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Week |
Subject |
Related Preparation |
| 1) |
Introduction |
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| 2) |
What is Globalization? |
Reading Eric Hobsbawm’s text |
| 3) |
Neoliberal Transformation in Turkey |
Litereture of Ziya Öniş and Fikret Şenses |
| 4) |
Daily Life in Istanbul |
Movie Projection |
| 5) |
Being Istanbullite and Arabesk Culture |
The reading of Ayşe Öncü |
| 6) |
Globalization and Istanbul |
Martin Stokes’ article |
| 7) |
New Life Styles and Lifespaces |
Rıfat Bali’s reading |
| 8) |
Guest Lecturer |
Geoffrey Bowe makes a presentation |
| 9) |
Urban Gentrification |
Çağlar Keyder’s literature |
| 10) |
Urban Gentrification 2 |
Presentation on the transformation of Tarlabaşı |
| 11) |
Global Culture of Consumption and Housing in Istanbul |
The reading of Ayşe Öncü |
| 12) |
The Transformation of Asmalimescit and Cihangir |
The reading of Nihal Coşkun & Selcen Yalçın |
| 13) |
Documentary |
The documentary is called Ekümenepolis |
| 14) |
Revision |
|
| 15) |
Final Exam |
|
| 16) |
Final Exam |
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| Course Notes: |
Hobsbawm, Eric. (2007) Globalisation, Democracy and Terrorism, London: Abacus. pp. 1-15
Öniş, Ziya & Fikret Şenses. (2009) “The New Phase of Neo-liberal Restructing in Turkey”, in Turkey and the Global Economy by Ziya Öniş & Fikret Şenses, New York: Routledge. pp. 1-10
Öncü, Ayşe. (1999) “Istanbulites and Others: The Cultural Cosmology of Being Middle Class in the Era of Globalism”, in Çağlar Keyder İstanbul: Between the Global and Local, USA: Rowman and Littlefield Publishers, pp. 95-120
Stokes, Martin. (1999) “Sounding Out: The Culture Industries and Globalization of Istanbul”, in Çağlar Keyder İstanbul: Between the Global and Local, USA: Rowman and Littlefield Publishers, pp. 121-140
Bali, Rıfat. (2009) From Tarz-ı Hayat to Life Style, İstanbul: İletişim, pp.134-174
Öncü, Ayşe. (1997) “The Myth of the ‘Ideal Home’: Travel Across Culture Border to Istanbul”, in Ayşe Öncü and Petra Weyland Space, Culture and Power: New Identities in Globalizing Cities, USA: Macmillan.
Coşkun, Nihal & Selcen Yalçın. (2007) “Gentrification In a Globalising World, Case Study: Istanbul”, |
| References: |
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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. |
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| 3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
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| 4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
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| 5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
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| 6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
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| 7) |
7. Design English language teaching curriculum and lesson plans. |
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| 8) |
8. Organize effective classrooms that promote English language learning. |
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| 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. |
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| 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. |
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| 11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
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| 12) |
12. Take into consideration professional and ethical rules and principles. |
4 |
| 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. |
4 |
| 14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
5 |
| 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. |
5 |
| 16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
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