Course Detail

Course Description Course Outline Course Contribution to Program Qualifications Assessment Methods ECTS-Workload Detail Informations of the Course Numerical Data

Course Description

Course	Code	Semester	T+P (Hour)	Credit	ECTS
DIFFERENTATION and INCLU. in ENG. LAN. TEACHING	ELT4117001	Fall Semester	2+0	2	4

Course Program

Cuma 14:30-15:15

Cuma 15:30-16:15

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 examines how English language teachers can respond effectively and ethically to learner diversity. It explores differentiation, inclusive pedagogy, accessibility, learner identity, multilingualism, disability and special educational needs, gender and sexuality, socioeconomic inequality, and culturally and linguistically diverse classrooms. Students critically examine how apparently neutral teaching practices, materials, assessment systems, and institutional expectations may advantage some learners while excluding others. The course combines theoretical perspectives with practical applications to lesson planning, materials adaptation, assessment, and classroom decision-making.
Course Content	This course contains; Introduction: What Does It Mean to Be Inclusive,Learner Difference: Categories, Complexity, and Intersectionality,The Principles of Differentiation,Planning for Difference,Inclusion and the Multilingual Learner,Disability, Accessibility, and English Language Learning,Neurodiversity and Learning Differences,Mid-Course Workshop: Differentiated Materials and Activities,Culture, Identity, and Culturally Responsive ELT,Gender and Inclusive Language Teaching,Socioeconomic Difference and Educational Inequality,Differentiation and Assessment,The Inclusive English Teacher (beliefs and responsibilities),Inclusive ELT in Practice: Review and Synthesis.

Course Learning Outcomes	Teaching Methods	Assessment Methods
By the end of the course, students will be able to explain and critically evaluate key concepts and principles related to differentiation, inclusion, equity, accessibility, and learner diversity in English language teaching; analyse learner diversity in relation to linguistic, cultural, social, cognitive, and individual differences without relying on deficitbased or essentialist assumptions; identify and critically evaluate barriers to participation and learning in ELT classrooms, materials, lesson plans, and assessment practices; apply principles of differentiation and inclusive pedagogy to the planning, delivery, and evaluation of English language lessons; design and adapt ELT materials, activities, and assessments to improve accessibility and participation while maintaining appropriate learning expectations; draw on knowledge of sociolinguistics, multilingualism, identity, and language ideology to make informed and inclusive pedagogical decisions; critically examine the role of the English language teacher in addressing inequality, representation, bias, and exclusion in educational contexts; and develop and justify an informed personal approach to inclusive English language teaching, recognising both the possibilities and limitations of teacher practice within wider institutional and social contexts.	10, 11, 19, 5, 6	A, C, F, G

Teaching Methods:	10: Discussion Method, 11: Demonstration Method, 19: Brainstorming Technique, 5: Cooperative Learning, 6: Experiential Learning
Assessment Methods:	A: Traditional Written Exam, C: Multiple-Choice Exam, F: Project Task, G: Quiz

Course Outline

Order	Subjects	Preliminary Work
1	Introduction: What Does It Mean to Be Inclusive	Weekly PPT
2	Learner Difference: Categories, Complexity, and Intersectionality	Weekly PPT
3	The Principles of Differentiation	Weekly PPT
4	Planning for Difference	Weekly PPT
5	Inclusion and the Multilingual Learner	Weekly PPT
6	Disability, Accessibility, and English Language Learning	Weekly PPT
7	Neurodiversity and Learning Differences	Weekly PPT
8	Mid-Course Workshop: Differentiated Materials and Activities	Weekly PPT
9	Culture, Identity, and Culturally Responsive ELT	Weekly PPT
10	Gender and Inclusive Language Teaching	Weekly PPT
11	Socioeconomic Difference and Educational Inequality	Weekly PPT
12	Differentiation and Assessment	Weekly PPT
13	The Inclusive English Teacher (beliefs and responsibilities)	Weekly PPT
14	Inclusive ELT in Practice: Review and Synthesis	Weekly PPT

Resources

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Vinogradova, P., & Shin, J. K. (Eds.). (2020). Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications. Routledge. Verplaetse, L. S., & Migliacci, N. (Eds.). (2017). Inclusive pedagogy for English language learners: A handbook of research-informed practices. Routledge.

Course Contribution to Program Qualifications

Course Contribution to Program Qualifications
No	Program Qualification	Contribution Level
No	Program Qualification	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	2	28
Guided Problem Solving	0	0	0
Resolution of Homework Problems and Submission as a Report	0	0	0
Term Project	0	0	0
Presentation of Project / Seminar	0	0	0
Quiz	0	0	0
Midterm Exam	1	5	5
General Exam	1	10	10
Performance Task, Maintenance Plan	0	0	0
Total Workload(Hour)			43
*Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30=(43/30)**			1
ECTS of the course: 30 hours of work is counted as 1 ECTS credit.

Detail Informations of the Course