Ödev 20
1. Proje / Tasarım 20
Total 100
1. Yıl İçinin Başarıya 60
1. Final 40
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 15 2 30
Hours for off-the-classroom study (Pre-study, practice) 15 2 30
Mid-terms 1 5 5
Quiz 1 3 3
Assignment 1 10 10
Final examination 1 1 1
Project / Design 1 20 20
Total Workload 99
Total Workload / 25 (Hours) 3.96
dersAKTSKredisi 4