| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Englısh Language Instructıonal Programs | ELT 206 | 4 | 2 + 0 | 2 | 3 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Doç.Dr. MELİHA RABİYE ŞİMŞEK |
| Dersi Verenler | Arş.Gör.Dr. BURCU KOÇ FERRAIOLI, Doç.Dr. MELİHA RABİYE ŞİMŞEK, |
| Dersin Yardımcıları | |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | The aim of this course is to improve the awareness and knowledge of English teacher candidates about the English curriculum used at the national level. This course also aims to improve English teacher candidates' basic knowledge and skills in areas such as curriculum approaches, educational goals, learning areas and achievements, teaching approaches, methods, and measurement-evaluation related to the English curriculum. |
| 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 aim of this course is to teach prospective English language teachers the procedures related to planning, adapting, designing, developing, analyzing, and implementing primary, secondary, and tertiary education curricula in the field of English Language Teaching (ELT). 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. Afterward, 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 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. |
| Kalkınma Amaçları |
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| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Defines basic concepts and terms such as curriculum, syllabus, and course content. | Lecture, Question-Answer, Brain Storming, Discussion, | True False Tests, Short Answer Tests, |
| 2 | Explain the importance of curriculum and curriculum development in language education and can express new directions, trends, and approaches in curriculum and syllabus design. | Lecture, Question-Answer, Brain Storming, Discussion, | True False Tests, Short Answer Tests, |
| 3 | Explain the historical background of curriculum design. | Lecture, Question-Answer, Brain Storming, Discussion, | True False Tests, Short Answer Tests, |
| 4 | Recognize the components that make up the language syllabus. | Lecture, Question-Answer, Brain Storming, Discussion, | True False Tests, Short Answer Tests, |
| 5 | Recognizes different types of syllabi (eg, content-based, task-based, etc.). | Lecture, Question-Answer, Brain Storming, Discussion, | True False Tests, Short Answer Tests, |
| 6 | Knows the English curriculum development and evaluation processes in the Turkish education system and critically evaluates existing curricula. | Lecture, Question-Answer, Brain Storming, Discussion, | True False Tests, Short Answer Tests, |
| 7 | Identifies, compares, criticizes, and supports the approaches, methods, techniques, tools, materials, and assessment-evaluation approaches used in the implementation of the English curriculum. | Lecture, Question-Answer, Brain Storming, Discussion, | True False Tests, Short Answer Tests, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Meeting and the syllabus | |
| 2 | The nature of curriculum | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 1: The nature of curriculum) |
| 3 | Syllabus design: a brief history | 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 | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 4: Needs analysis) |
| 6 | Context and the curriculum | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 5: Context and the curriculum) |
| 7 | Curriculum aims and outcomes | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 6: Curriculum aims and outcomes) |
| 8 | The Mid-term | |
| 9 | Course planning (1) | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 7) |
| 10 | Course planning (2) | 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 | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 10: Textbooks, technology and the curriculum) |
| 13 | Approaches to evaluation | Richards, J. C. (2017). Curriculum development in language teaching (Chapter 11: Approaches to evaluation) |
| 14 | Studying Turkish National Education: English Language Curriculum for Grades 2-4, & Grades 9-12 | Student Presentations |
| 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 | 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 | |||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 | PÇ 10 | PÇ 11 | PÇ 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Defines basic concepts and terms such as curriculum, syllabus, and course content. | 2 | 0 | 5 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 1 | 1 |
| 2 | Explain the importance of curriculum and curriculum development in language education and can express new directions, trends, and approaches in curriculum and syllabus design. | 4 | 1 | 5 | 5 | 2 | 5 | 1 | 0 | 0 | 0 | 1 | 1 |
| 3 | Explain the historical background of curriculum design. | 3 | 3 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 4 | Recognize the components that make up the language syllabus. | 4 | 3 | 5 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| 5 | Recognizes different types of syllabi (eg, content-based, task-based, etc.). | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 6 | Knows the English curriculum development and evaluation processes in the Turkish education system and critically evaluates existing curricula. | 3 | 3 | 5 | 3 | 3 | 5 | 3 | 3 | 0 | 0 | 0 | 3 |
| 7 | Identifies, compares, criticizes, and supports the approaches, methods, techniques, tools, materials, and assessment-evaluation approaches used in the implementation of the English curriculum. | 3 | 3 | 5 | 3 | 3 | 5 | 3 | 1 | 0 | 0 | 0 | 5 |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Kısa Sınav | 20 |
| 1. Ara Sınav | 40 |
| 1. Performans Görevi (Uygulama) | 20 |
| 1. Sözlü Sınav | 20 |
| 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 | 2 | 32 |
| Mid-terms | 1 | 1 | 1 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 3 | 42 |
| Final examination | 1 | 2 | 2 |
| Toplam İş Yükü | 77 | ||
| Toplam İş Yükü / 25 (Saat) | 3,08 | ||
| dersAKTSKredisi | 3 | ||