TÜRKÇE
ENGLISH
Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| ENGLISH LANGUAGE TEACHING (PhD) (ENGLISH) | |
| Code | ELT826 |
| Name | Pedagogy of English as an International Language |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | İngilizce |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. YONCA ÖZKAN |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
This course aims at educating teachers of English and course participants on the issues regarding aspects of English as an international language, lingua franca and implications for teaching and learning. The purpose is to help participants be informed about EIL, ELF, WE and what these represent for communication and teaching.
Course Content
EIL, ELF, WE and Global English, ELF-related issues, communication and teaching.
Course Precondition
English language teaching methods and approaches
Resources
Jenkins, J. (2015). Global Englishes. Routledge. Marlina, R. & Giri Ashish, R. 2014). The Pedagogy of English as an International Language. Springer.
Notes
Jenkins, J. (2015). Global Englishes. Routledge.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Become aware of their deeper convictions about EIL, ELF related issues and positions, |
| LO02 | Be informed about ELF debate. |
| LO03 | Identify the primary issues of ELF and ELF discourse |
| LO04 | Examine the implications of ELF for teaching and learning |
| LO05 | Discussing and evaluating the position of English |
| LO06 | Scholar and contribution analysis. |
| LO07 | Discussion NESTs and NNESTs. |
| LO08 | Comparison and contrast among ELF scholars |
| LO09 | Comparison and contract among ELF scholars |
| LO10 | Self-evaluation on ELF |
| LO11 | Evaluate the alternatives to ELF paradigm |
| LO12 | Become transformed as ELF-aware teachers |
| LO13 | Manuscript Submission Process. |
| LO14 | Manuscript Submission Process. |
| LO15 | Manuscript Submission Process. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | English as an International Language (EIL) and what it means by the pedagogy of English as an International Language. | Lecture, question-answer, self-study | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası, Bireysel Çalışma |
| 2 | English as an International Language, Pedagogy, TESOL, World Englishes, Pluricentric, Kachruvian circles | Lecture, question-answer, self-study | |
| 3 | Globalisation, sociolinguistic reality and English today | Lecture, question-answer, self-study | |
| 4 | Journals such as World Englishes, English Today, and English World Wide: critical look over these publications | Lecture, question-answer, self-study | |
| 5 | Mutual intelligibility, cultural conceptualisations | Lecture, question-answer, self-study | |
| 6 | EIL, ELF and WE: Critiques, additions and alternatives to ELF paradigm | Lecture, question-answer, self-study | |
| 7 | English language practitioners and teacher-educators: models to teaching English | Lecture, question-answer, self-study | |
| 8 | Mid-Term Exam | Midterm | |
| 9 | Reexaming the teaching methodologies, curriculum and syllabus materials (Brown 2012; Gray 2002; Marlina and Giri 2013; Matsuda 2005, 2012b; McKay 2003, 2012b), language testing (Canagarajah 2006; instructional variety and model (Kirkpatrick 2006; Matsuda and Friedrich 2012), Hu 2012; Jenkins 2006b; Lowenberg 2012), and TESOL teacher-education program | Lecture, question-answer, self-study | |
| 10 | The dichotomy of native speaker teachers and non-native speaker teachers | Lecture, question-answer, self-study | |
| 11 | Cross-cultural factors in teaching | Lecture, question-answer, self-study | |
| 12 | Studies on EIL | Lecture, question-answer, self-study | |
| 13 | The EIL paradigm into practice | Lecture, question-answer, self-study | |
| 14 | Reflection: how people react to this change (if any) and critically reflect on this change | Problem solving, project based learning, case study | |
| 15 | Course Review and Reflection | Problem solving, project based learning, case study | |
| 16 | Term Exams | ||
| 17 | Term Exams |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||