| 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 |
| ELT5015 | Bilingual Studies in English Language Teaching | 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: | ELT 5015 explores the foundations of bilingual studies and education, including the sociolinguistic and psycholinguistic principles upon which the theories are based. The course also engages students in the task of contrasting their native language to English according to phonetics, phonology, syntax, and semantics. |
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The students who have succeeded in this course; Upon completion of ELT 5015, students will be able to do the following: 1. Identify potential problem areas in English language teaching and learning based on contrastive analyses between the students' native language and English 2. Develop an understanding of different types of bilingual education models that come from different contexts 3. Analyze potential solutions to language education problems based on an understanding of the above content 4. Appreciate the cognitive effects of early bilingualism |
| Course content draws from bilingual study research in both Turkish-English contexts as well as dual language interfaces from other cultural contexts. Application of this knowledge to the English language classroom also represents an important component of ELT 5015. |
| Week | Subject | Related Preparation |
| 2) | Research Methods in Bilingualism | Wei, Methodological questions in the study of bilingualism; Moyer, Research as practice: Linking theory, method, and data; Nortier, Types and sources of bilingual data; Codo, Interviews and questionnaires; |
| 3) | Language contact and its outcomes: The big picture | Gal, Peasant men can’t get wives; Bentahila & Davis, Convergence & divergence: two cases of language shift in Morocco |
| 4) | Bilingual practice, language ideologies and attitudes | Grosjean, Chapter 9: Attitudes & feelings about bilingualism; Gal and Irvine, The boundaries of languages & disciplines: How ideologies construct difference |
| 5) | Transmigration, bilingualism, biculturalism | Grosjean, Chapter 10: Bilinguals who are also bicultural; Krzyzanowski & Wodak, Multiple identities, migration and belonging |
| 6) | The political economy of code choice: The difference historical & socio-political conditions make | Gal, The political economy of code choice; Canagarajah, The political economy of code choice in a “revolutionary society”: Tamil-English bilingualism in Jaffna, Sri Lanka |
| 7) | Social motivations for bilingual interaction | Grosjean, Chapter 4: Language mode and language choice; Gumperz, Conversational code switching |
| 8) | Identity negotiation and code-switching | Myers-Scotton, Code-switching as indexical of social negotiations; Grosjean, Chapter 11: Personality, thinking, & emotions in bilinguals |
| 9) | Linguistic aspects of language contact and bilingualism | Grosjean, Chapter 5, Code-switching & borrowing |
| 10) | Language acquisition and bilingualism | Grosjean, Ch. 14-16: In & out of bilingualism., Acquiring 2 languages, Linguistic aspects of bilingualism.; Paradis, Early bilinguals & multilingual acquisition |
| 11) | Bilingualism and education | Grosjean, Chapter 19: Education & bilingualism |
| 12) | Bilingualism and Education (Continued) | Garcia, Education, multilingualism & translanguaging in the 21st century |
| 13) | Code-switching in the classroom | Martin-Jones et al, Turn-taking, power asymmetries in classroom discourse; Jaffe, Code-Switching and stance in a Corsican classroom |
| 14) | Globalization, Global English, English as a Lingua Franca | Bhatt: Experts, Dialects, and Discourse; Canagarajah, The place of WE in composition; Kachru, The bilingual’s creativity: Discoursal and stylistic strategies |
| Course Notes / Textbooks: | Baker, C. (2011). Foundations of Bilingual Education and Bilingualism (5th Ed). Bristol, UK: Multilingual Matters. Di Pietro, R.J. (1971) Language Structures in Contrast. Rowley, MA: Newbury House. Firsten, R. & Killian, P. (1994). Troublesome English: A Teaching Grammar for ESOL Instructors. Englewood Cliffs, N.J.: Prentice Hall. Gardner-Chloros, P. 2009. Code-switching. CUP Grosjean, F. 2010. Bilingual Life and Reality. Harvard University Press. Heller, Monica (ed.). 2007. Bilingualism: A social approach. Palgrave. Myers-Scotton, C. 2006. Multiple Voices: An Introduction to Bilingualism. Blackwell. Wei, Li. (2nd.ed.) 2007. The Bilingualism Reader. Routledge. Wei, Li & Melissa Moyer (eds.) 2008. The Blackwell guide to research methods in bilingualism and multilingualism. Blackwell. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Homework Assignments | 8 | % 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 | 10 | 20 |
| Project | 1 | 5 | 5 |
| Homework Assignments | 4 | 8 | 32 |
| Quizzes | 4 | 8 | 32 |
| Paper Submission | 3 | 20 | 60 |
| Total Workload | 191 | ||
| 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. |