Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING ENGLISH to YOUNG LEARNERS | ELT3116398 | Fall Semester | 3+0 | 3 | 6 |
| 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. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | The aim of this course is to introduce the principles and practices of teaching English to young learners by examining their developmental characteristics, SLA theories, and classroom management needs. It equips students with strategies for teaching vocabulary, grammar, and the four skills, and promotes the use of storytelling, drama, games, gamification, and digital/AI tools. The course also encourages critical reflection on national and international frameworks, including the Maarif Model of the Century of Türkiye and Cambridge Life Competencies, to support the design of engaging and age-appropriate lessons. |
| Course Content | This course contains; Introduction to the course ,How Children Learn a Foreign Language,Individual Differences in Young Learners’ Language Learning,Classroom Management in YL Contexts,Teaching Vocabulary to Young Learners,Teaching Grammar to Young Learners,Teaching Receptive & Productive Skills in Primary English Language Classes,Teaching Receptive & Productive Skills in Primary English Language Classes,The Maarif Model of the Century of Türkiye,Storytelling and Drama in Primary English Language Teaching,Fun, Games, and Gamification in YL Classrooms,21st Century Skills and Cambridge Life Competencies ,Digital / AI Tools in Primary English Lessons,Digital / AI Tools in Primary English Lessons. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains young learner characteristics, SLA theories, and classroom management principles. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Applies effective strategies for teaching vocabulary, grammar, and receptive and productive skills in primary English classes. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Integrates storytelling, drama, games, gamification, and digital/AI tools into young learner classrooms. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Analyzes the implications of the Maarif Model for English language teaching. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Evaluates the integration of 21st century skills and Cambridge Life Competencies into lesson planning. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Creates engaging, age-appropriate, and inclusive classroom tasks and activities for young learners. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 24: Mind Map Technique, 33: Station Technique , 36: Peer Teaching Technique, 5: Cooperative Learning, 8: Flipped Classroom Learning |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course | Teaching materials prepared by the course instructor |
| 2 | How Children Learn a Foreign Language | Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press. Chapter 1 |
| 3 | Individual Differences in Young Learners’ Language Learning | Lightbown, P. & Spada, N. (2013). How Languages are Learned. Chapter 3 |
| 4 | Classroom Management in YL Contexts | Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education. Chapter 3 |
| 5 | Teaching Vocabulary to Young Learners | Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education Limited. Chapter 15 |
| 6 | Teaching Grammar to Young Learners | Lewis, G., & Mol, H. (2009). Grammar for Young Learners. Oxford: Oxford University Press. Introduction and Chapter 1 |
| 7 | Teaching Receptive & Productive Skills in Primary English Language Classes | Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education. Chapter 9 – 10 |
| 8 | Teaching Receptive & Productive Skills in Primary English Language Classes | Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education. Chapter 9 – 10 |
| 9 | The Maarif Model of the Century of Türkiye | Ministry of National Education (MoNE) Web Portal https://tymm.meb.gov.tr/ |
| 10 | Storytelling and Drama in Primary English Language Teaching | Winston, J. (Ed.). (2012). Second language learning through drama: Practical techniques and applications. Routledge.Chapter 2 |
| 11 | Fun, Games, and Gamification in YL Classrooms | Küçük Yaş Öğrenenlerinin Sınıflarında Eğlence, Oyunlar ve Oyunlaştırma |
| 12 | 21st Century Skills and Cambridge Life Competencies | Cambridge University Press (2019). Cambridge Life Competencies Framework. Selected booklet |
| 13 | Digital / AI Tools in Primary English Lessons | Teaching materials prepared by the course instructor. |
| 14 | Digital / AI Tools in Primary English Lessons | Teaching materials prepared by the course instructor. |
| Resources |
| Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press. Chapter 1 Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education. Chapter 3 – 9 – 10 Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education Limited. Chapter 15 Lewis, G., & Mol, H. (2009). Grammar for Young Learners. Oxford: Oxford University Press. Introduction and Chapter 1 Lightbown, P. & Spada, N. (2013). How Languages are Learned. Chapter 3 Winston, J. (Ed.). (2012). Second language learning through drama: Practical techniques and applications. Routledge. Chapter 2 |
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. | ||||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | ||||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | ||||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | ||||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | ||||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | ||||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | ||||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | ||||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | ||||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | ||||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | ||||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | ||||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
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 | 3 | 14 | 42 | |||
| Guided Problem Solving | 4 | 3 | 12 | |||
| Resolution of Homework Problems and Submission as a Report | 6 | 6 | 36 | |||
| Term Project | 1 | 4 | 4 | |||
| Presentation of Project / Seminar | 4 | 5 | 20 | |||
| Quiz | 2 | 2 | 4 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 5 | 7 | 35 | |||
| Total Workload(Hour) | 178 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(178/30) | 6 | |||||
| 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 ENGLISH to YOUNG LEARNERS | ELT3116398 | Fall Semester | 3+0 | 3 | 6 |
| 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. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | The aim of this course is to introduce the principles and practices of teaching English to young learners by examining their developmental characteristics, SLA theories, and classroom management needs. It equips students with strategies for teaching vocabulary, grammar, and the four skills, and promotes the use of storytelling, drama, games, gamification, and digital/AI tools. The course also encourages critical reflection on national and international frameworks, including the Maarif Model of the Century of Türkiye and Cambridge Life Competencies, to support the design of engaging and age-appropriate lessons. |
| Course Content | This course contains; Introduction to the course ,How Children Learn a Foreign Language,Individual Differences in Young Learners’ Language Learning,Classroom Management in YL Contexts,Teaching Vocabulary to Young Learners,Teaching Grammar to Young Learners,Teaching Receptive & Productive Skills in Primary English Language Classes,Teaching Receptive & Productive Skills in Primary English Language Classes,The Maarif Model of the Century of Türkiye,Storytelling and Drama in Primary English Language Teaching,Fun, Games, and Gamification in YL Classrooms,21st Century Skills and Cambridge Life Competencies ,Digital / AI Tools in Primary English Lessons,Digital / AI Tools in Primary English Lessons. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains young learner characteristics, SLA theories, and classroom management principles. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Applies effective strategies for teaching vocabulary, grammar, and receptive and productive skills in primary English classes. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Integrates storytelling, drama, games, gamification, and digital/AI tools into young learner classrooms. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Analyzes the implications of the Maarif Model for English language teaching. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Evaluates the integration of 21st century skills and Cambridge Life Competencies into lesson planning. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Creates engaging, age-appropriate, and inclusive classroom tasks and activities for young learners. | 10, 14, 15, 16, 19, 23, 24, 33, 36, 5, 8 | A, B, C |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 24: Mind Map Technique, 33: Station Technique , 36: Peer Teaching Technique, 5: Cooperative Learning, 8: Flipped Classroom Learning |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course | Teaching materials prepared by the course instructor |
| 2 | How Children Learn a Foreign Language | Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press. Chapter 1 |
| 3 | Individual Differences in Young Learners’ Language Learning | Lightbown, P. & Spada, N. (2013). How Languages are Learned. Chapter 3 |
| 4 | Classroom Management in YL Contexts | Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education. Chapter 3 |
| 5 | Teaching Vocabulary to Young Learners | Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education Limited. Chapter 15 |
| 6 | Teaching Grammar to Young Learners | Lewis, G., & Mol, H. (2009). Grammar for Young Learners. Oxford: Oxford University Press. Introduction and Chapter 1 |
| 7 | Teaching Receptive & Productive Skills in Primary English Language Classes | Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education. Chapter 9 – 10 |
| 8 | Teaching Receptive & Productive Skills in Primary English Language Classes | Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education. Chapter 9 – 10 |
| 9 | The Maarif Model of the Century of Türkiye | Ministry of National Education (MoNE) Web Portal https://tymm.meb.gov.tr/ |
| 10 | Storytelling and Drama in Primary English Language Teaching | Winston, J. (Ed.). (2012). Second language learning through drama: Practical techniques and applications. Routledge.Chapter 2 |
| 11 | Fun, Games, and Gamification in YL Classrooms | Küçük Yaş Öğrenenlerinin Sınıflarında Eğlence, Oyunlar ve Oyunlaştırma |
| 12 | 21st Century Skills and Cambridge Life Competencies | Cambridge University Press (2019). Cambridge Life Competencies Framework. Selected booklet |
| 13 | Digital / AI Tools in Primary English Lessons | Teaching materials prepared by the course instructor. |
| 14 | Digital / AI Tools in Primary English Lessons | Teaching materials prepared by the course instructor. |
| Resources |
| Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press. Chapter 1 Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education. Chapter 3 – 9 – 10 Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education Limited. Chapter 15 Lewis, G., & Mol, H. (2009). Grammar for Young Learners. Oxford: Oxford University Press. Introduction and Chapter 1 Lightbown, P. & Spada, N. (2013). How Languages are Learned. Chapter 3 Winston, J. (Ed.). (2012). Second language learning through drama: Practical techniques and applications. Routledge. Chapter 2 |
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. | ||||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | ||||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | ||||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | ||||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | ||||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | ||||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | ||||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | ||||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | ||||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | ||||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | ||||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | ||||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |