| ENGLISH LANGUAGE EDUCATION (ENGLISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT6028 | Recent Trends in Foreign Language Education Planning | 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 : | Assist. Prof. ENİSA MEDE |
| Course Lecturer(s): |
Assist. Prof. DİLEK İNAL |
| Course Objectives: | This course provides an overview of language policies and planning (LPP) within and across nationally and socially defined borders. The course draws on the work of applied linguists, language educators, and ethnographers/qualitative researchers who argue for examining the political and social meanings of language policies. |
|
The students who have succeeded in this course; By the end of the course, the students should be able to... - present the central theories and methods in language policy and planning research. - explain the most important terms and concepts used in the field. - use these terms and concepts to describe and analyze language situations in various contexts. - describe and analyze language attitudes and ideologies and the ways in which they influence the implementation of language-political decisions in society. - describe the language situation and language policies in Turkey and several other European and Asian countries. |
| The course explores the intersection of policy as intended by governmental, political, and/or economic interests; implemented at institutional levels; and experienced by individuals and groups (Davis, 1994, 2009). The course further investigates sociolinguistic experience as a transnational and intercultural phenomena, deriving from global changes in society that impact individual and collective social, cultural, and linguistic identities (Appadurai, 2001). Course participants will draw on their national/transnational interests and concerns to engage in on-the-ground and locally situated language policy research and/or planning intended to foster linguistic, sociocultural, and educational equity. |
| Week | Subject | Related Preparation | |
| 1) | Overview of the course syllabus. | Course readings | |
| 2) | Language Planning in Education | Course readings | |
| 3) | Introducing Ethnography and Language Policy | Course readings | |
| 4) | Language Socialization | Course readings | |
| 5) | Language, Globalization, and the State: Issues for the New Policy Studies | Course readings | |
| 6) | Language and Education Social Theories Applied: Reproduction and Inequality | Course readings | |
| 7) | Equality and Difference: Schooling and social democracy in the 21st century | Course readings | |
| 8) | Language in Education Planning: Engaging Youth | Course readings | |
| 9) | Language in Education Planning: Engaging Community | Course readings | |
| 10) | Language and Education Planning Practices: Engaging Schools | Course readings | |
| 11) | Language in Education Planning: Engaging Teachers | Course readings | |
| 12) | Language Policy and Planning Projects | Course readings | |
| 13) | Language Policy and Planning Projects | Course readings | |
| 14) | Final exam | ||
| Course Notes: | Lo Bianco, J. (2010). Language Policy and Planning. Hornberger, N. & McKay, S. Sociolinguistics and Language Education. Bristol, UK: Multilingual Matters. Blackledge (2008) Language Ecology and Language Ideology. In King, K.A. and Hornberger, N. (Eds.) Encyclopedia of Language and Education, 2nd Edition, Volume 9: Ecology of Language. Springer Science+Business Media LLC. Ricento, T. (2008) Researching Historical Perspective on Language, Education and Ideology.In Creese, A., Martin, P. and Hornberger, N. (Eds.) Encyclopedia of Language and Education, 2nd Edition, Volume 10: Research Methods in Language and Education. Springer Science+Business Media LLC. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 3 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 2 | % 20 |
| Field Work | 2 | % 30 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 0 | % 0 |
| Presentation | 2 | % 10 |
| Project | 0 | % 0 |
| Seminar | 0 | % 0 |
| Midterms | 0 | % 0 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 30 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Application | 1 | 30 | 30 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 2 | 40 | 80 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 1 | 20 | 20 |
| 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 | 260 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |