Course Description |
As a continuation of Special Teaching Methods I, this course reviews theories, pedagogical considerations and current methodology in the teaching of English as a second or foreign language. The course will help students gain in-depth knowledge about these methods and practice in their application in the classroom and designing different types of syllabus. An emphasis will be placed on developing task-based, communicative, and content and language integrated types of syllabi. This course also helps students gain an understanding of the steps of action research and why it is critical for practitioners. Last but not least, students will explore ways of integrating current computer and online technology into their designs of syllabus and lesson plans and teaching practices. |
Course Description in Turkish |
Özel Öğretim Yöntemleri I dersinin devamı niteliğinde bu ders ikinci ve yabancı dil olarak İngilizce öğretiminde kuramları, pedagojik konuları ve mevcut metodolojiyi inceler. Derste, öğrenciler bu yöntemler hakkında derinlemesine bilgi edinecek ve sınıftaki uygulamalarında pratik yapacak ve farklı müfredat türlerini tasarlayabilecektir. Görev tabanlı, iletişimsel ve içerik ve dil entegre öğretim türleri geliştirmeye ağırlık verilecektir. Bu ders aynı zamanda öğrencilerin eylem araştırmalarının aşamalarını ve uygulayıcılar için neden kritik olduğunu anlamalarını sağlar. Son olarak, öğrenciler, mevcut bilgisayar ve çevrimiçi teknolojiyi müfredat ve ders planları ve öğretim uygulamaları tasarımlarına entegre etme yollarını keşfedeceklerdir. |
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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
|
Week |
Subject |
1) |
Introduction & Orientation to the course and syllabus. |
2) |
Curriculum, Course Design, Lesson Planning:
*Richards & Rodgers (2014): Ch.21
|
3) |
Curriculum, Course Design, Lesson Planning:
*Brown & Lee (2015): Ch. 9 &10
|
4) |
21st Century Skills & New Literacies & Digital Literacies:
*Partnership for 21st Century Skills. (2004). Framework for 21st Century Learning.
National Council of Teachers of English. (2007). 21st century literacies. AdLit.org. Washington, DC. |
5) |
Analysis and evaluation of curricula, course designs and lesson plans. |
6) |
Social justice, critical pedagogy and language education
*Chapters from Ortaçtepe- Hart (2023), related articles/videos and lecture notes.
|
7) |
Social justice, critical pedagogy and language education
*Chapters from Ortaçtepe- Hart (2023), related articles/videos and lecture notes.
|
8) |
Teaching English as an International Language (EIL) / a Lingua Franca (ELF):
Bayyurt, Y., & Sifakis, N. C. (2015). Developing an ELF-aware pedagogy: Insights from a self-education programme. In P. Vettorel (Ed.), New frontiers in teaching and learning English (pp. 55–76). Newcastle upon Tyne: Cambridge Scholars Publishing.
Matsuda A. (2019). World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm. World Englishes, 38, 144–154. |
9) |
Designing Action Research:
*Cohen, Manion, Morrison (2018), Ch.22
|
10) |
Critical Contemplative Pedagogy, Mindfulness, Positive Psychology, Social- emotional approach in Language teaching:
Jin, Y. and Dewaele, Jean-Marc and MacIntyre, P. (2021) Reducing anxiety in the foreign language classroom: a positive psychology approach. System, 101.
O'Donnell, A. (2015), Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction. Journal of Philosophy of Education, 49: 187-202. |
11) |
The use of literature in foreign language classrooms
Naji et al. (2019)
*Ch.1 Why is literature important for language learning? /Ch. 5 Literature and Technology
Ch. 7 Literature and multimodality/ Ch. 8 New Literatures in New Englishes
|
12) |
The use of literature in foreign language classrooms cont’d.
Designing online language teaching courses for Adult learners
|
13) |
Q&A session for Final Projects |
14) |
Designing online language teaching courses for Adult learners cont’d.
Revision and Feedback
|
15) |
Final Project |
16) |
Final Assessment Period |