ENGLISH LANGUAGE TEACHING | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ELT3004 | Teaching English to Young Learners | Spring Fall |
2 | 2 | 3 | 7 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | En |
Type of course: | Departmental Elective |
Course Level: | Bachelor |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi MUSTAFA POLAT |
Course Lecturer(s): |
Dr. Öğr. Üyesi ENİSA MEDE |
Course Objectives: | The aim of this course is to provide teacher candidates with the theory and practice to teach language to young learners. With this regard, the stages and styles of learning a language at early ages will be discussed. Then, preparing a lesson plan, improving four language skills, developmental stages etc. will be presented in the course. |
The students who have succeeded in this course; -comprehends age-related differences between early foreign language learners (5-12) and other learners. -defines and performs Multiple Choices theory for early foreign language learners. -comprehends learning styles of young learners (visual, auditory, kinesthetic ) and strategies (metacognitive, cognitive, socio-affective). -designs activities for vocabulary skills and structures (puzzles, stories, games etc) and visual and auditory tools (pictures, realia etc). -adapts and designs materials for young learners and to evaluate the progress -designs appropriate teaching activities for young learners in terms of their level and cognitive development |
Week | Subject | Related Preparation | |
1) | Introduction of the course | ||
2) | Language Learning Theories | Cameron, Chapter 1 | |
3) | Learning the Spoken Language | Cameron, Chapter 2 | |
4) | Learning Styles in Young Learners | Cameron, Chapter 2 | |
5) | Learning Words | Cameron, Chapter 3 | |
6) | Learning Grammar | Cameron, Chapter 4 | |
7) | Learning Language Skills | Cameron, Chapter 5 | |
8) | Learning through Stories | Cameron, Chapter 6 | |
9) | Theme base Learning | Cameron, Chapter 7 | |
10) | Assessment with Young Learners | Cameron, Chapter 10 | |
11) | Lesson plan presentations | ||
12) | Lesson plan presentations | ||
13) | Poster presentation | ||
14) | Poster presentation |
Course Notes: | Cameron, L. (2001). Teaching English to Young Learners. Cambridge University Press. http://exchanges.state.gov/englishteaching/forum-journal.html https://www.eslkidstuff.com/ |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Laboratory | % 0 | |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | % 0 | |
Homework Assignments | % 0 | |
Presentation | % 0 | |
Project | 2 | % 40 |
Seminar | % 0 | |
Midterms | % 0 | |
Preliminary Jury | % 0 | |
Final | 1 | % 50 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 10 | |
PERCENTAGE OF FINAL WORK | % 90 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 0 | 0 | 0 |
Application | 5 | 8 | 40 |
Special Course Internship (Work Placement) | 0 | 0 | 0 |
Field Work | 2 | 4 | 8 |
Study Hours Out of Class | 4 | 8 | 32 |
Presentations / Seminar | 2 | 4 | 8 |
Project | 0 | 0 | 0 |
Homework Assignments | 3 | 3 | 9 |
Quizzes | 0 | 0 | 0 |
Preliminary Jury | 0 | 0 | 0 |
Midterms | 0 | 0 | 0 |
Paper Submission | 0 | 0 | 0 |
Jury | 0 | 0 | 0 |
Final | 1 | 2 | 2 |
Total Workload | 141 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. | |
2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | |
3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | |
5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | |
6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
7) | 7. Design English language teaching curriculum and lesson plans. | |
8) | 8. Organize effective classrooms that promote English language learning. | |
9) | 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | |
10) | 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | |
11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | |
12) | 12. Take into consideration professional and ethical rules and principles. | |
13) | 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | |
14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | |
15) | 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | |
16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |