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| ELL4035 | Teaching English to Children | 2+0+0 | ECTS:4 | | Year / Semester | Fall Semester | | Level of Course | First Cycle | | Status | Elective | | Department | WESTERN LANGUAGES and LITERATURE (%100 English) | | Prerequisites and co-requisites | None | | Mode of Delivery | | | Contact Hours | 14 weeks - 2 hours of lectures per week | | Lecturer | Prof. Dr. Mustafa Naci KAYAOĞLU | | Co-Lecturer | | | Language of instruction | Turkish | | Professional practise ( internship ) | None | | | | The aim of the course: | | This course aims to help students develop theoretical and practical competence in teaching foreign languages to children by enabling them to design and implement activities for teaching listening, speaking, writing, vocabulary, and grammar in ways that suit children's cognitive, affective, and social development, to design and use appropriate materials, to effectively apply pedagogical methods such as games, stories, songs, and drama, and to gain knowledge and skills in classroom management, error correction, and assessment. |
| Learning Outcomes | CTPO | TOA | | Upon successful completion of the course, the students will be able to : | | | | LO - 1 : | develop different approaches to foreign language teaching to children. | 7 | 1,3,5, | | LO - 2 : | evaluate students' language skills and provide feedback. | 14 | 1,3,5, | | LO - 3 : | adopt student-centered approaches to shape the learning process according to the interests and needs of children. | 7 | 1,3,5, | | LO - 4 : | understand the process of language acquisition in children and comprehend its effects on child development. | 7 | 1,3,5, | | LO - 5 : | utilize various teaching methods, materials, and activities to effectively teach English to children. | 7 - 8 | 1,3,5, | | CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), LO : Learning Outcome | | |
| This course comprehensively examines foreign language teaching to children aged 6-12 by exploring the theoretical foundations, methodological approaches, and classroom practices that emerge within the cognitive, affective, and social dimensions of early language learning. In the first part of the course, the topic of foreign language acquisition in children is addressed, focusing on the differences between natural language acquisition and foreign language learning, the effects of biological and environmental factors, the cognitive and neurological bases of early language learning, and the critical period hypothesis. Within this framework, the morphological, syntactic, semantic, phonological, and pragmatic development processes of young learners are analyzed, with particular attention given to vocabulary acquisition and the development of language components. Subsequently, strategies for teaching foreign languages to children are examined, discussing how listening, speaking, reading, and writing skills can be supported through age-appropriate methods and how play-based learning, storytelling, drama, songs, and movement-based activities contribute to language development within a communicative teaching approach. In later sections, the course focuses on the selection, design, and applicability of teaching materials, exploring the contribution of digital and print resources to learning, the effective use of visual and auditory tools, and gamified instructional materials. Additionally, the course examines how stories, cartoons, songs, drama activities, and digital applications can be used effectively in teaching foreign languages to children. Within the context of classroom management and individual differences, topics such as effective classroom management strategies for young learners, cognitive, affective, and psychomotor developmental differences, learning styles, multiple intelligences theory, and differentiated instruction approaches are discussed. Moreover, issues related to motivation, attitudes toward foreign languages, anxiety management, and appropriate teaching methods for learners with special needs are explored. In the section on error management and feedback, the pedagogical value of children's mistakes, effective feedback strategies, direct and indirect correction methods, and confidence-building gamified error correction techniques are evaluated. Another focus of the course is the cultural and social dimensions of language learning, including early cultural awareness, the promotion of multilingualism, culturally enriched teaching practices, and the relationship between language and identity. Finally, the course addresses assessment and evaluation methods for children, discussing alternative and learner-centered approaches such as portfolios, self-assessment, and peer assessment, as well as techniques for monitoring language development. |
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| Course Syllabus | | Week | Subject | Related Notes / Files | | Week 1 | Introduction to teaching and learning | | | Week 2 | The difference between a teacher and a linguist | | | Week 3 | Language teaching philosophy and teacher identity | | | Week 4 | Roles of a teacher and the use of artificial intelligence in teaching and learning | | | Week 5 | Reflective teaching and types of language teachers | | | Week 6 | Young learners, characteristics, and challenges | | | Week 7 | Activities for young learners | | | Week 8 | Individual differences | | | Week 9 | Midterm Exam | | | Week 10 | Classroom management and seating arrangement | | | Week 11 | Warm-up activities | | | Week 12 | Microteaching | | | Week 13 | Microteaching | | | Week 14 | Microteaching | | | Week 15 | Microteaching | | | Week 16 | Final Exam | | | |
| 1 | Garton, Sue & Copland, Fiona; The Routledge Handbook of Teaching English to Young Learners; 2018, Oxfordshire. | | | |
| 1 | Phillips, S. 2013; Young Learners, Oxford. | | | |
| Method of Assessment | | Type of assessment | Week No | Date | Duration (hours) | Weight (%) | | Mid-term exam | 8 | | 90 dk | 50 | | End-of-term exam | 16 | | 90 dk | 50 | | |
| Student Work Load and its Distribution | | Type of work | Duration (hours pw) | No of weeks / Number of activity | Hours in total per term | | Yüz yüze eğitim | 2 | 14 | 28 | | Sınıf dışı çalışma | 2 | 14 | 28 | | Arasınav için hazırlık | 2 | 8 | 16 | | Arasınav | 2 | 1 | 2 | | Uygulama | 2 | 4 | 8 | | Proje | 2 | 4 | 8 | | Dönem sonu sınavı için hazırlık | 2 | 14 | 28 | | Dönem sonu sınavı | 2 | 1 | 2 | | Total work load | | | 120 |
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