| EUROPEAN UNION RELATIONS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT5003 | Recent Trends and Special Topics in ELT | Fall | 3 | 0 | 3 | 12 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi HATİME ÇİFTÇİ |
| Course Lecturer(s): |
Prof. Dr. DERİN ATAY Dr. Öğr. Üyesi ENİSA MEDE |
| Recommended Optional Program Components: | None |
| Course Objectives: | ELT 5003 engages the student-teacher in in-depth discussion of such issues as CLIL, SIOP, English as Lingua Franca, World Englishes, NNEST issues, The Common European Framework, English Language Portfolio and alternative methods of assessment as well as change management. An increased familiarity with these concepts will provide alternative lenses through which the student-teacher may view, analyze, and reconceptualize his/her approach and classroom practice. |
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The students who have succeeded in this course; Upon completion of ELT 5003, the student-teacher will possess the foundations to do the following: 1.understand recent approaches, policies and fields of English language teaching 2.implement the relevant approaches and techniques into their own teaching 3.build on these topics to create more effective learning environments 4.improve their scope of knowledge about recent developments in English Teaching so that they, too, can contribute to the field |
| Participants of this course are expected to present 2 recent articles related to a recent trend in ELT and write reflection reports on the articles to be presented for each week. At the end of the course, the student-teacher will write a detailed report on the current situation in Turkey or another country with which the student-teacher is familiar. The report will address ELT issues and/or problems and propose possible solutions. For this report, the participants are expected to survey related academic journals and books. |
| Week | Subject | Related Preparation |
| 1) | Course Introduction | |
| 2) | Distinguishing between quantitative & qualitative research topics; formulating research questions | When to Use Qualitative Research: Patton Chapter 1; Minichiello & Kottler pp. 18-21 |
| 3) | Focus on Qualitative Research Methods | Marshall &Rossman Chapters 2 & 6 |
| 4) | Continued Discussion of Methods from Marshall & Rossman Chapter 6 | Refer to the reading from week 3. |
| 5) | Focus on revision of research questions, assignment of research methodology, action research, and types of purposeful sampling | Minichiello and Kottler Chapter 6: “When Serendipity Meets Opportunity” |
| 6) | Focus on Managing, Analyzing, and Interpreting Data (Marshall & Rossman Chapter 8), triangulation, and ethical considerations | Marshall & Rossman pp. 251-255 (Criteria of Soundness) |
| 7) | Sheltered Instruction Observation Protocol (SIOP) | Lesson Plan Checklist for SIOP |
| 8) | Common European Framework Computer-Mediated Communication | Sun, Y-C. (2009). Voice Blog: An Exploratory Study of Language Learning. Language Learning and Technology 13 (2) 88-103. North, B. (2008). The Relevance of the CEFR to Teacher Training. Babylonia 2/08 55-57. Accessed on March 18th from http://clients.squareeye.net/uploads/eaquals/Baby2-08CECR-North.pdf |
| 9) | M-Learning and Digital Storytelling | |
| 10) | Content and Language Integrated Learning (CLIL) | de Zarobe (2008) CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country |
| 11) | Mother-Tongue-Based Multilingual Education | Benson (2009) Designing Effective Schooling in Multilingual Contexts: Going Beyond Bilingual Models |
| 12) | World Englishes | Chapter 1 from Jenkins, J. (2003). World Englishes: A Resource Book for Students. New York/London: Routledge. |
| 13) | English as a Lingua Franca | Seidlhofer, B. (2004). Research perspectives on English as a lingua franca. Annual Review of Applied Linguistics 24, 209-239. |
| 14) | Digital Game-Based Learning in ELT | Prensky, M. (2003). Digital Game-Based Learning. Computers and Entertainment: Theoretical and Practical Applications in Entertainment 1 (1), 10-21. |
| Course Notes / Textbooks: | Kumaravadivelu, B. (2003) Beyond Methods: Macrostrategies for Language Teaching. London, UK and New Haven, CT: Yale University Press. |
| References: | Abbott, G. (1990). Should we start digging new holes? . In R. Rossner & R. Bolitho (Eds.), Currents of change in English language teaching (pp. 15- 21). Oxford: OUP. Abbott, G. (1996). Development, education, and English language teaching. In T. Hedge and N. Whitney (Eds.), Power, Pedagogy and Practice (pp. 43-52). Oxford: OUP. Bax, S. (2003). The end of CLT: a context approach to language teaching. ELTJ 57(3), 278-287. Bell, D.M. (2003). Method and postmethod: are they really so incompatible? TESOL Quarterly, 37(2), 325-336. Bell, D.M. (2007). Do teachers think that methods are dead? ELTJ 61(2), 135-143. Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research 10(1), 3-31. Brown, H.D. (1991). TESOL at twenty-five: what are the issues? TESOL Quarterly, 25(2), 245-260. Canagarajah, A.S. (2006). TESOL at forty: what are the issues? TESOL Quarterly, 40(1), 9-34. Clarke, M.A. (1982). On bandwagons, tyranny, and common sense. TESOL. Quarterly, 16(4), 437-448. Edge, J. (2003). Imperial troopers and servants of the lord: a vision of TESOL for the 21st century. TESOL Quarterly 37(4), 701-708. Ellis, G. (1996). How culturally appropriate is the communicative approach? ELTJ 50(3), 213-218. Kramsch, C. and P. Sullivan (1996). Appropriate pedagogy. ELT Journal, 50(3), 199-212. Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 17(4), 537-560. Kumaravadivelu, B. (2006). TESOL methods: changing tracks, challenging trends. TESOL Quarterly 40(1), 59-81. La Fond, L. and S. Doğüançay-Aktuna (2009). Teacher perspectives on linguistics in TESOL teacher education. Language Awareness 18(3-4), 345-365. Medgyes, P. (1990). Queries from a communicative teacher. In R. Rossner & R. Bolitho (Eds.), Currents of change in English language teaching (pp. 103-110). Oxford: OUP. Nault, D. (2006). Going global: rethinking culture teaching in ELT contexts. Language, Culture and Curriculum 19(3), 314-328. Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 23(4), 589-618. Pham, Hoa Hiep. (2005). “Imported” communicative language teaching: implications for local teachers. English Teaching Forum, 43(4), 2-9. Raimes, A. (1983). Tradition and revolution in ESL teaching. TESOL Quarterly, 17(4), 535-552. Rajagopalan, K. (2008). From madness in method to method in madness. ELTJ 62(1), 84-85. Rao, Z. (2002). Chinese students’ perceptions of communicative and non-communicative activities in the ELT classroom. System 30, 85-105. Rogers, J. (1990). The world for sick proper. In R. Rossner & R. Bolitho (Eds.), Currents of change in English language teaching (pp. 7-15). Oxford: OUP. Sampson, G.P. (1984). Exporting language teaching methodology from Canada to China. TESL Canada Journal, 1, 19-31. Savignon, S.J. (2007). Beyond communicative language teaching: what’s ahead? Journal of Pragmatics 39, 207-220. Shamim, F. (1996) Learner resistance to innovation in classroom methopdology. In H. Coleman (ed.), Society and the language classroom (pp.73-98). Cambridge: CUP. Sifakis, N. (2009). Challenges in teaching ELF in the periphery: the Greek context. ELTJ 63(3), 230-237. Swan, M. (1990). A critical look at the communicative approach. In R. Rossner & R. Bolitho (Eds.), Currents of change in English language teaching (pp. 73-98). Oxford: OUP. Tollefson, J.W. (1991). Modernization and English language teaching. In Planning language, planning inequality. Language policy in the community (pp. 80-103). London: Longman. Widdowson, H.G. (1990). Against dogma: A reply to Michael Swan. In R. Rossner & R. Bolitho (Eds.), Currents of change in English language teaching (pp. 99-103). Oxford: OUP. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Homework Assignments | 10 | % 30 |
| Presentation | 5 | % 20 |
| Project | 10 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Presentations / Seminar | 2 | 15 | 30 |
| Project | 2 | 10 | 20 |
| Homework Assignments | 5 | 10 | 50 |
| Paper Submission | 2 | 20 | 40 |
| Final | 2 | 10 | 20 |
| Total Workload | 202 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To be able to examine, interpret data and assess ideas with the scientific methods in the area of EU studies. | 2 |
| 2) | To be able to inform authorities and institutions in the area of EU studies, to be able to transfer ideas and proposals supported by quantitative and qualitative data about the problems. | 2 |
| 3) | To be introduced to and to get involved in other disciplines that EU studies are strongly related with (political science, international relations, law, economics, sociology, etc.) and to be able to conduct multi-disciplinary research and analysis on European politics. | 3 |
| 4) | To be able to evaluate current news on European Union and Turkey-EU relations and identify, analyze current issues relating to the EU’s politics and policies. | 2 |
| 5) | To be able to use English in written and oral communication in general and in the field of EU studies in particular. | 1 |
| 6) | To have ethical, social and scientific values throughout the processes of collecting, interpreting, disseminating and implementing data related to EU studies. | 1 |
| 7) | To be able to assess the historical development, functioning of the institutions and decision-making system and common policies of the European Union throughout its economic and political integration in a supranational framework. | 2 |
| 8) | To be able to evaluate the current legal, financial and institutional changes that the EU is going through. | 2 |
| 9) | To explain the dynamics of enlargement processes of the EU by identifying the main actors and institutions involved and compare previous enlargement processes and accession process of Turkey. | 2 |
| 10) | To be able to analyze the influence of the EU on political, social and economic system of Turkey. | 2 |
| 11) | To acquire insight in EU project culture and to build up project preparation skills in line with EU format and develop the ability to work in groups and cooperate with peers. | 2 |
| 12) | To be able to recognize theories and concepts used by the discipline of international relations and relate them to the historical development of the EU as a unique post-War political project. | 3 |