INTERNATIONAL BURCH UNIVERSITY
Faculty of Education and Humanities
Department of English Language and Literature
2016-2017

SYLLABUS
Code Name Level Year Semester
ELT 316 Teaching Foreign Languages to Young Learners Undergraduate 3 Spring
Status Number of ECTS Credits Class Hours Per Week Total Hours Per Semester Language
Compulsory 5 2 + 2 740 English

Instructor Assistant Coordinator
Ceylani Akay, Assist. Prof. Dr. Ceylani Akay, Assist.Prof.Dr. Ceylani Akay, Assist. Prof. Dr.
[email protected] [email protected] no email

This course is a continuation of the course Teaching Foreign Languages to Young Learners I. students will gain an understanding of the mental and psychological patterns of young children and how these affect their acquisition of their native tongue as well as second languages. They will then learn classroom methods and techniques to be used when teaching English to young learners, as well as suitable material such as children\\\'s literature.

COURSE OBJECTIVE
This course will enable participants to gain a full understanding of how young learners learn foreign languages; teaching listening, teaching speaking, teaching reading, teaching writing, teaching vocabulary, teaching grammar; learning styles and strategies; classroom management; topic-based lesson planning; materials evaluation and adaptation; assessment and evaluation. It also aims at covering contemporary issues related to ELT for young learners.

COURSE CONTENT
Week
Topic
  1. Learning Grammar Developing the grammar of foreign language is a long and complicated process; luckily, young learners have a long time ahead of them with the language. There is no need to rush technical rules and labels that will confuse. For their ultimate success, it seems likely to be far better to give children a sounds basis in using the language, while encouraging curiosity and talk about patterns and contrasts in and between languages, and introducing grammatical met language slowly and meaningful
  2. Learning Grammar Developing the grammar of foreign language is a long and complicated process; luckily, young learners have a long time ahead of them with the language. There is no need to rush technical rules and labels that will confuse. For their ultimate success, it seems likely to be far better to give children a sounds basis in using the language, while encouraging curiosity and talk about patterns and contrasts in and between languages, and introducing grammatical met language slowly and meaningful
  3. Learning Literacy Skills Literacy skills include being able to read and write different sorts of texts for different purposes. In most societies today, literacy is part and partial of everyday life for children and adult, and life is full of different sorts of written text; It has emphasized the central point that constructing the meaning of a written text require the reader to extract and integrate various types of information from many levels of a text. In very early literacy development, com
  4. Learning Literacy Skills Literacy skills include being able to read and write different sorts of texts for different purposes. In most societies today, literacy is part and partial of everyday life for children and adult, and life is full of different sorts of written text; It has emphasized the central point that constructing the meaning of a written text require the reader to extract and integrate various types of information from many levels of a text. In very early literacy development, com

  1. Learning Literacy Skills Literacy skills include being able to read and write different sorts of texts for different purposes. In most societies today, literacy is part and partial of everyday life for children and adult, and life is full of different sorts of written text; It has emphasized the central point that constructing the meaning of a written text require the reader to extract and integrate various types of information from many levels of a text. In very early literacy development, com
  2. Learning Trough Stories We have seen in this chapter some of considerations facing teachers in choosing and using stories for language learning. Teacher should critically evaluate the quality and the language learning potential of stories before using them in the classroom. We have examined various ways of using children’s stories in the foreign language classroom to help the development of vocabulary and grammar, and of oral and literacy skill. To turn a children’s story book into a tool for language lear
  3. Learning Trough Stories We have seen in this chapter some of considerations facing teachers in choosing and using stories for language learning. Teacher should critically evaluate the quality and the language learning potential of stories before using them in the classroom. We have examined various ways of using children’s stories in the foreign language classroom to help the development of vocabulary and grammar, and of oral and literacy skill. To turn a children’s story book into a tool for language lear
  4. Midterm
  5. Theme-Based Teaching and Learning The chapter has highlighted the following processes that can help ensure that theme based teaching results in well-structured and exciting learning, rather than noisy activity for some and opting-out for others: Ø Careful choice of theme to involve all children Ø Detailed planning, using brainstorming and webs Ø Linking content with activities and discourse types Ø Pre-planned organisation of materials and activities Ø Teacher and class together deciding on
  6. Theme-Based Teaching and Learning The chapter has highlighted the following processes that can help ensure that theme based teaching results in well-structured and exciting learning, rather than noisy activity for some and opting-out for others: Ø Careful choice of theme to involve all children Ø Detailed planning, using brainstorming and webs Ø Linking content with activities and discourse types Ø Pre-planned organisation of materials and activities Ø Teacher and class together deciding on
  7. Language Choice And Learning In this chapter on language choice and use, we have seen that arrange of types of pressure may led participants in foreign language lessons to use the first language, but that it is possible to counterbalance these forces with the liberate tactics. But teacher has the power and responsibility to ensure that such tactics are led by learning principle, and it has been suggested that whichever language is used should be deliberately chosen to maximize language learning opportuniti
  8. Language Choice And Learning In this chapter on language choice and use, we have seen that arrange of types of pressure may led participants in foreign language lessons to use the first language, but that it is possible to counterbalance these forces with the liberate tactics. But teacher has the power and responsibility to ensure that such tactics are led by learning principle, and it has been suggested that whichever language is used should be deliberately chosen to maximize language learning opportuniti
  9. Language Choice And Learning In this chapter on language choice and use, we have seen that arrange of types of pressure may led participants in foreign language lessons to use the first language, but that it is possible to counterbalance these forces with the liberate tactics. But teacher has the power and responsibility to ensure that such tactics are led by learning principle, and it has been suggested that whichever language is used should be deliberately chosen to maximize language learning opportuniti
  10. Issues Around Teaching Children A Foreign Language 11.1 Review of ideas At the root of learning ai the process of making meaning out of participation in the social world. Language and learning are interdependent –language leads to learning through enabling participation in the social world and the ecpressing and sharing of meanings. Learning a foreign language is different from learning the first language because the first language is already a huge system that a child has
  11. Issues Around Teaching Children A Foreign Language 11.1 Review of ideas At the root of learning ai the process of making meaning out of participation in the social world. Language and learning are interdependent –language leads to learning through enabling participation in the social world and the ecpressing and sharing of meanings. Learning a foreign language is different from learning the first language because the first language is already a huge system that a child has

LABORATORY/PRACTICE PLAN
Week
Topic

    TEACHING/ASSESSMENT
    Description
      • Presentation
      • Assignments
      Description (%)
      Method Quantity Percentage (%)
      Homework110
      Midterm Exam(s)125
      Final Exam150
      Total: 85
      Learning outcomes
      • demonstrate a general understanding of, and familiarity with the world of teaching English to speakers of other languages.
      • create an effective learning environment for learning to take place, utilizing different classroom management strategies, options and techniques.
      • write objectives and appropriate lesson plans.
      TEXTBOOK(S)
      • Cameron, L. Teaching Languages to Young Learners (Cambridge, 2001)

      ECTS (Allocated based on student) WORKLOAD
      Activities Quantity Duration (Hour) Total Work Load
      Lecture (14 weeks x Lecture hours per week)1530450
      Laboratory / Practice (14 weeks x Laboratory/Practice hours per week)1515225
      Midterm Examination (1 week)122
      Final Examination(1 week)133
      Preparation for Midterm Examination11515
      Preparation for Final Examination11515
      Assignment / Homework/ Project11010
      Seminar / Presentation12020
      Total Workload: 740
      ECTS Credit (Total workload/25): 30