This course aims to provide students with the theoretical and practical aspects of Teaching English to Young Learners and to create opportunities for students to have practice teaching English to children.
Course Content
This course contains; Introduction to the course. Basic principles of teaching English to young learners,Learning theories and appropriate material selection,Contextualizing Instruction and Theme-based Teaching,Classroom Management in young learners' class,Teaching Language Skills: Listening and Speaking,Teaching Language Skills: Reading and Writing,Group Presentations,Teaching Language Skills: Grammar and Vocabulary,Assessing young learners,Twenty-first-Century Skills in Teaching English to Young Learners,Microteaching I,Microteaching II,Microteaching III,Feedbacks and reflections.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Students will analyze different types of syllabi for young learners.
10, 6, 9
E, F
Students will evaluate and design different syllabus types for young learners.
5
F
Students design activities for teaching vocabulary, grammatical structure, and language skills to young learners.
5
F
Students will list the principles for assessing and evaluating the performance of child learners.
16, 9
F
Students synthesize works of children's literature with the selected syllabus genre.
Introduction to the course. Basic principles of teaching English to young learners
Introduction to fundamental concepts
2
Learning theories and appropriate material selection
Ch 1, 1-18
3
Contextualizing Instruction and Theme-based Teaching
Ch 2, 21-44
4
Classroom Management in young learners' class
Ch 3, 45-67
5
Teaching Language Skills: Listening and Speaking
Ch 4, 68-95
6
Teaching Language Skills: Reading and Writing
Ch 5, 97-119
7
Group Presentations
In-classwork
8
Teaching Language Skills: Grammar and Vocabulary
Ch 6, 120--135
9
Assessing young learners
Ch 7, 137--163
10
Twenty-first-Century Skills in Teaching English to Young Learners
Ch 9, 186-201
11
Microteaching I
In-classwork
12
Microteaching II
In-classwork
13
Microteaching III
In-class work
14
Feedbacks and reflections
In-class work
Resources
1. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CUP 2. Shin J., Crandall J. (2014). Teaching Young Learners English: From Theory to Practice. Australia; Boston: National Geographic Learning/Heinle, Cengage Learning 3. Phillips, S. (1993) Young Learners. Oxford: OUP
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
3
42
Guided Problem Solving
1
4
4
Resolution of Homework Problems and Submission as a Report
4
8
32
Term Project
2
6
12
Presentation of Project / Seminar
2
8
16
Quiz
2
2
4
Midterm Exam
1
8
8
General Exam
1
10
10
Performance Task, Maintenance Plan
1
8
8
Total Workload(Hour)
136
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(136/30)
5
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
TEACHING FOREIGN LANGUAGE to YOUNG LEARNERS II
-
Spring Semester
3+0
3
5
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of Course
English
Course Level
First Cycle (Bachelor's Degree)
Course Type
Required
Course Coordinator
Assoc.Prof. Aynur KESEN MUTLU
Name of Lecturer(s)
Assistant(s)
Aim
This course aims to provide students with the theoretical and practical aspects of Teaching English to Young Learners and to create opportunities for students to have practice teaching English to children.
Course Content
This course contains; Introduction to the course. Basic principles of teaching English to young learners,Learning theories and appropriate material selection,Contextualizing Instruction and Theme-based Teaching,Classroom Management in young learners' class,Teaching Language Skills: Listening and Speaking,Teaching Language Skills: Reading and Writing,Group Presentations,Teaching Language Skills: Grammar and Vocabulary,Assessing young learners,Twenty-first-Century Skills in Teaching English to Young Learners,Microteaching I,Microteaching II,Microteaching III,Feedbacks and reflections.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Students will analyze different types of syllabi for young learners.
10, 6, 9
E, F
Students will evaluate and design different syllabus types for young learners.
5
F
Students design activities for teaching vocabulary, grammatical structure, and language skills to young learners.
5
F
Students will list the principles for assessing and evaluating the performance of child learners.
16, 9
F
Students synthesize works of children's literature with the selected syllabus genre.
Introduction to the course. Basic principles of teaching English to young learners
Introduction to fundamental concepts
2
Learning theories and appropriate material selection
Ch 1, 1-18
3
Contextualizing Instruction and Theme-based Teaching
Ch 2, 21-44
4
Classroom Management in young learners' class
Ch 3, 45-67
5
Teaching Language Skills: Listening and Speaking
Ch 4, 68-95
6
Teaching Language Skills: Reading and Writing
Ch 5, 97-119
7
Group Presentations
In-classwork
8
Teaching Language Skills: Grammar and Vocabulary
Ch 6, 120--135
9
Assessing young learners
Ch 7, 137--163
10
Twenty-first-Century Skills in Teaching English to Young Learners
Ch 9, 186-201
11
Microteaching I
In-classwork
12
Microteaching II
In-classwork
13
Microteaching III
In-class work
14
Feedbacks and reflections
In-class work
Resources
1. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CUP 2. Shin J., Crandall J. (2014). Teaching Young Learners English: From Theory to Practice. Australia; Boston: National Geographic Learning/Heinle, Cengage Learning 3. Phillips, S. (1993) Young Learners. Oxford: OUP
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.
