ENGLISH LANGUAGE TEACHING
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
ELT3004 Teaching English to Young Learners Fall 2 2 2 6
The course opens with the approval of the Department at the beginning of each semester

Basic information

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.

Learning Outputs

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

Course Content

Weekly Detailed Course Contents

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

Sources

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:

Evaluation System

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

ECTS / Workload Table

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

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) 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.