EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS)
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT5014	Teaching English to Young Learners	Spring	3	0	3	8

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:
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.

Learning Outcomes

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.

Course Content

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.

Weekly Detailed Course Contents

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

Sources

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:

Evaluation System

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

ECTS / Workload Table

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

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 develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications.
2)	To be able to comprehend the interdisciplinary interaction with which the field is related.
3)	To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field.
4)	To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines.
5)	To be able to solve the problems encountered in the field by using research methods.
6)	To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data.
7)	To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary.
8)	To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning.
9)	To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
10)	To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes.
11)	To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies.
12)	Being able to independently carry out a work that requires expertise in the field.
13)	To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility.
14)	Being able to lead in environments that require the resolution of problems related to the field.