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
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.

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:	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.

Learning Outcomes

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

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.

Weekly Detailed Course Contents

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

Sources

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:

Evaluation System

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

ECTS / Workload Table

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

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.