| EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT5014 | Teaching English to Young Learners | Fall | 3 | 0 | 3 | 8 |
| 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: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YEŞİM KEŞLİ DOLLAR |
| Recommended Optional Program Components: | none |
| Course Objectives: | The aim of this course is to develop an awareness and appreciation of theory and practice in teaching English to young learners. |
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The students who have succeeded in this course; Students will become aware of the theories and the techniques of teaching English to young learners, and they will be able to apply those in real classroom environment. |
| After being provided with the relevant theoretical knowledge, students will be asked to design lesson plans and prepare materials for young learner classes and discuss possible problems occurring the young learners’ classes and try to find out possible solutions. |
| Week | Subject | Related Preparation |
| 1) | Course overview and introduction | |
| 2) | First language acquisition Acquisition of English as a second/foreign language and the role of age | |
| 3) | Characteristics of young learners and key issues in teaching young learners The classroom environment and the role of teacher | |
| 4) | Teaching Skills 1 | |
| 5) | Teaching Skills 2 | |
| 6) | Task-based language education | |
| 7) | Evaluation and Assessment | |
| 8) | Working with parents | |
| 9) | Presentations-1 | |
| 10) | Presentations-2 | |
| 11) | Presentations-3 | |
| 12) | Presentations-4 | |
| 13) | Project presentations 1 | |
| 14) | Project presentations 2 |
| Course Notes / Textbooks: | Carroll, D. (1994) Psychology of language. Pacific Grove, California: Brooks/Cole. Linse, D. (2005). Practical English language teaching. New York: Mc Graw Hill. Fisher, J. (1996). Starting with the child? Buckingham: Open University Press. Mayo, M. G. & Lecumberri, M.L. (2003). Age and the acquisition of English as a foreign language. Clevedon: Multilingual Matters. O’Grady, W. & Archibald, J. (2000). Contemporary linguistic analysis: An introduction (4th edition). Toronto: Addison, Wesley, Longman. Pfiffner, L. J. (1996). All about ADHD. The complete practical guide for classroom teachers. New York: Scholastic professional books. Slattery, M. & Willis, M. (2001). English for primary teachers. Oxford: OUP. Van den Branden, K. (2006) Task-based language education. Cambridge: CUP. |
| References: | Carroll, D. (1994) Psychology of language. Pacific Grove, California: Brooks/Cole. Linse, D. (2005). Practical English language teaching. New York: Mc Graw Hill. Fisher, J. (1996). Starting with the child? Buckingham: Open University Press. Mayo, M. G. & Lecumberri, M.L. (2003). Age and the acquisition of English as a foreign language. Clevedon: Multilingual Matters. O’Grady, W. & Archibald, J. (2000). Contemporary linguistic analysis: An introduction (4th edition). Toronto: Addison, Wesley, Longman. Pfiffner, L. J. (1996). All about ADHD. The complete practical guide for classroom teachers. New York: Scholastic professional books. Slattery, M. & Willis, M. (2001). English for primary teachers. Oxford: OUP. Van den Branden, K. (2006) Task-based language education. Cambridge: CUP. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Presentation | 1 | % 20 |
| Project | 1 | % 20 |
| Final | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 30 | |
| PERCENTAGE OF FINAL WORK | % 70 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Application | 3 | 6 | 18 |
| Field Work | 3 | 8 | 24 |
| Study Hours Out of Class | 5 | 10 | 50 |
| Presentations / Seminar | 2 | 4 | 8 |
| Project | 1 | 6 | 6 |
| Paper Submission | 4 | 10 | 40 |
| Final | 1 | 2 | 2 |
| Total Workload | 190 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Students will be able to demonstrate theoretical and practical knowledge in the areas of Educational/Instructional Technology. | |
| 2) | Students will be able to conduct research in the area of Educational/Instructional Technology. | |
| 3) | Students will be able to plan and evaluate in the process of teaching information technologies. | |
| 4) | Students will be able to select and implement appropriate strategies and techniques for teaching information technologies. | |
| 5) | Students will be able to put their theoretical information into practice in the area of Educational/Instructional Technology. | |
| 6) | Students will be able to design and develop educational materials, software and games. | |
| 7) | Students will be able to implement information technologies effectively in and outside of educational environments. | |
| 8) | Students will be able to measure and evaluate learners' performances in educational environments. | |
| 9) | Students will be able to self-improve their knowledge continuously in information technologies. | |
| 10) | Students will be able to act ethically in electronic and non-electronic educational environments, and pass these values to next generations. | |
| 11) | Students will be able to plan, manage, and evaluate educational projects. | |
| 12) | Students will be able to find out the technologic necessities of companies, and set up these technologies. |