| 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 |
| ELT3105 | Teaching Foreign Languages to Young Learners I | Spring | 3 | 0 | 2 | 6 |
| 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 : | Instructor RUKİYE ÖZLEM ÖZTÜRK |
| Course Objectives: | The present course aims to familiarize you with the theoretical and practical aspects of Teaching English to Young Learners (TEYL). More specifically, the course addresses issues related to theories of learning, the learning strategies of young children, teaching-learning activities, the classroom methods and techniques to be used while teaching young learners in EFL classrooms. The course also includes materials such as songs, stories, games, drama and visual materials to be implemented in teaching and assessment of young English learners. |
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The students who have succeeded in this course; Upon the successful completion of the present course, you should be able to… • get familiar with various theories of language development in young learners. • explain different types of learning styles and strategies to be used with young learners. • define the characteristics of young learners. • implement the theory that has been discussed in class sessions. • design learning activities to be used in young learner EFL classrooms. • prepare a poster presentation on different topics of TEYL. |
| This course will be learner-centered heavily based on debate, discussion, brainstorming and questioning that stimulate in-class participation of the students. The course will be based on two components. The first component encompasses the theory of language development in young learners and highlights terminology used in primary language education. The second component addresses the practical application of those theories in young learner EFL classrooms. This design will include interactive lectures, activity presentations (pair work), reflections, poster presentations (group work) and cooperative learning activities. |
| Week | Subject | Related Preparation | |
| 1) | Introduction Revision of the Syllabus Discussion of the Principles | ||
| 2) | Children Learning a Foreign Language (Cameron, Ch: 1) | ||
| 3) | Learning the Spoken Language (Cameron, Ch: 3) | ||
| 4) | Teaching and Learning Styles in YLs Classroom | ||
| 5) | Presentation 1: Learning Words (Cameron, Ch: 4) | ||
| 6) | Presentation 2: Learning Grammar (Cameron, Ch: 5) | ||
| 7) | Presentation 3: Learning Literacy Skills (Cameron, Ch: 6) | ||
| 8) | Presentation 4: Learning through Stories (Cameron, Ch: 7) | ||
| 9) | Presentation 5: Theme-based Learning and Teaching (Cameron, Ch: 8) | ||
| 10) | Presentation 6: Project-based Learning (Handout) | ||
| 11) | Assessment in YL Classes (Cameron, Ch: 10) | ||
| 12) | Poster Preparation | ||
| 13) | Poster Presentations | ||
| 14) | Poster Presentations | ||
| Course Notes: | • Cameron, L. (2001). Teaching English to Young Learners. Cambridge University Press. • Selected articles and handouts |
| References: | http://exchanges.state.gov/englishteaching/forum-journal.html https://www.eslkidstuff.com/ https://www.fluentu.com/blog/educator-english/esl-activities-for-children/ http://www.bridgetefl.com/5-great-esl-games-for-teaching-english-to-young-learners/ |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 25 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 2 | % 40 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 35 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 65 | |
| PERCENTAGE OF FINAL WORK | % 35 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 2 | 24 | 48 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 35 | 35 |
| Total Workload | 125 | ||
| 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. |