Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPING COURSE CONTENT in TEACHING ENGLISH LANGUAGE | ELT4112101 | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Volkan İNCEÇAY |
| Name of Lecturer(s) | Lect.Dr. Mehmet ÇELİKBAŞ |
| Assistant(s) | |
| Aim | This course takes a project-based approach to gaining experience with language teaching materials and students must be prepared to adjust and adapt their methods accordingly and access to the most appropriate teaching materials for the learners. |
| Course Content | This course contains; Syllabus Review Textbook Review Course overview ,The role of materials in the language classroom: Finding the balance,The role of materials in the language classroom II,Teaching-Learning Materials,Adapting materials ,Materials have a range of purposes I,Materials have a range of purposes II,Teacher-created materials project meeting I,Teacher-created materials project meeting II,Materials for Cultural Awareness,Corpora and Materials,Materials Development Courses,In-class presentations I,In-class presentations II. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students define theories and principles of course content and materials design in English language teaching. | 2, 6, 9 | F |
| Students adapt and develop materials for language teaching. | 10, 16, 9 | F |
| Students design their own teaching materials and supplementary materials according to the appropriate method, student level, needs, and current school environment. | 10, 16, 9 | F |
| Students evaluate English textbook contents and materials. | 10, 16, 9 | F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus Review Textbook Review Course overview | Students review examples of textbooks and instructional materials used in English language teaching. |
| 2 | The role of materials in the language classroom: Finding the balance | Crawford, J. (1995). The role of materials in the language classr oom: finding the balance. TESOL in Context, 5(1), 25-33 |
| 3 | The role of materials in the language classroom II | Explain the following statement, “When the teachers decide to adapt authentic or created materials, it means that they are bridging the gap between the classroom and the world" |
| 4 | Teaching-Learning Materials | Read Mcdonough Ch 4, pp. 63-78 and and make five questions with “Why” or “How” with your peers in your group |
| 5 | Adapting materials | Students examine a unit or activity from an English language teaching textbook or instructional material and identify aspects that may require adaptation. |
| 6 | Materials have a range of purposes I | The way materials are used will vary from context to context depending on factors such as the aim of the course, the experience and confidence of the teacher, the requirements of the institution and the expectations of the learner. WHY? |
| 7 | Materials have a range of purposes II | Teaching materials are a key component in most language programs. Whether the teacher uses a textbook, institutionally prepared materials, or his or her own materials, instructional materials generally serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. In the case of inexperienced teachers, materials may also serve as a form of teacher training. DO YOU AGREE/DISAGREE? |
| 8 | Teacher-created materials project meeting I | Students prepare preliminary ideas regarding the target learners, proficiency level, and instructional objectives of the material they plan to develop. |
| 9 | Teacher-created materials project meeting II | Students develop preliminary ideas for the material they will create as part of their course project. |
| 10 | Materials for Cultural Awareness | McKay Ch. 8 Fagout (2003, 1-24) |
| 11 | Corpora and Materials | Basterra et al., Ch. 5 |
| 12 | Materials Development Courses | McKay Ch. 10 Shohamy (2001) |
| 13 | In-class presentations I | Students prepare a presentation draft of their developed material and review their presentation materials. |
| 14 | In-class presentations II | Students prepare a presentation draft of their developed material and review their presentation materials. |
| Resources |
| 1.Considine, C. L., Seek, M. W., & Lester, J. (2014). Strategies for effective online course development. 2. Cunningsworth, A. (1995). Choosing Your Coursebook. Macmillan Publishers Limited. 3. McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher's guide (Vol. 2). John Wiley & Sons. 4. Ornelles, C., Ray, A. B., & Wells, J. C. (2019). Designing online courses in teacher education to enhance adult learner engagement. International Journal of Teaching and Learning in Higher Education, 31(3), 547-557. 5. Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34-43. 6. Tomlinson, B. (Ed.). (2023). Developing materials for language teaching. Bloomsbury Publishing. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | 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 | 3 | 6 | 18 | |||
| Term Project | 2 | 2 | 4 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| DEVELOPING COURSE CONTENT in TEACHING ENGLISH LANGUAGE | ELT4112101 | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Volkan İNCEÇAY |
| Name of Lecturer(s) | Lect.Dr. Mehmet ÇELİKBAŞ |
| Assistant(s) | |
| Aim | This course takes a project-based approach to gaining experience with language teaching materials and students must be prepared to adjust and adapt their methods accordingly and access to the most appropriate teaching materials for the learners. |
| Course Content | This course contains; Syllabus Review Textbook Review Course overview ,The role of materials in the language classroom: Finding the balance,The role of materials in the language classroom II,Teaching-Learning Materials,Adapting materials ,Materials have a range of purposes I,Materials have a range of purposes II,Teacher-created materials project meeting I,Teacher-created materials project meeting II,Materials for Cultural Awareness,Corpora and Materials,Materials Development Courses,In-class presentations I,In-class presentations II. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students define theories and principles of course content and materials design in English language teaching. | 2, 6, 9 | F |
| Students adapt and develop materials for language teaching. | 10, 16, 9 | F |
| Students design their own teaching materials and supplementary materials according to the appropriate method, student level, needs, and current school environment. | 10, 16, 9 | F |
| Students evaluate English textbook contents and materials. | 10, 16, 9 | F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus Review Textbook Review Course overview | Students review examples of textbooks and instructional materials used in English language teaching. |
| 2 | The role of materials in the language classroom: Finding the balance | Crawford, J. (1995). The role of materials in the language classr oom: finding the balance. TESOL in Context, 5(1), 25-33 |
| 3 | The role of materials in the language classroom II | Explain the following statement, “When the teachers decide to adapt authentic or created materials, it means that they are bridging the gap between the classroom and the world" |
| 4 | Teaching-Learning Materials | Read Mcdonough Ch 4, pp. 63-78 and and make five questions with “Why” or “How” with your peers in your group |
| 5 | Adapting materials | Students examine a unit or activity from an English language teaching textbook or instructional material and identify aspects that may require adaptation. |
| 6 | Materials have a range of purposes I | The way materials are used will vary from context to context depending on factors such as the aim of the course, the experience and confidence of the teacher, the requirements of the institution and the expectations of the learner. WHY? |
| 7 | Materials have a range of purposes II | Teaching materials are a key component in most language programs. Whether the teacher uses a textbook, institutionally prepared materials, or his or her own materials, instructional materials generally serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. In the case of inexperienced teachers, materials may also serve as a form of teacher training. DO YOU AGREE/DISAGREE? |
| 8 | Teacher-created materials project meeting I | Students prepare preliminary ideas regarding the target learners, proficiency level, and instructional objectives of the material they plan to develop. |
| 9 | Teacher-created materials project meeting II | Students develop preliminary ideas for the material they will create as part of their course project. |
| 10 | Materials for Cultural Awareness | McKay Ch. 8 Fagout (2003, 1-24) |
| 11 | Corpora and Materials | Basterra et al., Ch. 5 |
| 12 | Materials Development Courses | McKay Ch. 10 Shohamy (2001) |
| 13 | In-class presentations I | Students prepare a presentation draft of their developed material and review their presentation materials. |
| 14 | In-class presentations II | Students prepare a presentation draft of their developed material and review their presentation materials. |
| Resources |
| 1.Considine, C. L., Seek, M. W., & Lester, J. (2014). Strategies for effective online course development. 2. Cunningsworth, A. (1995). Choosing Your Coursebook. Macmillan Publishers Limited. 3. McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher's guide (Vol. 2). John Wiley & Sons. 4. Ornelles, C., Ray, A. B., & Wells, J. C. (2019). Designing online courses in teacher education to enhance adult learner engagement. International Journal of Teaching and Learning in Higher Education, 31(3), 547-557. 5. Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34-43. 6. Tomlinson, B. (Ed.). (2023). Developing materials for language teaching. Bloomsbury Publishing. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |