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ENGLISH language teaching DEPARTMENT approaches in teaching ANGLISH to YOUNG LEARNERS TENTATIVE M.A. COURSE SYLLABUS 2014-2015 fall semester. Students will be able to analyze the theoretical approaches that affect children's language learning.
ENGLISH language teaching DEPARTMENT approaches in teaching ANGLISH to YOUNG LEARNERS TENTATIVE M.A. COURSE SYLLABUS 2014-2015 fall semester. Students will be able to analyze the theoretical approaches that affect children's language learning.
ENGLISH language teaching DEPARTMENT approaches in teaching ANGLISH to YOUNG LEARNERS TENTATIVE M.A. COURSE SYLLABUS 2014-2015 fall semester. Students will be able to analyze the theoretical approaches that affect children's language learning.
COURSE OBJECTIVES: 1. Students will be able to analyze the theoretical approaches that affect childrens language learning. 2. Students will be able to identify techniques to teach language skills to YLs. 3. Students will be able to synthesize theoretical information to create activities and materials for YLs. 4. Students will be able to examine global practices in teaching YLs. ASSESSMENT 1. Oral and written presentation of the literature review and the methodology on the selected topic of research (40%) (use APA format only) 2. Full research paper presented as an article (60%)
PLAGIARISM 1. It is essential to pay attention to citations that are used. You can only use 3 words that belong to an author. More words will be plagiarism and it is not permitted. You can use paraphrasing by citing the author. For complete APA manual refer to the following website: http://owl.english.purdue.edu/owl/resource/560/01 2. Students are responsible of handing out the articles that they used while writing their papers. Papers submitted without the articles are not accepted. PROFESSIONALISM 1. Oral presentations and papers that are presented should reflect professionalism. Students are required to follow general guidelines for oral presentation (visuality, length of power point slides etc.) and APA manual for papers. The language that is used should be clear, comprehensible, to the point, and without any grammatical errors. Do not submit your papers without proof reading. Students will lose points from frequent and multiple grammatical errors. At this point of their education students are required to present error-free papers. 2. Presenters should be well prepared and be able to manage the classroom discussion on a given topic. The questions that are asked by the presenter should lead fruitful discussions that would facilitate the comprehension of the topic. 3. All students are required to read, synthesize and be prepared to discuss in class the reading assignments. Week No: Topics of Discussion 1. Sep.15 - 18 Introduction to the course 2. Sep. 22 - 25 Childrens characteristics: Child-Adult differences 3. Sep. 29 - Oct.02 Theories of child development (Piaget, Vygotsky, Bruner) 4.Oct.7 KURBAN BAYRAMI 5.Oct.13-17 The aims of early language learning 6. Oct. 20 - 23 A framework for teaching English to YLs / Nremberg recommendations Basic Principles of Primary FLE (Council of Europe) 7. Oct. 27 - 30 CUMHURYET BAYRAMI 8. Nov. 03-07 Teaching children listening and speaking 9. Nov.10-13 Teaching children vocabulary 10. Nov.17-20 Teaching children reading + (Identification of research topics) 11. Nov.24-27 Teaching children writing and grammar 12. Dec.01-04 Presentation of Literature reviews and Methodology sections 13. Dec.08-11 Activity-based teaching: Using games, songs, and rhymes in teaching young learners 14. Dec.15-18 Stories and story-telling with children 15. Dec.22-25 Language Learning Strategies of Children
No: Reading List 1 Grsoy, E. & Arkan, A. (2012). Teaching English to Young Learners: An Activity-Based Guide for Prospective Teachers. Ankara: Eiten Kitap 2 Cameron, L. (2001). Teaching Languages to Young Learners, Cambridge: CUP. 3 Vale, D. & Feunteun, A. (1995) Teaching Children English: A training course for teachers of English to children. Cambridge: CUP. 4 Moon, J. (2000). Children Learning English. China: Macmillan Heinemann. 5 Brumfit, C. Moon, J. & Tongue, R. (1991). Teaching English to Children: From practice to principle. London: Harper Collins. 6 Halliwell, S. (1992). Teaching in the Primary Classroom. Spain: Longman. 7 Scott, W. A. & Ytreberg, L. H. (1990). Teaching English to Children. UK: Longman. 8 House, S. (1997). An Introduction to Teaching English to Children. London: Richmond Publishing. 9 Slattery, M. & Willis, J. (2001). English for Primary Teachers. Hong Kong: OUP. 10 Orr, J. K. (1999). Growing Up with English. Washington. DC: US Department of State. 11 Genesee, F. (Ed.) (1994). Educating Second Language Children. USA: CUP 12 Ellis, G. & Brewster (Eds.) (1991). The Storytelling Handbook.: A guide for primary teachers of English. England: Penguin Books. 13 Wood, D. (1988). How Children Think and Learn. USA: Blackwell. 14 Lightbown, P. M. & Spada, N. (1999). How Languages are Learned. Hong Kong: OUP. 15 Brewster, J., Ellis, G. and Girard, D. (1992). The primary English teachers guide, England: Penguin English.