İDÖ722 - SOCIAL INTERACTION and LANGUAGE TEACHER EDUCATION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| SOCIAL INTERACTION and LANGUAGE TEACHER EDUCATION | İDÖ722 | Any Semester/Year | 3 | 0 | 3 | 12 |
| Prequisites | ||||||
| Course language | English | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Team/Group Work Other: individual work, student presentations, and field work | |||||
| Instructor (s) | Assist. Prof. Dr. Ufuk Balaman | |||||
| Course objective | This course introduces diverse ways of training pre- and in-service teachers of foreign languages based on empirical Conversation Analysis research outputs on language learning and teaching in and beyond classrooms that have been applied ? or are applicable ? to language teacher education. The course aims to bring together different existing approaches, to discuss convergences and future developments. | |||||
| Learning outcomes |
| |||||
| Course Content | Topics to cover in the course include conversation analysis as research methodology, L2 interactional competence, L2 classroom discourse, CA-SLA, CIC, pre- and post-observation feedback, reflective practice, teacher cognition, teacher identity, and teacher development | |||||
| References | Li, L. (2017). Social interaction and teacher cognition. Edinburgh University Press. Morton, T. & Gray, J. (2014). Social interaction and English language teacher identity. Edinburgh University Press. Sert, O. (2015). Social interaction and L2 classroom discourse. Edinburgh University Press. Walsh, S., & Mann, S. (Eds.). (2019). The Routledge Handbook of English Language Teacher Education. Routledge. Waring, H. Z. (2018). The What and How of English Language Teaching: Conversation Analytic Perspectives. Second Handbook of English Language Teaching, 1-18. Wong, J., & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. Routledge. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introduction to Social Interaction and Language Teacher Education |
| Week 2 | Conversation Analysis as Research Methodology 1 |
| Week 3 | Conversation Analysis as Research Methodology 2 |
| Week 4 | Second Language Interactional Competence Second Language Classroom Discourse Conversation Analysis for Second Language Acquisition |
| Week 5 | Classroom Interactional Competence |
| Week 6 | Social Interaction and Teacher Cognition |
| Week 7 | Social Interaction and Language Teacher Identity |
| Week 8 | Observation and Language Teacher Education |
| Week 9 | Inverventionist Approaches of Language Teacher Education |
| Week 10 | Lesson Plan Development in Interaction Lesson Study |
| Week 11 | Reflective Practice and Language Teacher Education Teacher Research and Action Research |
| Week 12 | Technology-mediated Interaction and Language Teacher Education |
| Week 13 | Social Interaction Based Language Teacher Education Models 1 |
| Week 14 | Social Interaction Based Language Teacher Education Models 2 |
| Week 15 | Student presentations |
| Week 16 | Student presentations |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 1 | 50 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 1 | 10 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 0 | 0 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 16 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 6 | 84 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 1 | 70 | 70 |
| Homework assignment | 1 | 66 | 66 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 98 | 98 |
| Total Workload | 31 | 243 | 360 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Critically evaluate advancements in English Language Teaching using scientific methods. | X | ||||
| 2. Recognize how cultural factors influence English Language Teaching applications | X | ||||
| 3. Analyze target student groups' language skills, learning roles, and their contributions to the field | X | ||||
| 4. Leverage information technologies for planning graduate-level teaching& learning, considering factors like teaching-learning process, learner development stages, learner differences, subject area specifics. | X | ||||
| 5. Design effective learning environments that consider learners' individual, social, and cultural needs, interests, and differences. Develop suitable learning materials | X | ||||
| 6. Employ appropriate methods to cultivate critical and creative thinking, problem-solving skills within the research field, using English effectively. Conduct research to define and solve problems. | X | ||||
| 7. Utilize various assessment and evaluation methods for theses and other scientific studies. | X | ||||
| 8. Communicate thoughts and solutions in the field, both orally and in writing. Produce original research. | X | ||||
| 9. Act ethically and professionally, adhering to regulations concerning duties, rights, and responsibilities. Uphold democratic, human rights, and social/scientific/cultural values. | X | ||||
| 10. Take ownership of problem-solving as both an individual and a team member, continuously developing professional knowledge and skills in English language teaching. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest