FLE217 ELT CURRICULUM DESIGN
| Course Code: | 4500217 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 5.0 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | |
| Offered Semester: | Spring Semesters. |
Course Objectives
This course aims to give student-teachers opportunities to focus on both the theoretical and practical aspects of English Language Teaching (ELT) Curricula and to be engaged in ELT Curriculum design and its components. After providing a foundational exploration of concepts associated with the curriculum, FLE217 covers ELT Curricula at institutional, national, and international levels. Students will explore how ELT programs at a variety of educational contexts are analyzed, evaluated, and implemented. In this course, students will analyze, synthesize, and/or present selected ELT instructional programs in relation to sociocultural, contextual, and global issues in ELT.
Course Content
Basic concepts of curriculum; the theoretical and practical aspects of English Language Teaching (ELT) Curricula, the development of English language curriculum from past to present; ELT Curricula at institutional, national, and international levels, ELT programs at a variety of educational contexts, approaches to current English language curriculum; learning and sub-learning areas; distribution and limits of achievements by classes, relationship with other courses; the relationship between English language teaching programs; used methods, techniques, tools and materials; measurement evaluation approach; teacher qualifications, ELT instructional programs in relation to sociocultural, contextual, and global issues in ELT.
Course Learning Outcomes
The course aims to help EFL teacher candidates become aware of and develop knowledge on the stages of curriculum development, different syllabus types, the role of institutional, local and international factors on curriculum development, and the relation between innovation and curriculum.
By the end of FLE 217, students will:
- identify approaches to ELT curriculum design.
- compare different types of ELT curriculum and syllabus types.
- analyze current ELT curricula at institutional, national, and international levels
- analyze the important stages of the curriculum design: needs analysis, objectives writing, program evaluation, and program management.
- discuss the relation between curriculum and innovation
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | Make appropriate pedagogical decisions in accordance with their particular English teaching context (i.e. Age, setting, location, and learner background) based on a contemporary repertoire of language teaching approaches and methods. | ✔ | |||
| 2 | Critically analyze linguistic, literary, cultural, and historical issues when selecting, developing, and using course materials and assessment instruments. | ✔ | |||
| 3 | Based on their familiarity with educational sciences, literature, and linguistics, establish cross-disciplinary connections and develop critical intellectual curiosity. | ✔ | |||
| 4 | Identify and generate solutions for specific language-related problems which learners of English may face at different proficiency levels. | ✔ | |||
| 5 | Individually and collaboratively design, conduct, and report small-scale educational research projects by employing relevant research methods in the investigation of language with teachers from local, national or international contexts. | ✔ | |||
| 6 | Demonstrate awareness of individual, (multi) cultural, and psycho-social diversity in learning environments and adapt to different local contexts. | ✔ | |||
| 7 | Analyze and address professional challenges based on an awareness of global systems and comparisons of educational systems. | ✔ | |||
| 8 | Fluently and accurately use all receptive and productive English language skills at an advanced level for effective daily and academic communication. | ✔ | |||
| 9 | Effectively translate a diverse set of English and Turkish discourses considering context-specific elements. | ✔ | |||
| 10 | Utilize experiences of learning a foreign language other than English for developing an awareness of language learning processes. | ✔ | |||
| 11 | With self-confidence, effectively communicate with students and other stakeholders in educational settings. | ✔ | |||
| 12 | Engage in reflective teaching, self-evaluation, and ongoing professional development. | ✔ | |||
| 13 | Select and utilize appropriate instructional technologies and information literacy skills to increase the effectiveness of foreign language teaching. | ✔ | |||
| 14 | Promote creativity, understanding, cooperation, and equity to establish a positive classroom environment. | ✔ | |||
| 15 | Develop a critical and multicultural perspective to language and language-related issues emerging from global English contexts. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution