| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | ELT 305 | |||||
| Course Title in English | Special Teaching Methods II | |||||
| Course Title in Turkish | Special Teaching Methods II | |||||
| Language of Instruction | EN | |||||
| Type of Course | Exercise,Ters-yüz öğrenme,,Lecture,Proje,Seminar | |||||
| Level of Course | İleri | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 136 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites | None | |||||
| Co-requisites | None | |||||
| Expected Prior Knowledge | --- | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To develop an understanding of recent topics and pedagogical considerations as well as current approaches in the teaching of English as a second or foreign language. | |||||
| 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 Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) compare different types of curriculum and syllabus designs used in ELT. 2) prepare lesson plans based on different types of syllabus and curriculum designs. 3) discuss current trends and approaches in ELT 4) apply current trends and methods/approaches in lesson plans. 5) understand the main principles of action research in education and design an action research study. 6) understand and define the 21st century skills and apply this knowledge in lesson plans and material designs. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Relates economic knowledge with other social sciences and mathematics, and utilizes it in interdisciplinary analyses | ||||||
| 2) Differentiates between the interactions of various fields of economics and synthesizes these distinctions | ||||||
| 3) Analyzes economic phenomena by modeling microeconomic and macroeconomic theories using mathematical and statistical tools | ||||||
| 4) Evaluate alternative theoretical approaches to solving complex economic problems and rationally apply their findings in decision-making processes | ||||||
| 5) Analyze and compare different economic systems using quantitative techniques | ||||||
| 6) Apply economic theoretical knowledge and models to issues related to the Turkish and global economies and design evidence-based policy recommendations | ||||||
| 7) Analyzes economic data using econometric and statistical methods and presents the results using appropriate software programs | ||||||
| 8) Conducts and reports on all stages of economic analysis in accordance with scientific and ethical principles | ||||||
| 9) Uses written and spoken English (at least CEFR B2 level) in scientific knowledge sharing | ||||||
| 10) Integrates social responsibility into economic decision-making processes | ||||||
| 11) Develops the learning competencies necessary for further studies with a high degree of autonomy |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Relates economic knowledge with other social sciences and mathematics, and utilizes it in interdisciplinary analyses | N | |
| 2) | Differentiates between the interactions of various fields of economics and synthesizes these distinctions | N | |
| 3) | Analyzes economic phenomena by modeling microeconomic and macroeconomic theories using mathematical and statistical tools | N | |
| 4) | Evaluate alternative theoretical approaches to solving complex economic problems and rationally apply their findings in decision-making processes | N | |
| 5) | Analyze and compare different economic systems using quantitative techniques | N | |
| 6) | Apply economic theoretical knowledge and models to issues related to the Turkish and global economies and design evidence-based policy recommendations | N | |
| 7) | Analyzes economic data using econometric and statistical methods and presents the results using appropriate software programs | N | |
| 8) | Conducts and reports on all stages of economic analysis in accordance with scientific and ethical principles | H | |
| 9) | Uses written and spoken English (at least CEFR B2 level) in scientific knowledge sharing | H | |
| 10) | Integrates social responsibility into economic decision-making processes | H | |
| 11) | Develops the learning competencies necessary for further studies with a high degree of autonomy | H |
| Prepared by and Date | DERYA ALTINMAKAS , December 2023 |
| Course Coordinator | DERYA ALTINMAKAS |
| Semester | Fall |
| Name of Instructor |
| 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 |
| Required/Recommended Readings | Reading texts and materials will be provided on BlackBoard (BB). Please, check the syllabus and the resources on a regular basis. | ||||||||||||||||||
| 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 | You will work in groups to design and conduct an action research study during the term, which will help you gain perspective on the value of action research as well as insights into your classroom experience. You will review the appropriate literature, design a method to conduct needs analysis, and design a syllabus and/or lesson plan to meet the needs of the specified context. Details will be provided during the class. | ||||||||||||||||||
| Laboratory Work | --- | ||||||||||||||||||
| Computer Use | For written assignments, online discussion forum, online quiz 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 for successful completion of the course. Any plagiarism or academic dishonesty will be treated with the most appropriate disciplinary action. Plagiarism involves copying any material from a book, online material, any AI generated information or another student’s, 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 | 4 | 4 | 3 | 28 | |||
| Final Examination | 1 | 8 | 2 | 10 | |||
| Total Workload | 136 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 5 | ||||||