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 308 | ||||
| Course Title in English | Teaching English to Young Learners | ||||
| Course Title in Turkish | Teaching English to Young Learners | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 130 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
ELT 301 - Internship I: School Experience and Teacher Assistantship |
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| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To understand the concept of teaching English to young learners. | ||||
| Course Description | This course covers both theoretical and practical aspects of Teaching English to Young Learners. The course will investigate approaches for teaching language within a meaningful context as well as different techniques for making language input comprehensible and encouraging young learners. More specifically, recent theories of learning, the learning strategies of young children, teaching-learning activities, the classroom methods and techniques to be used when teaching English to young learners; material development and their use in teaching as well as assessment of young English learners will be closely addressed in this course. | ||||
| Course Description in Turkish | Bu ders, erken yaştaki öğrencilere İngilizce öğretiminin hem teorik hem de pratik yönlerini kapsar. Bu derste anlam odaklı bir bağlamda dil öğretimi yaklaşımları, dilin anlaşılabilir kılınması için kullanılcak farklı yöntemler, genç öğrencilerin dil öğrenmeye teşvik edilmesi için farklı öğretme yöntem ve tekniklerin kullanılması, ve dil öğretimi yaklaşımları incelenecektir. Daha detayla bakılacak olunursa, güncel öğrenme teorileri, küçük çocukların öğrenme stratejileri, öğretme-öğrenme etkinlikleri, küçük yaştaki öğrencilere İngilizce öğretirken kullanılacak sınıf yönetimi teknikleri; Materyal geliştirme ve kullanımı ve çocukların dil gelişimin değerlendirilmesi bu derste yakından ele alınacaktır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) apply various methods and techniques of teaching young learners 2) evaluate young learners’ materials and story books 3) design young learners’ materials for specific target groups of learners 4) compare and contrast different age groups in terms of their learner characteristics 5) create lesson plans for young learners |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 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 , December 2023 |
| Course Coordinator | DERYA ALTINMAKAS |
| Semester | Spring |
| Name of Instructor | Öğr. Gör. IŞILAY GÜLLÜ |
Course Contents
| Week | Subject |
| 1) | Course introduction |
| 2) | Defining Young Learners:Who are young learners? What are their cognitive and affective characteristics? |
| 3) | Vocabulary Teaching in YL classes |
| 4) | Teaching Listening & Speaking in YL classes |
| 5) | Teaching Reading & Writing in YL classes |
| 6) | Grammar Teaching in YL classes. Inductive vs. Deductive/ Implicit vs. Explicit |
| 7) | Instructive Strategies: The role of pictures, stories, drama, dance, songs, films, games, technology in YL classes |
| 8) | Instructive Strategies: The role of pictures, stories, drama, dance, songs, films, games, technology in YL classes |
| 9) | Lesson Planning and Different syllabi types |
| 10) | Materials for YL and preparing your own resources |
| 11) | Error Correction/ Mistake Management / Evaluation of Young Learners |
| 12) | Classroom management with young learners Linse |
| 13) | Language choice and language learning |
| 14) | Project submission and presentation |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Required readings: Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press. Carol Read’s blog https://carolread.wordpress.com/ Linse, T. C. (2005). Practical English Language Teaching: Young Learners. McGraw Hill: NY. Nunan, D. Teaching English to Young Learners. | |||||||||||||||||||||
| Teaching Methods | Some lecture, but mostly seminar/discussion. Students will work in groups to negotiate understanding of the topics. Students will read the assigned chapter and watch videos and complete pre-class work before coming to class. Group and class discussion and student presentations will take place in class. Students are expected to participate actively in class discussions. | |||||||||||||||||||||
| Homework and Projects | Students will have a reading assignment and reflective questions to answer every week. Students are expected to read and answer questions prior to class and in the class, students are expected to ask questions and complete tasks according to the flipped classroom methodology. Students will visit a bookstore to evaluate story books and present their findings in class. There will be noticed and unnoticed short quizzes. There is one final project for which students will work in groups to create young learners’ materials and a lesson plan. | |||||||||||||||||||||
| Laboratory Work | --- | |||||||||||||||||||||
| Computer Use | Written assignments and communication | |||||||||||||||||||||
| Other Activities | Group and whole class discussions, presentations and project | |||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
altinmakasd@mef.edu.tr 543 Attendance is required for 70% of the course session, if you exceed this you may fail by F or FX. Plagiarism involves copying any material from a book, online material, or another student or your own papers previously completed and graded in other classes without using proper citation. Plagiarism also involves asking anyone to review or do your assignment. 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 | 1 | 84 | ||
| Homework Assignments | 4 | 4 | 3 | 28 | |||
| Final Examination | 1 | 16 | 2 | 18 | |||
| Total Workload | 130 | ||||||
| Total Workload/25 | 5.2 | ||||||
| ECTS | 5 | ||||||