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Week |
Subject |
Related Preparation |
| 1) |
The End of Empire |
Readings on the break-up of the Otoman Empire; colonialism; independence of colonial states; centralized state systems of Iran and Turkey |
| 2) |
State power in the Arab world |
Authoritarian states; classes and other groups |
| 3) |
Family rule in the Arab world |
Royal family rule in Jordan and Morocco; Libya |
| 4) |
Uses and misuses of oil revenues |
The rentier state: Saudi Arabia and the Gulf states |
| 5) |
Arab nationalism |
Intra-Arab state relations; Arab-Israeli relations |
| 6) |
State and politics outside the Arab world |
Israel, Iran and Turkey |
| 7) |
Re-designing the Middle East after the Gulf War |
Regional effects of the Gulf War; the domestic effect of the Gulf War; developments in the 1990’s. |
| 8) |
Economic and political liberalization |
Egypt; Bin Ali’s Tunisia; and Israel |
| 9) |
Dini uynanış ve dini devrim |
Islamic Republic of Iran; religion and politics in Arab states; religion and politics in Israel; Christians between communalism and nationalism |
| 10) |
Non-state actors I |
Rural politics; organized labor; women in politics; Palestinians |
| 11) |
Non-state actors II |
Civil society in Yemen, Iran, Egypt, Jordan and Turkey |
| 12) |
Economic development of Turkey |
Structural adjustment: 1980’s-2000’s |
| 13) |
The impact of
September 11, 2001
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The effect of Al-Jazeera; the making of post September 11 US policy |
| 14) |
Review |
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| 15) |
Final Exam |
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| 16) |
Final Exam |
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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. |
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| 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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