| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT6022 | Early Bilingualism | Fall | 3 | 0 | 3 | 12 |
| 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: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YEŞİM KEŞLİ DOLLAR |
| Course Lecturer(s): |
Prof. Dr. KENAN DİKİLİTAŞ |
| Course Objectives: | *Discuss the historical background of bilingual education * Explain procedures (e.g. Language Proficiency Assessment Committee) for the identification, assessment, and instructional placement of English language learners. * Demonstrate an awareness of global issues and perspectives related to bilingual education, including how bilingual education and bilingualism are perceived throughout the world. Discuss the importance of creating an additive educational program that reinforces a bicultural identity including understanding the differences between acculturation and assimilation. * Elucidate convergent research related to bilingual education (e.g. best instructional practices as determined by student achievement). * Give specific details about models of bilingual education, including characteristics and goals of various types of bilingual education programs, research findings on the effectiveness of various models of bilingual education. * Use knowledge of various bilingual education models to make appropriate instructional decisions based on program model and design, and select appropriate instructional strategies and materials in relation to specific program models. *Explain how to create an effective bilingual and multicultural learning environment * Clarify how to create a learning environment that addresses bilingual students' affective, linguistic, and cognitive needs. |
|
The students who have succeeded in this course; Upon successful completion of this course, students will be able to: Discuss the historical background of bilingual education Explain procedures (e.g. Language Proficiency Assessment Committee) for the identification, assessment, and instructional placement of English language learners. Demonstrate an awareness of global issues and perspectives related to bilingual education, including how bilingual education and bilingualism are perceived throughout the world. Discuss the importance of creating an additive educational program that reinforces a bicultural identity including understanding the differences between acculturation and assimilation. Elucidate convergent research related to bilingual education (e.g. best instructional practices as determined by student achievement). Give specific details about models of bilingual education, including characteristics and goals of various types of bilingual education programs, research findings on the effectiveness of various models of bilingual education. Use knowledge of various bilingual education models to make appropriate instructional decisions based on program model and design, and select appropriate instructional strategies and materials in relation to specific program models. Explain how to create an effective bilingual and multicultural learning environment Clarify how to create a learning environment that addresses bilingual students' affective, linguistic, and cognitive needs. |
| A study of the historical, legal and theoretical foundations of bilingual education, including a review of programmatic designs. |
| Week | Subject | Related Preparation | |
| 1) | Introduction | NA | |
| 2) | Types of Bilingual Education Historical Overview of Bilingual Education | Readings | |
| 3) | The Early Development of Bilingualism | Readings | |
| 4) | The Later Development of Bilingualism | Readings | |
| 5) | Cognitive Theories of Bilingualism and Curriculum Bilingualism and Cognition | Readings | |
| 6) | Measurement of Bilingualism | Readings | |
| 7) | Bilingual teachers in real world schools | Readings | |
| 8) | Education for Bilingualism and Biliteracy | Readings | |
| 9) | Effective Teaching in a Bilingual Classroom | Readings | |
| 10) | The Effectiveness of Bilingual Education | Readings | |
| 11) | Effective Schools and Classrooms for Bilingual Students | Readings | |
| 12) | Identity and Empowerment in Bilingual Education | Readings | |
| 13) | Project Presentations | NA | |
| 14) | Project Presentations | NA | |
| Course Notes: | Baker, C. (2011). Foundations of Bilingual Education and Bilingualism, 5th ed. Clevedon, UK: Multilingual Matters, Ltd. |
| References: | Baker, C. (2011). Foundations of Bilingual Education and Bilingualism, 5th ed. Clevedon, UK: Multilingual Matters, Ltd. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 3 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 0 | % 0 |
| Presentation | 1 | % 20 |
| Project | 1 | % 50 |
| Seminar | 0 | % 0 |
| Midterms | 0 | % 0 |
| Preliminary Jury | 0 | % 0 |
| Final | 0 | % 0 |
| Paper Submission | 1 | % 20 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 1 | 30 | 30 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 1 | 20 | 20 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 1 | 35 | 35 |
| Project | 1 | 50 | 50 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 2 | 40 | 80 |
| Jury | 0 | 0 | 0 |
| Final | 0 | 0 | 0 |
| Total Workload | 257 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |