TÜRKÇE
ENGLISH
Information
| Code | ELT849 |
| Name | Current Issues in Langauage Education |
| Term | 2022-2023 Academic Year |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | İngilizce |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator |
Course Goal / Objective
In this course students will be introduced to current issues in foreign and second language education both in Turkey and international settings.
Course Content
Students will learn about key pedagogical issues based on recent research findings. Special emphasis will be given to learner contributions to language learning, including the examination of critical aspects of individual learner differences from a sociocultural and psychological perspective. Some other areas will include identity of the language teacher in both native and non-native language contexts and politics and pedagogical implications of English as a lingua franca in local and global settings..
Course Precondition
NA
Resources
Cangarajah, A. S. (2006). TESOL at Forty: What are the issues? TESOL Quarterly, 40(1), 9-34. McKay, S. L. (2011). English as an international lingua franca pedagogy. In E. Hinkel (Ed.) Handbook of research in second language teaching and learning, Vol 2, pp. 122-139. New York: Routledge. Maley, A. (2009). ELF: A teacher’s perspective. Language and intercultural communication 9(3): 187-200. Phillipson, R. (1992). Linguistic imperialism: Theoretical foundations. In R. Phillipson Linguistic Imperialism, pp.38-77. Oxford: OUP
Notes
_In addition to these publications, related research articles published recently will be examined
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Study the nature and status of English as a ‘lingua franca’ and considering its pedagogical implications |
| LO02 | Examine the contributions of the teacher to the language learning context by analysing teachers’ beliefs and professional identities, including the issue of native-speakerism |
| LO03 | Explore current debates regarding the contexts of language teaching and learning, including curriculum goals and methodological implications. |
| LO04 | Investigate different trends in language teaching methodologies |
| LO05 | Exhibit an understanding of international perspectives relevant to the language educational field |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | The students can critically analyze language learning theories | 2 |
| PLO02 | Bilgi - Kuramsal, Olgusal | The students can develop themselves professionally | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | The students can critically evaluate the research studies in the field | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | The students can join in collaborative team work | |
| PLO05 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can present his knowledge and share his experience in the field | |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | The students can think creatively to construct novice ideas | |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | The students can apply scientific research methods in novel studies | |
| PLO08 | Bilgi - Kuramsal, Olgusal | The students can be aware of the ethical issues in their research studies | 3 |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can discuss their arguments with evidence | 2 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | The students can implement higher order thinking skills in solving problems | 2 |
| PLO11 | Bilgi - Kuramsal, Olgusal | The students can contribute to their fields by publishing their studies in journals | 3 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | The students can contribute to the goal of becoming an intellectual community | 2 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction | No prerequisite required | Öğretim Yöntemleri: Beyin Fırtınası |
| 2 | What is this course about? | Active participation | Öğretim Yöntemleri: Tartışma |
| 3 | What are the roles of language teaching? | Prior coming to class students are expected to gather knowledge on the roles of language | Öğretim Yöntemleri: Grup Çalışması |
| 4 | The politics of language teaching | Be ready to discuss various policies of language teaching | Öğretim Yöntemleri: Tartışma |
| 5 | Who is the Teacher? | Reading about the topic | Öğretim Yöntemleri: Anlatım, Tartışma |
| 6 | Native Speakerism | Reading published articles | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 7 | How qualified are we? | Examining related articles | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Proje konusunu belirleme | Ölçme Yöntemleri: Proje / Tasarım |
| 9 | What do we do in class? | Preparing 4 questions regarding the topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 10 | Teaching Grammar | Examining different ways of grammar teaching | Öğretim Yöntemleri: Beyin Fırtınası, Tartışma |
| 11 | Content and language integrated learning (CLIL) | Watching videos about CLIL | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 12 | Target Culture teaching | Reading articles | Öğretim Yöntemleri: Anlatım, Tartışma |
| 13 | Concepts of 'mother tongue' | Prior reading on concepts of mother tongue | Öğretim Yöntemleri: Soru-Cevap, Beyin Fırtınası |
| 14 | Comprehensibility/intelligibility judgments and language ownership | Konuyla alakalı makale incelenmesi | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma |
| 15 | Teacher identity | Combing articles about the topic | Öğretim Yöntemleri: Tartışma, Grup Çalışması |
| 16 | Term Exams | Preparation about assigned project | Ölçme Yöntemleri: Proje / Tasarım |
| 17 | Term Exams | Preparation prior to assignment | Ölçme Yöntemleri: Proje / Tasarım |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||