FLE259 MORAL ASPECTS IN CHILD LITERATURE I
| Course Code: | 4500259 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 6.0 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Assoc.Prof.Dr. NİL KORKUT NAYKI, Lecturer Dr. SEBAHAT YASEMİN TEZGİDEN CAKCAK |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
Throughout the course:
- Students will immerse themselves in reading and responding in a variety of ways.
- Students will explore their thinking about our reading through dialogue in small groups.
-Students will respond to literature by making personal connections to our reading and then by exploring and critically examining those responses in literature circles with other readers
- Students will explore literature from a multicultural perspective, expanding our understanding of the cultural pluralism in children’s lives and in literature.
- Students will have many opportunities to reflect on what they are learning through writing, art, talking, reflections and self-evaluations.
Course Content
An introduction to different theories and differing views as to the determinants of morality and different aspects of moral development and the major current approaches to moral development with examples of application in child literature.
Course Learning Outcomes
By the end of the course, students will:
- understand how children's literature can serve as a powerful medium for teaching moral values and advocating for social justice
- develop skills to critically evaluate and select literature that promotes ethical thinking and social awareness, fostering a more just and empathetic world for future generations
- learn practical methods for establishing a school library that reflects and supports.
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