ELT603 ENG.LANGUAGE TEACHING CURRICULUM
| Course Code: | 8200603 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 8.0 |
| Department: | English Language Teaching |
| Language of Instruction: | English |
| Level of Study: | Graduate |
| Course Coordinator: | Prof.Dr. AYŞEGÜL DALOĞLU |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
This course aims to:
- Equip students with theoretical and practical knowledge of curriculum development in English Language Teaching, enabling them to design, implement, and evaluate language curricula effectively.
- Foster a critical understanding of historical and contemporary models of curriculum design, with particular attention to their application in diverse sociocultural and educational contexts.
- Promote the integration of second language acquisition (SLA) research, pedagogical theory, and learner-centered principles into the development of coherent and responsive ELT curricula.
- Develop students’ ability to conduct comprehensive needs analyses and translate findings into meaningful curriculum goals, content selection, and assessment strategies.
- Encourage reflective and ethical decision-making in the design and revision of language programs, considering issues such as language policy, cultural relevance, social justice, and learner diversity.
- Prepare future ELT professionals to engage in collaborative curriculum development, critically review existing programs, and contribute to innovation in language education at institutional, national, or global levels.
Course Content
Current approaches to ELT curriculum design and development. The procedures involved in designing and developing syllabuses for teaching English as a foreign language. Practical work on aspects of syllabus design with special emphasis on primary and secondary education EFL curricula.
Course Learning Outcomes
By the end of this course, students will be able to:
- Critically examine key theories, models, and approaches to curriculum development in the context of English language education.
- Analyze and evaluate national and international English language curricula with attention to linguistic, cultural, and contextual factors.
- Design and develop coherent and contextually relevant English language curricula aligned with learners’ needs, goals, and socio-educational settings.
- Integrate principles of second language acquisition (SLA) and pedagogical theory into curriculum planning and material development.
- Apply needs analysis techniques to identify and prioritize learner and institutional needs in curriculum design.
- Develop learning outcomes and assessment tools that are aligned with curriculum goals and effective in measuring learner progress.
- Reflect on the role of language policy, ideology, and identity in shaping English language curriculum at local and global levels.
- Collaborate effectively with peers to critique and revise curriculum components using evidence-based practices.
- Demonstrate professional writing and presentation skills in articulating curriculum rationale, structure, and implementation strategies.
- Engage in reflective practice to assess and improve their curriculum design decisions and teaching approaches.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | demonstrate awareness of theoretical and applied knowledge about contemporary approaches, methods and techniques and use this awareness effectively in practice for various educational settings. | ✔ | |||
| 2 | synthesize, critically assess, and improve theoretical and practical findings on contemporary research. | ✔ | |||
| 3 | evaluate the existing instructional procedures, methods and techniques and make suggestions to improve new ones. | ✔ | |||
| 4 | carry out studies with a scientific point of view in order to meet the educational needs in national and international contexts with the aim of making contributions to the field. | ✔ | |||
| 5 | demonstrate the necessary skills to conduct independent research with scientific research methods and share research findings at academic meetings or other settings both orally and in written form. | ✔ | |||
| 6 | evaluate national and international instructional materials, exams and programs and design new ones. | ✔ | |||
| 7 | analyze innovative theories, applications and tools, and conduct research to suggest new ones. | ✔ | |||
| 8 | investigate the cultural differences and similarities that can be found in countries where English is spoken as native, second and foreign language, and use this knowledge to improve national English learning and teaching practices. | ✔ | |||
| 9 | analyze the theories and applications about the acquisition of English language as a second and foreign language and applied linguistics, and use this knowledge in relation to English language teaching and learning. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution