| 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 |
| Instructor(s) |
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 | Course Hours Research Other Activities Verbal Expression Visual Presentation Practice Preparation, After Class Study |
| 2. Week | Learner characteristics: young; very young learners | Other Activities Practice Verbal Expression Research Course Hours Visual Presentation Preparation, After Class Study |
| 3. Week | How children think & learn: 1st & 2nd language acquisition | Preparation, After Class Study Research Visual Presentation Other Activities Verbal Expression Practice Course Hours |
| 4. Week | How to teach young learners: approaches | Practice Visual Presentation Preparation, After Class Study Other Activities Course Hours Research Verbal Expression |
| 5. Week | Teaching sounds & words | Verbal Expression Visual Presentation Practice Course Hours Research Preparation, After Class Study Other Activities |
| 6. Week | Teaching listening & speaking | Practice Course Hours Preparation, After Class Study Other Activities Verbal Expression Visual Presentation Research |
| 7. Week | Lesson planning | Verbal Expression Other Activities Visual Presentation Practice Course Hours Research Preparation, After Class Study |
| 8. Week | Midterm 1 | Course Hours Preparation, After Class Study Research Verbal Expression Visual Presentation Practice Other Activities |
| 9. Week | Micro-teaching | Practice Course Hours Preparation, After Class Study Research Verbal Expression Visual Presentation Other Activities |
| 10. Week | Micro-teaching | Practice Course Hours Preparation, After Class Study Research Verbal Expression Visual Presentation Other Activities |
| 11. Week | Micro-teaching | Course Hours Research Other Activities Verbal Expression Visual Presentation Practice Preparation, After Class Study |
| 12. Week | Micro-teaching | Other Activities Verbal Expression Visual Presentation Practice Preparation, After Class Study Course Hours Research |
| 13. Week | Micro-teaching | Course Hours Preparation, After Class Study Other Activities Verbal Expression Practice Visual Presentation Research |
| 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 | ||
