Information Package / Course Catalogue
| Course Code | : ENT302 |
| Course Type | : Required |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
Use basic classroom methods and techniques in language teaching to young learners, question the practicality of different course syllabus types (e.g.: story-based, content-based, theme-based, task-based), prepare course syllabuses, and identify effective ways of practice, comprehend basic language skill teaching, gain awareness on the effective use of materials, identify classroom management techniques necessary for young learner classrooms, and develop lesson plans and/or materials for language presentations and activities.
Young learner (K-6) course syllabuses (e.g.: story-based, content-based, theme-based, taskbased), effective use of child literature within a chosen syllabus; video recordings of young learner classrooms with reference to classroom management, presentation of language and practice.
| Assoc. Prof. Güliz TURGUT DOST |
| 1. | Identify and explain the purpose, schematic structure, and key linguistic features of major school-relevant genres (fictional narratives, procedures, arguments, recounts, reports, and explanations). |
| 2. | Analyze model texts using genre-specific rubrics to evaluate how effectively they realize genre purposes in terms of field, tenor, and mode. |
| 3. | Produce well-structured written texts in multiple genres, demonstrating control over genre-specific organization and appropriate language features. |
| 4. | Apply genre-based evaluation criteria to peer texts, providing constructive, rubric-informed feedback to support writing development. |
| 5. | Develop pedagogical content knowledge for teaching writing, by designing and delivering micro-teaching lessons based on genre-specific instructional sequences. |
| 6. | Collaborate in expert groups to present genre knowledge, including preparing instructional materials (e.g., handouts, activities) that facilitate peer learning and comprehension. |
| 7. | Critically evaluate and revise AI-generated texts in relation to genre conventions, learner needs, and curriculum objectives. |
| 8. | Integrate genre knowledge with curriculum awareness, by designing AI-supported reading materials aligned with national English curriculum themes and outcomes. |
| 1. | Brisk, E. M. (2015). Engaging students in academic Literacies: Genre-based pedagogy for K-5 Classrooms. New York, NY: Routlege. |
| 2. | Haznedar, B. & Uysal, H.H. (2010). Handbook for Teaching Foreign Language to Young Learners in Primary Schools. Ankara:Ani |
| Type of Assessment | Count | Percent |
|---|---|---|
| Practice | 1 | %20 |
| Seminar | 1 | %20 |
| Assignment | 1 | %10 |
| Term Assignment | 1 | %40 |
| Report | 1 | %10 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 7 | 4 | 3 | 49 |
| Lecture - Practice | 6 | 4 | 4 | 48 |
| Seminar | 1 | 3 | 2 | 5 |
| Project | 1 | 10 | 8 | 18 |
| TOTAL WORKLOAD (hours) | 120 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | PÇ-14 | |
OÇ-1 | 4 | 5 | 5 | 3 | 2 | |||||||||
OÇ-2 | 4 | 4 | 4 | 5 | 2 | 5 | ||||||||
OÇ-3 | 4 | 2 | 3 | 4 | 5 | 5 | 5 | |||||||
OÇ-4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | |||||||
OÇ-5 | 2 | 5 | 5 | 5 | 5 | 5 | ||||||||
OÇ-6 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | |||||||
OÇ-7 | 4 | 4 | 4 | 4 | ||||||||||
OÇ-8 | 2 | 5 | 5 | 2 | 5 | |||||||||