|Course Name||Code||Semester||T+U Hours||Credit||ECTS|
|New Trends In Elt||ELT 448||8||4 + 0||4||5|
|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||Arş.Gör. ALİ İLYA|
|Course Lecturers||Arş.Gör. ALİ İLYA,|
Res. Assist. Merve YILDIZ
|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||A graduate of the department is able to plan teaching processes.||X|
|2||A graduate of the department possesses the skill in organizing appropriate environments for English teaching.||X|
|3||A graduate of the department can evaluate materials and resources that are relevant to English teaching with a critical viewpoint.||X|
|4||A graduate of the department employs appropriate methods and techniques for English teaching.||X|
|5||A graduate of the department decides on the feasibility of software and other technological resources to be utilized in English teaching||X|
|6||A graduate of the department chooses the suitable learning strategies considering the personal traits of the students.||X|
|7||A graduate of the department develops writing, reading, speaking and listening skills of the students.||X|
|8||A graduate of the department uses measurement and assessment instruments in an effective way.||X|
|9||A graduate of the department generates solutions for the educational, social and economic problems of the society.||X|
|10||A graduate of the department questions to what degree s/he possesses the required qualifications of a teacher.||X|
|11||A graduate of the department follows the academic studies conducted in the field for his personal development.||X|
|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.||X|
|13||A graduate of the department indicates the ways of digging up information that are compulsory for life-long learning.||X|
|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.||X|
|Semester Studies||Contribution Rate|
|1. Ara Sınav||50|
|1. Performans Görevi (Seminer)||20|
|2. Performans Görevi (Seminer)||20|
|1. Kısa Sınav||10|
|1. Yıl İçinin Başarıya||50|
|ECTS - Workload Activity||Quantity||Time (Hours)||Total Workload (Hours)|
|Course Duration (Including the exam week: 16x Total course hours)||16||4||64|
|Hours for off-the-classroom study (Pre-study, practice)||16||3||48|
|Performance Task (Application)||1||3||3|
|Total Workload / 25 (Hours)||4.92|