| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | ELT 437 | ||||
| Course Title in English | Literature and Language Teaching | ||||
| Course Title in Turkish | Literature and Language Teaching | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Advanced | ||||
| Semester | Spring,Fall,Summer School | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 133 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To become familiar with the mainstream approaches that can be adopted within teaching English as a second language using authentic literary texts. | ||||
| Course Description | The primary purpose of this course is to introduce students to various approaches to the integration of literary texts into EFL/ESL contexts. For that purpose, this course firstly aims to raise the students’ awareness of the various definitions of the term ‘literature’. Secondly, it concentrates on the analysis of literary texts originally produced in English in order to illustrate how those texts can be used to build up language awareness in learners of English. Throughout this course, students will explore different approaches to using literature with learners of various ages and levels, examining ways in which the teaching of literature and language can be integrated while exploring theoretical and practical dimensions of using literature in the EFL/ESL classroom. | ||||
| Course Description in Turkish | Bu programın temel amacı öğrencileri İngilizcenin ikinci ya da yabancı dil olarak öğretilmesi sürecine edebi eserlerin entegre edilmesini amaçlayan çeşitli yaklaşımlarla tanıştırmaktır. Bu amaçla, bu ders öğrencilerin ‘edebiyat’ teriminin çeşitli anlamlarının farkına varmalarını sağlamayı hedeflerken, İngilizce olarak yazılmış edebi metin incelemeleri ile öğrencilerin dil farkındalığını nasıl arttığının üzerinde durur. Bu ders süresince öğrenciler değişik yaş ve seviyedeki öğrencilerin dil öğretiminde kullanılan değişik edebiyat kullanma yöntemlerini keşfederken dil öğrenimi ve edebiyatın nasıl bir arada kullanılabileceğini ve bu kullanımların teorik ve pratik yönlerini inceleyecek. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) compare various definitions of the term “literature” 2) identify characteristics of the language used in the literary texts covered 3) explain basic characteristics of different approaches to teaching language through literature 4) exemplify language deviations in the literary texts covered and explain their importance for developing language awareness 5) appreciate the necessity of integrating literature into EFL/ESL contexts, give some examples of pros and cons of the use of literature in ELT |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge. | |||||
| 2) Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning. | |||||
| 3) Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration. | |||||
| 4) Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education. | |||||
| 5) Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies. | |||||
| 6) Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration. | |||||
| 7) Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching. | |||||
| 8) Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability. | |||||
| 9) Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides. | |||||
| 10) Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations. | |||||
| 11) Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License. | |||||
| 12) Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment. | |||||
| 13) Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education. | |||||
| 14) Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge. | S | Presentation,Project |
| 2) | Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning. | S | Exam,Participation,Presentation |
| 3) | Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration. | H | Exam,HW,Lab,Participation,Presentation,Project |
| 4) | Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education. | S | Exam,HW,Lab,Participation,Presentation,Project |
| 5) | Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies. | H | Exam,HW,Lab,Participation,Presentation,Project |
| 6) | Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration. | S | Presentation,Project |
| 7) | Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching. | S | Exam,HW,Lab,Participation,Presentation,Project |
| 8) | Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability. | S | Presentation,Project |
| 9) | Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides. | H | Participation,Presentation,Project |
| 10) | Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations. | N | |
| 11) | Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License. | N | |
| 12) | Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment. | S | Presentation,Project |
| 13) | Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education. | N | |
| 14) | Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language. | S | Exam,HW,Lab,Participation,Presentation,Project |
| Prepared by and Date | DERYA ALTINMAKAS , December 2023 |
| Course Coordinator | DERYA ALTINMAKAS |
| Semester | Spring,Fall,Summer School |
| Name of Instructor |
| Week | Subject |
| 1) | Introduction and orientation to the course |
| 2) | Introduction to Key Concepts and Literary Terms |
| 3) | Using Literature in the Language Classroom |
| 4) | Approaches to Using Literature with the Language Learner |
| 5) | Selecting and Evaluating Materials |
| 6) | Reading Literature Cross-Culturally |
| 7) | Material Design and Lesson Planning: Short Stories |
| 8) | Material Design and Lesson Planning: Novels |
| 9) | Material Design and Lesson Planning: Poetry |
| 10) | Instructional Methods with young learners |
| 11) | Instructional Methods with teenagers and adults |
| 12) | Literature and Critical Thinking in the EFL Classroom |
| 13) | Literature and Creative Writing in the EFL Classroom |
| 14) | Review of the course and Final Project tutorials |
| 15) | Final Project Period |
| 16) | Final Project Period |
| Required/Recommended Readings | Ellie Chambers and Marshall Gregory, Teaching and Learning English Literature (London: Sage Publications, 2006) Gillian Lazar, Literature and Language Teaching: A Guide for Teachers and Trainers (Cambridge: Cambridge University Press, 1993) Sandra McKay, ‘Literature in the ESL Classroom’, TESOL Quarterly, Vol. 16, No. 4 (Dec., 1982), pp. 529-536 Koutsompolia Violetta-Irene, ‘The Use of Literature in the Language Classroom: Methods and Aims’, International Journal of Information and Education Technology, Vol. 5, No. 1, January 2015 Don Zancanella, ‘Teachers Reading/Readers Teaching: Five Teachers' Personal Approaches to Literature and Their Teaching of Literature’, Research in the Teaching of English, Vol. 25, No. 1 (Feb., 1991), pp. 5-32. | ||||||||||||||||||
| Teaching Methods | Some lecture, but mostly seminar/discussion. Students will work in groups to negotiate understanding of the issues and conduct an action research study. 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. | ||||||||||||||||||
| 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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| 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 | 4 | 4 | 24 | |||
| Final Examination | 1 | 8 | 3 | 11 | |||
| Total Workload | 133 | ||||||
| Total Workload/25 | 5.3 | ||||||
| ECTS | 5 | ||||||