Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SOCIOLINGUISTICS and LANGUAGE TEACHING | ELT3211033 | Spring 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. Elızabeth Sarah COLEMAN |
| 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. |
| Course Learning Outcomes | 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, C |
| Students will recognize language diversity, linguistic variables, age, gender, and social factors. | 10, 9 | A, C |
| Students analyze language relationships and their consequences in relation to bilingualism, multilingualism, bivariate language, code-switching, language loss. | 10, 9 | A, C |
| Students will be able to articulate the worldwide spread of English and its implications for foreign/second language teaching. | 16, 9 | A, C |
| Students explain how social and cultural factors influence language teaching and learning outcomes. | 10, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice 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 |
| Bayyurt, Y. (2013). Current Perspectives on Sociolinguistics and English Language Education. The Journal of Language Teaching and Learning, 2013–1, 69-78. Daeun Song, Jang Ho Lee. (2019). The use of teacher code-switching for very young EFL learners. ELT Journal, 73, 2, 144–153. https://doi.org/10.1093/elt/ccy049 Holmes, J., & Wilson, N. (2022). An Introduction to Sociolinguistics (6th ed.). Routledge. https://doi.org/10.4324/9780367821852 Geeslin, K.L., & Long, A.Y. (2014). Sociolinguistics and Second Language Acquisition: Learning to Use Language in Context (1st ed.). Routledge. https://doi.org/10.4324/9780203117835 McKay, S.L. and Rubdy, R. (2009). The Social and Sociolinguistic Contexts of Language Learning and Teaching. In The Handbook of Language Teaching (eds M.H. Long and C.J. Doughty). https://doi.org/10.1002/9781444315783.ch2 Amin, A. (2020). Attitude towards language in sociolinguistics settings: A brief overview. REiLA: Journal of Research and Innovation in Language, 2(1), 27-30. |
| 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 | 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. | ||||||
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 | 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 | ELT3211033 | Spring 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. Elızabeth Sarah COLEMAN |
| 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. |
| Course Learning Outcomes | 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, C |
| Students will recognize language diversity, linguistic variables, age, gender, and social factors. | 10, 9 | A, C |
| Students analyze language relationships and their consequences in relation to bilingualism, multilingualism, bivariate language, code-switching, language loss. | 10, 9 | A, C |
| Students will be able to articulate the worldwide spread of English and its implications for foreign/second language teaching. | 16, 9 | A, C |
| Students explain how social and cultural factors influence language teaching and learning outcomes. | 10, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice 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 |
| Bayyurt, Y. (2013). Current Perspectives on Sociolinguistics and English Language Education. The Journal of Language Teaching and Learning, 2013–1, 69-78. Daeun Song, Jang Ho Lee. (2019). The use of teacher code-switching for very young EFL learners. ELT Journal, 73, 2, 144–153. https://doi.org/10.1093/elt/ccy049 Holmes, J., & Wilson, N. (2022). An Introduction to Sociolinguistics (6th ed.). Routledge. https://doi.org/10.4324/9780367821852 Geeslin, K.L., & Long, A.Y. (2014). Sociolinguistics and Second Language Acquisition: Learning to Use Language in Context (1st ed.). Routledge. https://doi.org/10.4324/9780203117835 McKay, S.L. and Rubdy, R. (2009). The Social and Sociolinguistic Contexts of Language Learning and Teaching. In The Handbook of Language Teaching (eds M.H. Long and C.J. Doughty). https://doi.org/10.1002/9781444315783.ch2 Amin, A. (2020). Attitude towards language in sociolinguistics settings: A brief overview. REiLA: Journal of Research and Innovation in Language, 2(1), 27-30. |
| 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 | 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |