ENGLISH LANGUAGE EDUCATION (ENGLISH, PHD)
PhD TR-NQF-HE: Level 8 QF-EHEA: Third Cycle EQF-LLL: Level 8

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
ELT6028 Recent Trends in Foreign Language Education Planning Fall
Spring
 3 0 3 12
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:
Mode of Delivery: Face to face
Course Coordinator : Prof. Dr. 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.

Learning Outputs

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.

Course Content

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.

Weekly Detailed Course Contents

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

Sources

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:

Evaluation System

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

ECTS / Workload Table

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

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) Critically analyzes current theories and research trends in English language education.
2) Establishes holistic theoretical connections among disciplines related to language education (linguistics, psycholinguistics, sociolinguistics, neurolinguistics, etc.).
3) Produces interdisciplinary knowledge and formulates new research questions in early and multilingual bilingualism.
4) Designs and conducts original academic research using qualitative and quantitative research methods in the context of English teaching.
5) Integrates educational technologies with pedagogical approaches to develop innovative teaching materials and methods.
6) Evaluates and improves classroom practices based on second language acquisition and foreign language teaching theories.
7) Designs effective language teaching strategies for different age groups, offering practices that consider cultural and social diversity.
8) Conducts critical discourse analysis addressing gender, identity, culture, and power relations in language teaching.
9) Communicates effectively in multicultural and multilingual environments, offering educational solutions with intercultural awareness.
10) Possesses in-depth knowledge of language testing and assessment systems; develops tools based on validity, reliability, and testing theories.
11) Presents at national and international scientific meetings and publishes research in accordance with academic ethics.
12) Produces original academic work that contributes to theoretical knowledge in the field.
13) Demonstrates academic leadership and develops projects to address current issues in the field.
14) Evaluates the social functions of English language education with a sense of social contribution and proposes solution-oriented policies.
15) Thinks critically using advanced cognitive skills and proposes innovative instructional approaches and creative solutions.
16) Works independently with ethical responsibility and collaborates effectively with interdisciplinary teams.