Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SOCIOLINGUISTICS and LANGUAGE TEACHING | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Lect.Dr. Yeşim KEŞLİ DOLLAR |
| Assistant(s) | |
| Aim | This course aims at introducing the language in its sociocultural context by indicating how social and cultural factors affect language, language use, and language learning and teaching. The main purpose is to introduce students to the basic concepts of sociolinguistics and to show their applications in language and education. |
| Course Content | This course contains; Introduction to the course and explaining the purpose of the course,What is sociolinguistics? Definitions of sociolinguistics from different perspectives ,Sociolinguistics and Language Education- Sandra Lee Mckay,Sociolinguistics and Sociology of Language- Rajend Mesthrie,Multilingualism as a resource in the foreign language classroom- Veera Illman and Päivi Pietilä,The use of teacher code-switching for very young EFL learners- Daeun Song and Jang Ho Lee,Style, context and register in sociolinguistics,Speech functions, politeness and cross-cultural communication,Speech functions, politeness and cross-cultural communication,Gender, politeness and stereotypes,Regional and social dialects,Gender and age,Language maintenance and shift,Linguistic varieties and multilingual nations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, students will be able to express basic concepts in the field of sociolinguistics. | 10, 9 | A |
| Students will recognize language diversity, linguistic variables, age, gender, and social factors. | 10, 9 | A |
| Students analyze language relationships and their consequences in relation to bilingualism, multilingualism, bivariate language, code-switching, language loss. | 10, 9 | A |
| Students will be able to articulate the worldwide spread of English and its implications for foreign/second language teaching. | 16, 9 | A |
| Students explain how social and cultural factors influence language teaching and learning outcomes. | 10, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course and explaining the purpose of the course | Introductıon to the course |
| 2 | What is sociolinguistics? Definitions of sociolinguistics from different perspectives | Holmes Sectıon I pp.17-100 |
| 3 | Sociolinguistics and Language Education- Sandra Lee Mckay | Holmes Sectıon II pp.17-100 |
| 4 | Sociolinguistics and Sociology of Language- Rajend Mesthrie | Holmes Sectıon I pp.17-100 |
| 5 | Multilingualism as a resource in the foreign language classroom- Veera Illman and Päivi Pietilä | Holmes Sectıon I pp.17-100 |
| 6 | The use of teacher code-switching for very young EFL learners- Daeun Song and Jang Ho Lee | Holmes Sectıon I pp.17-100 |
| 7 | Style, context and register in sociolinguistics | Holmes Sectıon II pp.129-206 |
| 8 | Speech functions, politeness and cross-cultural communication | Holmes Sectıon II pp.129-206 |
| 9 | Speech functions, politeness and cross-cultural communication | Holmes Sectıon II pp.129-206 |
| 10 | Gender, politeness and stereotypes | Holmes Sectıon III pp. 239-439 |
| 11 | Regional and social dialects | Holmes Sectıon III pp. 239-439 |
| 12 | Gender and age | Holmes Sectıon III pp. 239-439 |
| 13 | Language maintenance and shift | Holmes Sectıon III pp. 239-439 |
| 14 | Linguistic varieties and multilingual nations | Holmes Sectıon III pp. 239-439 |
| Resources |
| Holmes, J. (2003). An introduction to sociolinguistics (4th edition). the UK: Routledge, Taylor and Francis Group. |
| Ball, M. J. (2010). The Routledge handbook of sociolinguistics around the world. New York: Routledge Taylor and Francis Group. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 12 | 24 | |||
| Term Project | 1 | 4 | 4 | |||
| Presentation of Project / Seminar | 1 | 12 | 12 | |||
| Quiz | 2 | 3 | 6 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 1 | 10 | 10 | |||
| Total Workload(Hour) | 106 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(106/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SOCIOLINGUISTICS and LANGUAGE TEACHING | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Lect.Dr. Yeşim KEŞLİ DOLLAR |
| Assistant(s) | |
| Aim | This course aims at introducing the language in its sociocultural context by indicating how social and cultural factors affect language, language use, and language learning and teaching. The main purpose is to introduce students to the basic concepts of sociolinguistics and to show their applications in language and education. |
| Course Content | This course contains; Introduction to the course and explaining the purpose of the course,What is sociolinguistics? Definitions of sociolinguistics from different perspectives ,Sociolinguistics and Language Education- Sandra Lee Mckay,Sociolinguistics and Sociology of Language- Rajend Mesthrie,Multilingualism as a resource in the foreign language classroom- Veera Illman and Päivi Pietilä,The use of teacher code-switching for very young EFL learners- Daeun Song and Jang Ho Lee,Style, context and register in sociolinguistics,Speech functions, politeness and cross-cultural communication,Speech functions, politeness and cross-cultural communication,Gender, politeness and stereotypes,Regional and social dialects,Gender and age,Language maintenance and shift,Linguistic varieties and multilingual nations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, students will be able to express basic concepts in the field of sociolinguistics. | 10, 9 | A |
| Students will recognize language diversity, linguistic variables, age, gender, and social factors. | 10, 9 | A |
| Students analyze language relationships and their consequences in relation to bilingualism, multilingualism, bivariate language, code-switching, language loss. | 10, 9 | A |
| Students will be able to articulate the worldwide spread of English and its implications for foreign/second language teaching. | 16, 9 | A |
| Students explain how social and cultural factors influence language teaching and learning outcomes. | 10, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course and explaining the purpose of the course | Introductıon to the course |
| 2 | What is sociolinguistics? Definitions of sociolinguistics from different perspectives | Holmes Sectıon I pp.17-100 |
| 3 | Sociolinguistics and Language Education- Sandra Lee Mckay | Holmes Sectıon II pp.17-100 |
| 4 | Sociolinguistics and Sociology of Language- Rajend Mesthrie | Holmes Sectıon I pp.17-100 |
| 5 | Multilingualism as a resource in the foreign language classroom- Veera Illman and Päivi Pietilä | Holmes Sectıon I pp.17-100 |
| 6 | The use of teacher code-switching for very young EFL learners- Daeun Song and Jang Ho Lee | Holmes Sectıon I pp.17-100 |
| 7 | Style, context and register in sociolinguistics | Holmes Sectıon II pp.129-206 |
| 8 | Speech functions, politeness and cross-cultural communication | Holmes Sectıon II pp.129-206 |
| 9 | Speech functions, politeness and cross-cultural communication | Holmes Sectıon II pp.129-206 |
| 10 | Gender, politeness and stereotypes | Holmes Sectıon III pp. 239-439 |
| 11 | Regional and social dialects | Holmes Sectıon III pp. 239-439 |
| 12 | Gender and age | Holmes Sectıon III pp. 239-439 |
| 13 | Language maintenance and shift | Holmes Sectıon III pp. 239-439 |
| 14 | Linguistic varieties and multilingual nations | Holmes Sectıon III pp. 239-439 |
| Resources |
| Holmes, J. (2003). An introduction to sociolinguistics (4th edition). the UK: Routledge, Taylor and Francis Group. |
| Ball, M. J. (2010). The Routledge handbook of sociolinguistics around the world. New York: Routledge Taylor and Francis Group. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |