| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Currıculum Development | ELT 220 | 4 | 3 + 0 | 3 | 5 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi SERHAT ARSLAN |
| Dersi Verenler | |
| 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. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 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 | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 4 | know the history of syllabus design and different types of syllabus (e.g. content-based, task-based, etc.). | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 5 | know the main sources of the curriculum (human, financial, political, social issues) and can explain the contextual and sociocultural effects on curriculum. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 6 | know the importance of aims, objectives, program and learning outcomes, competencies, and standards as well as can determine these in a language program. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 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. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 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. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, 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. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 10 | know the basic principles of course planning. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 11 | know the procedures for textbook, and instructional material evaluation and adaptation. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 12 | know the difference between authentic and created materials, and know the main procedures for adapting authentic materials or creating new materials. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 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. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction to the course | |
| 2 | The nature of curriculum (Internal and external influences on curriculum, curriculum and the teacher, curriculum as product and process) | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 1: The nature of curriculum) |
| 3 | A brief history of syllabus design and syllabus selection | 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, goals and procedures of needs analysis | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 4: Needs analysis) |
| 6 | Context and the curriculum, the sociocultural environment, the learners, the teachers, and the institution | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 5: Context and the curriculum) |
| 7 | Curriculum aims and outcomes, objectives, learning outcomes, competencies, and standards | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 6: Curriculum aims and outcomes) |
| 8 | Midterm exams | |
| 9 | Course planning (Determining the level of the course, choosing a syllabus framework, content-based syllabus and CLIL, competency-based syllabuses, task-based and text-based syllabus) | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 7: Course planning) |
| 10 | Course planning (Skill-based, functional, grammatical, vocabulary, and situational syllabus) | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 8: Course planning) (contd.) |
| 11 | Curriculum as process | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 9: Curriculum as process) |
| 12 | Textbooks, technology, and the curriculum (Textbooks as teaching resource and their criticisms, authentic vs. created materials, evaluating textbooks and adapting materials, monitoring the use of materials) | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 10: Textbooks, technology, and the curriculum) |
| 13 | Approaches to evaluation (The focus of evaluation, quantitative and qualitative approaches, product-focused and process-focused evaluation, evaluating the evaluation and procedures used in conducting evaluations) | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 11: Approaches to evaluation) |
| 14 | Revision |
| 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 | A graduate of the department is able to plan teaching processes. | ||||||
| 2 | A graduate of the department possesses the skill in organizing appropriate environments for English teaching. | ||||||
| 3 | A graduate of the department can evaluate materials and resources that are relevant to English teaching with a critical viewpoint. | ||||||
| 4 | A graduate of the department employs appropriate methods and techniques for English teaching. | ||||||
| 5 | A graduate of the department decides on the feasibility of software and other technological resources to be utilized in English teaching | ||||||
| 6 | A graduate of the department chooses the suitable learning strategies considering the personal traits of the students. | ||||||
| 7 | A graduate of the department develops writing, reading, speaking and listening skills of the students. | ||||||
| 8 | A graduate of the department uses measurement and assessment instruments in an effective way. | ||||||
| 9 | A graduate of the department generates solutions for the educational, social and economic problems of the society. | ||||||
| 10 | A graduate of the department questions to what degree s/he possesses the required qualifications of a teacher. | ||||||
| 11 | A graduate of the department follows the academic studies conducted in the field for his personal development. | ||||||
| 12 | A graduate of the department conveys his ideas on the significance of intercultural communication in the process of learning English as a foreign language. | ||||||
| 13 | A graduate of the department indicates the ways of digging up information that are compulsory for life-long learning. | ||||||
| 14 | A graduate of the department generates foreign language tests. | ||||||
| 15 | A graduate of the department designs original activities promoting the use of English in the daily life. | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ödev | 100 |
| 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 | 2 | 32 |
| Quiz | 1 | 2 | 2 |
| Assignment | 1 | 20 | 20 |
| Performance Task (Application) | 1 | 20 | 20 |
| Final examination | 1 | 2 | 2 |
| Mid-terms | 1 | 2 | 2 |
| Toplam İş Yükü | 126 | ||
| Toplam İş Yükü / 25 (Saat) | 5,04 | ||
| Dersin AKTS Kredisi | 5 | ||