ENGLISH LANGUAGE TEACHING
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT4230	Social Justice in ELT	Spring Fall	2	0	2	6

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Assist. Prof. UFUK KELEŞ
Course Objectives:	The course aims to help students promote social justice issues in English language teaching.

Learning Outcomes

The students who have succeeded in this course;
By the end of the course, students will be able to…
a. describe the social justice issues within the field of English language teaching and discuss their critical views around social issues.
b. share knowledge about social justice issues in and out of their language classrooms.
c. identify, gather, analyze, and present social justice topics and content through various means of communication.
d. discuss ethical issues around bias, discrimination, injustice, and inequality on personal, local, institutional, and national levels.
e. distinguish different types of social injustices and design and implement lesson plans to address them separately and in conjunction with each other.

Course Content

It is very important that participants to relate the materials they (will) use in their (future) teaching and academic career to their own situated practice, and to the social justice issues debated in Turkey. It is also expected that participants will be able to draw on what they have learned in previous and on-going courses. The responsibility for the presentation of information will be shared between the instructor and the participants.

Teaching Methods and Techniques: Project, Lecture, Discussion, Reading

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Greetings and Introduction to the Course	N/A
2)	Introduction to social justice and social justice education	Ortactepe Hart - Chapter 1
3)	Critical Thinking and Critical Theory Social justice-oriented critical pedagogy	Sensoy & DiAngelo - Chapter 2 Ortactepe Hart - Chapter 2
4)	Culture and Socialization Prejudice and Discrimination Oppression and Power	Sensoy & DiAngelo - Chapters 3, 4, & 5
5)	Language, education, and social justice Social justice language curriculum	Ortactepe Hart - Chapters 3 & 4
6)	Mid-term	Self-study and revision of previous weeks' content
7)	Understanding Intersectionality Through Classism Neoliberalism, social class, and anti-classism	Sensoy & DiAngelo - Chapter 10 Ortactepe Hart - Chapter 5
8)	Understanding Privilege Through Ableism	Sensoy & DiAngelo - Chapter 6
9)	Understanding the Structural Nature of Oppression Through Racism Race, ethnicity, and antiracist language pedagogy	Sensoy & DiAngelo - Chapter 8 Ortactepe Hart - Chapter 5
10)	Understanding the Invisibility of Oppression Through Sexism	Sensoy & DiAngelo - Chapter 7
11)	“Yeah, But . . .”: Common Rebuttals	Sensoy & DiAngelo - Chapter 11
12)	Student Presentations	Presentation and Discussions
13)	Student Presentations	Presentation and Discussions
14)	Student Presentations	Presentation and Discussions

Sources

Course Notes / Textbooks:

1. Ortaçtepe Hart, D. (2023). Social justice and the language classroom: Reflection, action, and transformation. Edinburgh University Press. 2. Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal?: An introduction to key concepts in social justice education. Teachers College Press.

References:

1. Hall, C. (2016). A short introduction to social justice and ELT. Social justice in English language teaching, 3-10.
2. Kubota, R. (2021). Critical antiracist pedagogy in ELT. ELT Journal, 75(3), 237-246.
3. Jeyaraj, J.J., & Harland, T. (2016). Teaching with critical pedagogy in ELT: The problems of indoctrination and risk. Pedagogy, Culture & Society, 24(4), 587-598. 4. Zablonski, M. (2021). Identity development and ELT: A social justice approach. ELT Journal, 75(3), 377-380.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	13	% 10
Presentation	2	% 20
Midterms	1	% 30
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	13	2	26
Study Hours Out of Class	13	6	78
Presentations / Seminar	2	20	40
Midterms	1	2	2
Final	1	2	2
Total Workload			148

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards
2)	Proficient in the phonology, semantics, grammar and the vocabulary of the language; understand and use the language effectively.
3)	To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques.
4)	Speaks English well and uses concepts related to English Language education and pedagogical formation effectively.
5)	Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching.
6)	Develop English language teaching materials according to the needs of the learners with a critical perspective.
7)	Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them.
8)	Design English language teaching curriculum and lesson plans.
9)	Organize effective classrooms that promote English language learning.
10)	Assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments.
11)	Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills.	5
12)	Take into consideration professional and ethical rules and principles.
13)	Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies.
14)	Take on responsibility in individual and group projects by working cooperatively and meeting the requirements.
15)	Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies.
16)	Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively.
17)	Utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics.