Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| WORLD ENGLISHES and CULTURE | - | 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. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | |
| Aim | The purpose of this course is to (1) familiarize the students with the key sociolinguistic concepts such as native speaker, non-native speaker, English as a first language, English as a foreign language (EFL), and English as an international Language (EIL), (2) explain the different models of world Englishes, (3) familiarize them with the concept of English as a lingua franca, and the ownership of English, (4) explain implications for English language teaching in English as a lingua franca era, (5) teach different cultural parameters, (6) create an awareness on the connection between culture and stereotyping, and intercultural competence, and (7) understand the connection between language, culture and World Englishes. |
| Course Content | This course contains; Introduction Key sociolinguistic concepts (Andy Kirkpatrick),Models of world Englishes (Andy Kirkpatrick) ,Acculturation in World Englishes (Sridhar) ,English in the Nigerian novel (Bamiro) ,Linguistic creativity and world Englishes literatures (Kachru) ,Grammar of English as a lingua franca (Björkman) ,Implications for English language teaching (Andy Kirkpatrick) ,Language and culture (George Yule) ,Language, culture, and identity (Douglas Brown) ,Nonverbal Communication (Douglas Brown) ,Nonverbal Communication (Douglas Brown) Presentations,Raising cultural consciousness (Kumaravadivelu) ,Raising cultural consciousness (Kumaravadivelu) ,Revisions. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of the course, students will (1) identify the key sociolinguistic concepts (2) know the different models of world Englishes, (3) be able to understand the concept of English as a lingua franca, and the ownership of English, (4) employ the implications of English as a lingua franca in English language teaching , (5) identify different cultural parameters, and (6) understand the connection between language, culture and World Englishes. | 2 | E |
| Teaching Methods: | 2: Project Based Learning Model |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction Key sociolinguistic concepts (Andy Kirkpatrick) | Kirkpatrick (2007). chapter 1 - Preparing a PowerPoint presentation |
| 2 | Models of world Englishes (Andy Kirkpatrick) | Kirkpatrick (2007). chapter 1 - Preparing a PowerPoint presentation |
| 3 | Acculturation in World Englishes (Sridhar) | Sridhar (2013). A book chapter - Preparing a PowerPoint presentation |
| 4 | English in the Nigerian novel (Bamiro) | Bamiro (2013). A book chapter - Preparing a PowerPoint presentation |
| 5 | Linguistic creativity and world Englishes literatures (Kachru) | Kachru (2013). A book chapter - Preparing a PowerPoint presentation |
| 6 | Grammar of English as a lingua franca (Björkman) | Björkman (2013). A book chapter - Preparing a PowerPoint presentation |
| 7 | Implications for English language teaching (Andy Kirkpatrick) | Kirkpatrick (2007). Chapter Two - Preparing a PowerPoint presentation |
| 8 | Language and culture (George Yule) | Yule (2014). p. 271-281. - Preparing a PowerPoint presentation |
| 9 | Language, culture, and identity (Douglas Brown) | Brown (2014). Chapter Seven - Preparing a PowerPoint presentation |
| 10 | Nonverbal Communication (Douglas Brown) | Brown (2014). p. 231-234 - Preparing a PowerPoint presentation |
| 11 | Nonverbal Communication (Douglas Brown) Presentations | Grup sunumlarının notlarının alınması Grup ödevi |
| 12 | Raising cultural consciousness (Kumaravadivelu) | Kumaravadivelu (2003). Chapter 12 - Preparing a PowerPoint presentation |
| 13 | Raising cultural consciousness (Kumaravadivelu) | Kumaravadivelu (2003). Chapter 12 - Preparing a PowerPoint presentation |
| 14 | Revisions | - Preparing a PowerPoint presentation - Summarizing the contents - Making conclusions |
| Resources |
| Brown, H. D. (2014). Principles of language learning and teaching: A course in second language acquisition (6th edition). Pearson Education, Inc. NY. Chapelle, C. A. (2013). the encyclopedia of applied linguistics. Oxford: Blackwell/Wiley. Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. Yale University Press. Yule, G. (2014). The study of language (5th edition). Cambridge: Cambridge University Press. |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| 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 | 4 | 6 | 24 | |||
| Term Project | 1 | 4 | 4 | |||
| Presentation of Project / Seminar | 2 | 8 | 16 | |||
| Quiz | 2 | 3 | 6 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 1 | 10 | 10 | |||
| Total Workload(Hour) | 110 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(110/30) | 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 |
|---|---|---|---|---|---|
| WORLD ENGLISHES and CULTURE | - | 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. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | |
| Aim | The purpose of this course is to (1) familiarize the students with the key sociolinguistic concepts such as native speaker, non-native speaker, English as a first language, English as a foreign language (EFL), and English as an international Language (EIL), (2) explain the different models of world Englishes, (3) familiarize them with the concept of English as a lingua franca, and the ownership of English, (4) explain implications for English language teaching in English as a lingua franca era, (5) teach different cultural parameters, (6) create an awareness on the connection between culture and stereotyping, and intercultural competence, and (7) understand the connection between language, culture and World Englishes. |
| Course Content | This course contains; Introduction Key sociolinguistic concepts (Andy Kirkpatrick),Models of world Englishes (Andy Kirkpatrick) ,Acculturation in World Englishes (Sridhar) ,English in the Nigerian novel (Bamiro) ,Linguistic creativity and world Englishes literatures (Kachru) ,Grammar of English as a lingua franca (Björkman) ,Implications for English language teaching (Andy Kirkpatrick) ,Language and culture (George Yule) ,Language, culture, and identity (Douglas Brown) ,Nonverbal Communication (Douglas Brown) ,Nonverbal Communication (Douglas Brown) Presentations,Raising cultural consciousness (Kumaravadivelu) ,Raising cultural consciousness (Kumaravadivelu) ,Revisions. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of the course, students will (1) identify the key sociolinguistic concepts (2) know the different models of world Englishes, (3) be able to understand the concept of English as a lingua franca, and the ownership of English, (4) employ the implications of English as a lingua franca in English language teaching , (5) identify different cultural parameters, and (6) understand the connection between language, culture and World Englishes. | 2 | E |
| Teaching Methods: | 2: Project Based Learning Model |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction Key sociolinguistic concepts (Andy Kirkpatrick) | Kirkpatrick (2007). chapter 1 - Preparing a PowerPoint presentation |
| 2 | Models of world Englishes (Andy Kirkpatrick) | Kirkpatrick (2007). chapter 1 - Preparing a PowerPoint presentation |
| 3 | Acculturation in World Englishes (Sridhar) | Sridhar (2013). A book chapter - Preparing a PowerPoint presentation |
| 4 | English in the Nigerian novel (Bamiro) | Bamiro (2013). A book chapter - Preparing a PowerPoint presentation |
| 5 | Linguistic creativity and world Englishes literatures (Kachru) | Kachru (2013). A book chapter - Preparing a PowerPoint presentation |
| 6 | Grammar of English as a lingua franca (Björkman) | Björkman (2013). A book chapter - Preparing a PowerPoint presentation |
| 7 | Implications for English language teaching (Andy Kirkpatrick) | Kirkpatrick (2007). Chapter Two - Preparing a PowerPoint presentation |
| 8 | Language and culture (George Yule) | Yule (2014). p. 271-281. - Preparing a PowerPoint presentation |
| 9 | Language, culture, and identity (Douglas Brown) | Brown (2014). Chapter Seven - Preparing a PowerPoint presentation |
| 10 | Nonverbal Communication (Douglas Brown) | Brown (2014). p. 231-234 - Preparing a PowerPoint presentation |
| 11 | Nonverbal Communication (Douglas Brown) Presentations | Grup sunumlarının notlarının alınması Grup ödevi |
| 12 | Raising cultural consciousness (Kumaravadivelu) | Kumaravadivelu (2003). Chapter 12 - Preparing a PowerPoint presentation |
| 13 | Raising cultural consciousness (Kumaravadivelu) | Kumaravadivelu (2003). Chapter 12 - Preparing a PowerPoint presentation |
| 14 | Revisions | - Preparing a PowerPoint presentation - Summarizing the contents - Making conclusions |
| Resources |
| Brown, H. D. (2014). Principles of language learning and teaching: A course in second language acquisition (6th edition). Pearson Education, Inc. NY. Chapelle, C. A. (2013). the encyclopedia of applied linguistics. Oxford: Blackwell/Wiley. Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. Yale University Press. Yule, G. (2014). The study of language (5th edition). Cambridge: Cambridge University Press. |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |