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
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.

Basic information

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.

Learning Outcomes

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 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

Course Content

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.

Weekly Detailed Course Contents

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
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.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 10 % 10
Homework Assignments 10 % 30
Presentation 5 % 20
Project 10 % 40
Total % 100
Total % 100

ECTS / Workload Table

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

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) To be able to critically interpret and discuss the theories, the concepts, the traditions, and the developments in the history of thought which are fundamental for the field of new media, journalism and communication.
2) To be able to attain written, oral and visual knowledge about technical equipment and software used in the process of news and the content production in new media, and to be able to acquire effective abilities to use them on a professional level.
3) To be able to get information about the institutional agents and generally about the sector operating in the field of new media, journalism and communication, and to be able to critically evaluate them.
4) To be able to comprehend the reactions of the readers, the listeners, the audiences and the users to the changing roles of media environments, and to be able to provide and circulate an original contents for them and to predict future trends.
5) To be able to apprehend the basic theories, the concepts and the thoughts related to neighbouring fields of new media and journalism in a critical manner.
6) To be able to grasp global and technological changes in the field of communication, and the relations due to with their effects on the local agents.
7) To be able to develop skills on gathering necessary data by using scientific methods, analyzing and circulating them in order to produce content.
8) To be able to develop acquired knowledge, skills and competence upon social aims by being legally and ethically responsible for a lifetime, and to be able to use them in order to provide social benefit.
9) To be able to operate collaborative projects with national/international colleagues in the field of new media, journalism and communication.
10) To be able to improve skills on creating works in various formats and which are qualified to be published on the prestigious national and international channels.