Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | ELT 441 | |||||
| Course Title in English | Special Topics in Foreign Language Education | |||||
| Course Title in Turkish | Yabancı Dil Eğitiminde Özel Konular | |||||
| Language of Instruction | EN | |||||
| Type of Course | Select,Exercise,Flipped Classroom,Guided Personal Study,Lecture,Practical,Project | |||||
| Level of Course | Select | |||||
| Semester | Spring,Fall,Summer School | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 150 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites | None | |||||
| Expected Prior Knowledge | -- | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To learn about recent trends and developments in the fields of foreign language education and applied linguistics. | |||||
| Course Description | This course offers a flexible curriculum/syllabus shaped by the expertise and current research area of the lecturer delivering the course each term. Students will explore cutting-edge trends, methodologies, and issues in foreign language education and applied linguistics, such as posthumanism, technology integration, multilingual education, language policy, intercultural communication, and innovative assessment methods. Through lectures, discussions, case studies, and project-based learning, students will gain a deeper understanding of contemporary challenges and opportunities in the field. | |||||
| Course Description in Turkish | Bu ders, her dönem dersi veren öğretim üyesinin/görevlisinin uzmanlığı ve güncel araştırma konularına göre şekillenen esnek bir müfredat/ders izlencesi sunar. Öğrenciler, yabancı dil eğitiminde ve uygulamalı dilbilim alanlarında post hümanizm, teknoloji entegrasyonu, çok dilli eğitim, dil politikası, kültürlerarası iletişim ve yenilikçi değerlendirme yöntemleri gibi öncü eğilimler, metodolojiler ve konular hakkında bilgi edineceklerdir. Derslerde uygulanacak olan sınıf içi tartışmalar, vaka incelemeleri ve proje tabanlı öğrenme yoluyla, öğrenciler alandaki güncel zorluklar ve fırsatlar hakkında daha derin bir anlayış kazanacaklardır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) explain recent trends and developments in foreign language education and applied linguistics 2) analyze contemporary methodologies, approaches and technologies in language teaching. 3) apply innovative teaching strategies and tools in practical language teaching scenarios. 4) reflect on their own teaching practices and beliefs in light of new research and trends. 5) design and conduct projects/research on a specific topic related to foreign language education. 6) assess the impact of language policies and societal factors on foreign language education. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||||
| 6) Internalization and dissemination of professional ethical standards. | ||||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | DERYA ALTINMAKAS , October 2024 |
| Course Coordinator | DERYA ALTINMAKAS |
| Semester | Spring,Fall,Summer School |
| Name of Instructor | Öğr. Gör. AYBİKE OĞUZ |
Course Contents
| Week | Subject |
| 1) | Introduction & Orientation to the course and syllabus. |
| 2) | Anthropocene and Capitalism: Ontology, Epistemology, and Ethics *Chapters from Haraway (2016) |
| 3) | Post-Humanism, Eco-Centrism, and Education: Ontology, Epistemology, and Ethics Case Study: Forest Schools *Mycock (2020) Forest schools: moving towards an alternative pedagogical response to the Anthropocene? Discourse: Studies in the Cultural Politics of Education, 41:3, 427-440, DOI: 10.1080/01596306.2019.1670446 |
| 4) | Social justice, sustainability and peace Chapters from Shiva (2016) |
| 5) | Social justice and prosumer economy with a Guest Speaker Habbard, (2014) The prosumer economy. Finweek, pp.10–10. |
| 6) | Humanist and Common World Pedagogies Chapters from Barad (2007), Haraway (2016), Harker (2005) |
| 7) | Humanist and Common World Pedagogies Chapters from Barad (2007), Haraway (2016), Harker (2005) |
| 8) | Biomimicry and Education Chapters from Dreyfus (2002) |
| 9) | Biomimicry and Education Chapters from Dreyfus (2002) |
| 10) | Guest Speaker on Integrating Regenerative Education into School Systems |
| 11) | Project Design Workshop |
| 12) | Project Design Workshop |
| 13) | Q&A session and Peer Feedback on Final Projects |
| 14) | Q&A session and Peer Feedback on Final Projects |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Readings and audio/visual materials will be uploaded on the learning management system – BlackBoard. | ||||||||||||||||||
| Teaching Methods | Flipped classroom; group work; individual work; lesson planning; micro teaching; presentation | ||||||||||||||||||
| Homework and Projects | Students will work in groups to design a project tailored to a specific educational context, which will help them incorporate sustainability concepts, ecological principles, and social justice and equity, Common World Pedagogies into an educational setting. | ||||||||||||||||||
| Laboratory Work | -- | ||||||||||||||||||
| Computer Use | Correspondence, Blackboard | ||||||||||||||||||
| Other Activities | -- | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
altinmakasd@mef.edu.tr 543 Attendance is required for 70% of the course session for successful completion of the course. Active involvement in class is required. You will be graded on in-class tasks and discussion participation. Attending each class hour is highly recommended, but just coming to class without participation does not receive any credit. You should come to class on time and having read all assigned weekly readings and completed pre-class tasks. Statement on academic dishonesty and plagiarism: Law on Higher Education Article 54. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 2 | 98 | ||
| Homework Assignments | 3 | 8 | 3 | 33 | |||
| Final Examination | 1 | 16 | 3 | 19 | |||
| Total Workload | 150 | ||||||
| Total Workload/25 | 6.0 | ||||||
| ECTS | 5 | ||||||