To prepare enriched language teaching activities, to make application studies in order to improve language skills of students who do not have mental and physical disabilities but cannot acquire the appropriate reading, writing, speaking and listening and visual literacy skills,their language skills.
20
Contribution of the Course to Professional Development
Having professional knowledge to improve the language skills of students who have difficulties in acquiring literacy skills even though they do not have mental and physical disabilities
21
Learning Outcomes:
1
Gains knowledge of inclusive education and inclusive language education.;
2
Determines the needs of non-Turkish students;
3
Knows the basic principles of teaching Turkish to children whose native language is not Turkish;
4
Knows the methods and techniques of language teaching to children whose native language is not Turkish.;
22
Course Content:
Week
Theoretical
Practical
1
Inclusive education and inclusive language education definition and scope
2
The rationale and philosophy of inclusive education
3
Basic concepts and definitions related to the mother tongue
4
Techniques and methods for language teaching to children whose mother tongue is not Turkish
5
Basic principles in teaching Turkish to children whose mother tongue is not Turkish
6
Listening skill and teaching listening skill
7
Speaking skill and teaching speaking skill
8
Improving vocabulary
9
Teaching reading skills and reading comprehension skills
10
Writing skill
11
Visual literacy
12
Methods and techniques used in first reading and writing teaching
13
Inclusive language activities
14
Recommended language activities in the context of inclusive education
23
Textbooks, References and/or Other Materials:
1-Ünal, E. (2020). Kapsayıcı Dil Öğretimi. Vizetek Yayınları. Ankara. 2-Gözüküçük, M., & KIRAN, H. (2016). Anadili Türkçe olmayan ilkokul öğrencilerine ilkokuma yazma öğretiminde karşılaşılan sorunlar. Aydın Tömer Dil Dergisi, 1(1), 47-64. 3-Baldık, Y., & İşigüzel, B. (2018). Ana Dili Türkçe Olmayan Göçmen? Toplulukların Eğitim Sistemine Katılımında? Türkçe Öğretiminin Önemi (Master's thesis, Nevşehir Hacı Bektaş Veli Üniversitesi). 4-Egeli, S., & Barut, Y. Anadili Türkçe Olmayan Yabancı Uyruklu Öğrencilerin Okul Ortamında Yaşadıkları Problemler. Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi, 2(3), 171-179
24
Assesment
TERM LEARNING ACTIVITIES
NUMBER
PERCENT
Midterm Exam
1
40
Quiz
0
0
Homeworks, Performances
0
0
Final Exam
1
60
Total
2
100
Contribution of Term (Year) Learning Activities to Success Grade
40
Contribution of Final Exam to Success Grade
60
Total
100
Measurement and Evaluation Techniques Used in the Course
Mid term exam, final exam
Information
Relative evaluation
25
ECTS / WORK LOAD TABLE
Activites
NUMBER
TIME [Hour]
Total WorkLoad [Hour]
Theoretical
14
2
28
Practicals/Labs
0
0
0
Self Study and Preparation
12
4
48
Homeworks, Performances
0
16
32
Projects
0
0
0
Field Studies
0
0
0
Midtermexams
1
2
2
Others
0
0
0
Final Exams
1
3
3
Total WorkLoad
115
Total workload/ 30 hr
3,77
ECTS Credit of the Course
4
26
CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
