COURSE SYLLABUS

TEACHING ENGLISH TO YOUNG LEARNERS II

1	Course Title:	TEACHING ENGLISH TO YOUNG LEARNERS II
2	Course Code:	ING3006
3	Type of Course:	Compulsory
4	Level of Course:	First Cycle
5	Year of Study:	3
6	Semester:	6
7	ECTS Credits Allocated:	6
8	Theoretical (hour/week):	2
9	Practice (hour/week) :	2
10	Laboratory (hour/week) :	0
11	Prerequisites:	-
12	Recommended optional programme components:	None
13	Language:	English
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Doç.Dr. ESİM GÜRSOY
16	Course Lecturers:	Öğr. Gör. Şule Çelik KORKMAZ
17	Contactinformation of the Course Coordinator:	esim@uludag.edu.tr, (224)2942266, Uludağ Ü. Eğt.Fak. Yab.Diller Eğt. Bölümü, İng.Dili ve Eğt. ABD Görükle, Bursa
18	Website:
19	Objective of the Course:	Using general methodological knowledge gained during the “foreign languages teaching to YLs I” course to develop children’s language skills (listening, speaking, reading, writing); learning and using specific techniques for each skill; developing the skills to teach English via songs, poems, riddles, and games; developing appropriate language learning materials that invoke as many learning channels as possible for children having various intelligences and learning styles
20	Contribution of the Course to Professional Development

Learning Outcomes:

1	Recognizing cognitive, socio-emotional and physical developmental stages of children and investigates their reflection to language teaching;
2	Creating appropriate activities for the development of the listening skills;
3	Using activities to develop children’s speaking skill by giving a meaningful purpose;
4	Selecting and adapting appropriate activities to develop children’s reading skill;
5	Produces meaningful writing activities to help children develop their writing skill;
6	Implements foreign language teaching techniques with music, riddles and finger plays;
7	Selects and uses stories at the primary school level;
8	Recognizes and uses language teaching techniques that involve games;

22	Course Content:

Week	Theoretical	Practical
1	Critical Period Hypothesis and foreign langauge teaching to young learners	Researching and presenting the effects of brain-based research to foreign language teaching to young learners
2	Children’s cognitive, socio-emotional, and physical development and their reflection to language teaching	Prepares a survey that aims to identify children’s cognitive, socio-emotional, physical development, and interests
3	Developing the foreign language listening skill with children	A listening activity is produced and implemented
4	Foreign language teaching via music and riddles	A selected children’s song is used as a language learning activity
5	Developing the foreign language speaking skill of children	Meaningful and purposeful speaking activity is developed and presented
6	Developing the foreign language reading skill of children	Analyzing a story by using a graphic organizer to help children develop their reading comprehension
7	Foreign language teaching with the use of stories	A pre-reading activity is prepared for a story and the patterns that can be taught to children are analyzed
8	Repeating courses and midterm exam	Repeating courses and midterm exam
9	Developing the foreign language writing skill of children	A writing activity appropriate for 4th and/or 5th grades is produced and implemented
10	Vocabulary teaching with children	A selected or newly developed vocabulary activity is implemented
11	Language teaching via games	A language game is selected and implemented
12	Other topics related with foreign language teaching to children: Multiple Intelligences theory	A selected activity is adapted for each intelligence type
13	Material development	Students develop material and organize a materials fair
14	Using technology for foreign language teaching to children	Students prepare a technology-supported lesson and implement it

23	Textbooks, References and/or Other Materials:	Linse, C.T. (2005). Young Learners. NY: McGraw Hill. McClellan, D. E. & Katz, L. G. (2001). Assessing young children’s social competence. Retrieved from http://www.vtaide.com/png/ERIC/Social-Competence-Checklist.htm Larkin, M. (2002). Using scaffolded instruction to optimize learning. Retrieved from http://www.vtaide.com/png/ERIC/Scaffolding.htm Gürsoy, E. (1999). Why should MI theory encourage the teachers of the year 2000 to use technology in the ESL/EFL classroom? Wu, S. & Alrabah, S. (2009) A cross-cultural study of Taiwanese and Kuwaiti EFL students’ learning styles and multiple intelligences. Innovations in Education and Teaching International, 46, 393-403. Slaven, A. & Slaven, G. ‘Ali, are you a boy or a monster?’. In C. Brumfit, J. Moon, and R. Tongue (Eds.) Teaching English to Children. London: Harper Collins.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	0	0
Quiz	10	30
Homeworks, Performances	1	20
Final Exam	1	50
Total	12	100
Contribution of Term (Year) Learning Activities to Success Grade		50
Contribution of Final Exam to Success Grade		50
Total		100
Measurement and Evaluation Techniques Used in the Course
Information

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	2	28
Practicals/Labs	14	2	28
Self Study and Preparation	14	3	42
Homeworks, Performances	1	30	30
Projects	10	4	40
Field Studies	0	0	0
Midtermexams	0	0	0
Others	0	0	0
Final Exams	1	12	12
Total WorkLoad			180
Total workload/ 30 hr			6
ECTS Credit of the Course			6

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

	PQ1	PQ2	PQ3	PQ4	PQ5	PQ6	PQ7	PQ8	PQ9	PQ10	PQ11	PQ12	PQ13	PQ14	PQ15
LO1	1	5	5	5	2	1	1	1	1	1	1	1	1	5	5
LO2	5	1	5	5	5	5	5	5	5	5	1	1	1	5	5
LO3	5	1	5	5	5	5	5	5	5	5	1	1	1	5	5
LO4	5	1	5	5	5	5	5	5	5	5	1	1	1	5	5
LO5	5	1	5	5	5	5	5	5	5	5	1	1	1	5	5
LO6	5	5	5	5	5	5	5	5	5	5	1	1	1	5	5
LO7	5	5	5	5	5	5	5	5	5	5	1	1	1	5	5
LO8	5	5	5	5	5	5	5	5	5	5	1	1	1	5	5

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High