Print

COURSE INFORMATION
Course CodeCourse TitleL+P HourSemesterECTS
INO 608CURRICULUM DEVELOPMENT IN ENGLISH LANGUAGE TEACHING3 + 03rd Semester10

COURSE DESCRIPTION
Course Level Doctorate Degree
Course Type Elective
Course Objective This course aims to help students develop a sound understanding and the implementation of the system approach in curriculum development in English language teaching.
Course Content This course aims to cover such current issues as the types of syllabi in ELT, advantages and disadvantages of each syllabus type, integration of syllabi; stages of curriculum development: needs analysis and procedures for conducting needs analysis, situational analysis, formulation of goals and behavioral objectives & curriculum outcomes, non-language outcomes and process objectives as well as an institutional mission statement for a language program, course planning and syllabus design, proficiency descriptions for the domain of speaking and description of performance levels for writing skill, methodology (procedures and activities to be used to teach the content of the syllabus) and design of an assessment plan; defining the context & contextual factors in language teaching; the principles and implications of the Communicative Approach and current teaching methods; principles of task-based language teaching and learning, designing a task-based language course, application of TBLT in a language class and phases to be followed, task-based assessment; place of language materials & material design in curriculum development process; devoloping materials for teaching reading, listening, speaking, writing skills and teaching integrated skills; principles of language acquisition and material development; evaluating ELT materials: development of criteria for course book evaluation; evaluation of a language program, approaches to evaluation, purposes, types of evaluation: formative, summative, illuminative, procedures to use in conducting evaluations, current issues in language program evaluation; providing for effective teaching: institutional factors, teacher factors, teaching factors, learner factors, instructor development: qualities and competencies for a successful language instructor, criteria for evaluating a teacher’ lesson, self-evaluation of a teacher’s lesson, learner development & learner training: language learning strategies, meta-cognitive learner strategies and learner autonomy.
Prerequisites No the prerequisite of lesson.
Corequisite No the corequisite of lesson.
Mode of Delivery Face to Face

COURSE LEARNING OUTCOMES
1Students can explain the current knowledge about curriculum development in the field of English Language Teaching.
2Students can choose the appropriate instructional program (behaviourist, cognitive, humanistic, etc.) and decides the implications of each program on teaching/learning processes.

COURSE'S CONTRIBUTION TO PROGRAM
PO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12PO 13PO 14
LO 00155534353453444
LO 00255555454553555
Sub Total1010108971079106999
Contribution55545454553555

ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION
ActivitiesQuantityDuration (Hour)Total Work Load (Hour)
Course Duration (14 weeks/theoric+practical)14342
Hours for off-the-classroom study (Pre-study, practice)14456
Assignments71070
Mid-terms11515
Final examination12020
Presentation / Seminar Preparation7642
Report / Project11515
Total Work Load

ECTS Credit of the Course






260

10
COURSE DETAILS
 Select Year   


 Course TermNoInstructors
Details 2020-2021 Fall1TURAN PAKER


Print

Course Details
Course Code Course Title L+P Hour Course Code Language Of Instruction Course Semester
INO 608 CURRICULUM DEVELOPMENT IN ENGLISH LANGUAGE TEACHING 3 + 0 1 Turkish 2020-2021 Fall
Course Coordinator  E-Mail  Phone Number  Course Location Attendance
Prof. Dr. TURAN PAKER tpaker@pau.edu.tr EGT A0310 %80
Goals This course aims to help students develop a sound understanding and the implementation of the system approach in curriculum development in English language teaching.
Content This course aims to cover such current issues as the types of syllabi in ELT, advantages and disadvantages of each syllabus type, integration of syllabi; stages of curriculum development: needs analysis and procedures for conducting needs analysis, situational analysis, formulation of goals and behavioral objectives & curriculum outcomes, non-language outcomes and process objectives as well as an institutional mission statement for a language program, course planning and syllabus design, proficiency descriptions for the domain of speaking and description of performance levels for writing skill, methodology (procedures and activities to be used to teach the content of the syllabus) and design of an assessment plan; defining the context & contextual factors in language teaching; the principles and implications of the Communicative Approach and current teaching methods; principles of task-based language teaching and learning, designing a task-based language course, application of TBLT in a language class and phases to be followed, task-based assessment; place of language materials & material design in curriculum development process; devoloping materials for teaching reading, listening, speaking, writing skills and teaching integrated skills; principles of language acquisition and material development; evaluating ELT materials: development of criteria for course book evaluation; evaluation of a language program, approaches to evaluation, purposes, types of evaluation: formative, summative, illuminative, procedures to use in conducting evaluations, current issues in language program evaluation; providing for effective teaching: institutional factors, teacher factors, teaching factors, learner factors, instructor development: qualities and competencies for a successful language instructor, criteria for evaluating a teacher’ lesson, self-evaluation of a teacher’s lesson, learner development & learner training: language learning strategies, meta-cognitive learner strategies and learner autonomy.
Topics
WeeksTopics
1 Introduction to the course contents and materials Curriculum vs Syllabus Principles Underlying the Language Curriculum Functions and Roles of Curriculum
2 Psychological foundations of curriculum
3 Social foundations of curriculum
4 The complexities behind curriculum design
5 Approaches to syllabus design in ELT
6 Needs Analysis
7 Situational Analysis
8 Specification of goals, objectives and outcomes
9 Syllabus design and course planning
10 Materials selection and development
11 Identifying approaches and methods
12 Identifying assessment types
13 Program evaluation
14 Program evaluation Appendix A The Program Evaluation Standards and Guiding Principles for Evaluators p.499
Materials
Materials are not specified.
Resources
ResourcesResources Language
Main Reading: Brown, J. D. (1995). Elements of a language curriculum: A Systematic Approach to Program Development. Boston: Heinle and Heinle. English
Fitzpatrick, J. L., Sanders, J. R., and Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines. Boston: PearsonEnglish
Khranke, K. (1987). Approaches to syllabus design for foreign language teaching. Englewood Cliffs: Prentice-Hall.English
Lyn, A. M. Y. (2016). Language across the curriculum & CLIL in English as an additional language (EAL) context: Theory and practice. Hong Kong: Springer.English
Ornstein, A. C. & Hunkins, F. P. (2018). Curriculum: foundations, principles, and issues (7th ed.). London: Pearson.English
Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.English
Suplementary Reading: Nation, I. S. P. & Macalister, J. (2010). Language curriculum design. London: Routledge. English
Nunan, D. (2013). Learner centered English language education. London: Routledge. English
Orey, M. (2010). Emerging Perspectives on Learning teaching and technology. The Global Text Project is funded by the Jacobs Foundation, Zurich, Switzerland. English
Phelan, A. (2015). Curriculum theorizing and teacher education: Complicating conjunctions. London: Routledge.English
Reid, A. & Amanat Ali, A. (2020). Making Sense of Learning: A research-based approach. Cham: Springer.English
UNESCO International Bureau of Education (2013). Glossary of curriculum terminology. UNESCO-IBE. www.ibe.unesco.orgEnglish
Yalden, J. (1983). The communicative syllabus: Evolution, design and implementation. Oxford: Pergamon Press.English
Bellon, J. J. & Handler, J. R. (1982). Curriculum development and evaluation. Iowa:Kendall-Hunt. English
Dubin, F. & Olshtain, E. (1986). Course design: Developing programs and materials for language learning. Cambridge: Cambridge University Press. English
Course Assessment
Assesment MethodsPercentage (%)Assesment Methods Title
Final Exam50Final Exam
Midterm Exam50Midterm Exam
L+P: Lecture and Practice
PQ: Program Learning Outcomes
LO: Course Learning Outcomes