| Course Title | Code | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|
| Teaching English to Young Learners 1 | İNÖ301 | 5. Semester | 3 + 0 | 3.0 | 5.0 |
| Prerequisites | None |
| Language of Instruction | English |
| Course Level | Undergraduate |
| Course Type | |
| Mode of delivery | remote |
| Course Coordinator |
Assist. Prof. Dr. Yusuf KASİMİ |
| Instructors |
Yusuf KASİMİ |
| Assistants | |
| Goals | The objective of this course is to provide students with the theoretical and practical aspects of Teaching English to Young Learners (TEYL) and to create opportunities for students to have clinical practice on teaching English to children. |
| Course Content | The differences between young learners (K-6) and learners at other ages (in terms of learning of language structures, skills and sub-skills), misconceptions about young learners; learner styles (e.g.:visual, auditory, kinesthetic) and strategies (e.g.: meta cognitive, cognitive, socioaffective) of young learners; activities (e.g.: puzzles, storiesandgames, simulations) and audiovisualaids (e.g.: pictures, realia, cartoons, puppets, songs) for the teaching of vocabulary, language skills and structures; selecting and sequencing teaching points and adapting and evaluating materials according to the cognitive and affective development and language level of the learners; classroom management techniques necessary for young learner classrooms. |
| Learning Outcomes |
- Students will describe the biological, physiological and psychological features of young learners and will distinguish young learners (K-6) from learners at other ages. - Students will explain and examplify learner styles and language learning strategies employed by young learners. - Students will design activities (e.g.: puzzles, stories and games, simulations) and audio visual aids for the teaching of vocabulary, language skills and structures. - Students will select and sequence teaching topics appropriate for young language learners. - Students will adapt, evaluate and produce classroom materials according to the cognitive and affective development and language level of the learners. |
| Week | Topics | Learning Methods |
|---|---|---|
| 1. Week | Language policy at primary level | Preparation, After Class Study Course Hours Other Activities Research Verbal Expression Visual Presentation Practice |
| 2. Week | Learner characteristics: young; very young learners | Course Hours Preparation, After Class Study Visual Presentation Research Practice Verbal Expression Other Activities |
| 3. Week | How children think & learn: 1st & 2nd language acquisition | Verbal Expression Visual Presentation Course Hours Preparation, After Class Study Research Other Activities Practice |
| 4. Week | How to teach young learners: approaches | Verbal Expression Preparation, After Class Study Course Hours Practice Research Visual Presentation Other Activities |
| 5. Week | Teaching sounds & words | Visual Presentation Course Hours Preparation, After Class Study Other Activities Research Verbal Expression Practice |
| 6. Week | Teaching listening & speaking | Preparation, After Class Study Practice Course Hours Other Activities Visual Presentation Verbal Expression Research |
| 7. Week | Lesson planning | Visual Presentation Research Verbal Expression Course Hours Practice Other Activities Preparation, After Class Study |
| 8. Week | Midterm 1 | Visual Presentation Course Hours Preparation, After Class Study Practice Verbal Expression Other Activities Research |
| 9. Week | Micro-teaching | Preparation, After Class Study Other Activities Research Visual Presentation Practice Verbal Expression Course Hours |
| 10. Week | Micro-teaching | Practice Course Hours Preparation, After Class Study Research Verbal Expression Visual Presentation Other Activities |
| 11. Week | Micro-teaching | Practice Other Activities Preparation, After Class Study Visual Presentation Course Hours Research Verbal Expression |
| 12. Week | Micro-teaching | Verbal Expression Practice Visual Presentation Other Activities Preparation, After Class Study Research Course Hours |
| 13. Week | Micro-teaching | Verbal Expression Visual Presentation Practice Other Activities Preparation, After Class Study Research Course Hours |
| 14. Week | Final | Course Hours |
| Cameron, Lynne. (2001). Teaching Languages to Young Learners, Cambridge University Press. Brewster, Jean, et al. The Primary English Teacher’s Guide, Penguin English Guides, 2004. Gürsoy, E. (Ed.). (2015). Teaching English to Young Learners, Egiten Kitap. Haznedar, B., & Uysal H. (Eds.) (2020). Handbook for Teaching Foreign Languages to Young Learners in Primary Schools (4th ed.). Ankara: Anı yay. Brumfit, C., Moon, J., & Tongue, R. (Eds.). (1991). Teaching English to children: From practice to principle. London: Collins ELT. |
| Program Requirements | Contribution Level | DK1 | DK2 | DK3 | DK4 | DK5 | Measurement Method |
|---|---|---|---|---|---|---|---|
| PY1 | 5 | 5 | 5 | 5 | 5 | 5 | 60 |
| PY2 | 5 | 5 | 5 | 5 | 5 | 5 | 60 |
| PY3 | 5 | 5 | 5 | 5 | 5 | 4 | 60 |
| PY4 | 5 | 5 | 5 | 5 | 5 | 5 | 60 |
| PY5 | 5 | 5 | 5 | 5 | 5 | 5 | 60 |
| PY6 | 4 | 3 | 4 | 5 | 4 | 5 | 60 |
| PY7 | 5 | 5 | 4 | 5 | 4 | 5 | 60 |
| PY8 | 4 | 3 | 4 | 2 | 4 | 5 | 60 |
| PY9 | 4 | 3 | 4 | 2 | 4 | 5 | 60 |
| 0 | 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|---|
| Course's Level of contribution | None | Very Low | Low | Fair | High | Very High |
| Method of assessment/evaluation | Written exam | Oral Exams | Assignment/Project | Laboratory work | Presentation/Seminar |
| Event | Quantity | Duration (Hour) | Total Workload (Hour) |
|---|---|---|---|
| Course Hours | 14 | 4 | 56 |
| Research | 5 | 5 | 25 |
| Other Activities | 5 | 5 | 25 |
| Practice | 5 | 5 | 25 |
| Midterm 1 | 1 | 1 | 1 |
| Final | 1 | 1 | 1 |
| Total Workload | 133 | ||
| ECTS Credit of the Course | 5.0 | ||
