FACULTY OF EDUCATION

ENGLISH LANGUAGE TEACHING UNDERGRADUATE DEGREE COURSE DESCRIPTIONS

 Semester I

ELTV-Introduction to Education (2-0-2-3)

Fundamental concepts related to education and training; aims and functions of education in relation to other fields of education and connections with science; legal, social, cultural, historical, political, economic, philosophical and psychological foundations of education; methodology in educational sciences; school and classroom as educational and learning environments; recent developments in the teaching profession and teacher education; educational orientations in the 21st century.

ELTV-Sociology of Education (2-0-2-3)

Fundamental concepts of sociology: Society, social structure, social phenomenon, social event etc .; frontiers of sociology (Ibn Haldun, A. Comte, K. Marx, E. Durkheim, M. Weber et al.) and their educational views; essential sociological theories (functionalism, structuralism, symbolic interactionism, conflict theory, critical theory, phenomenology and ethnomethodology); social processes (socialization, social stratification, social mobility, social change etc.) and education; social institutions (family, religion, economy, politics) and education; The development of sociology and the sociology of education in Turkey (Ziya Gokalp, Ismail About Baltacıoğlu, Nurettin Topçu, Mümtaz Turhan et al.); culture and education; social, cultural, ethical systems and school as a community.

 NHE-National History I (2-0-2-3)

Internal and external factors leading up to the collapse of the Ottoman Empire; Innovation attempts in the Ottoman Empire in the 19th Century; Schools of thought in the Ottoman Empire in the last period; Early 20th Century political and military states; WWI and the Armenian issue; The occupation of Anatolia and political/social reactions; Mustafa Kemal Pasha's arrival in Samsun and activities; congress period and organization; Final opening of the Ottoman Grand National Assembly and the concession of the National Pact; Preparing for the National Contention and material and spiritual bases; Opening and activities of TBMM; Treaty of Sevr; Combats in the Southern and Eastern fronts; the establishment of regular armies, the Greek assault and wars in the Western front, The signing of the Mudanya Armistice, the gathering of the Lausanne Conference and the signing of the Peace Treaty.

ELTG-Second Language I (2-0-2-3)

Present and present continuous tenses; practice of speaking, reading, writing and listening skills in the context of the present tenses; oral skills (self-introduction, description of objects / places, giving directions, personal information question and answer patterns); reading skills (restaurant menus, bus-train timetables, shopping lists, signs and labels etc.); writing skills (writing text messages, poster content) writing, form filling); listening skills (directions, place / person descriptions, etc.).

 ELTG-Turkish Language I (3-0-3-5)

Features of written language; punctuation; characteristics of written and oral expression; paragraph design and types (introduction, main body, conclusion); ways of connecting ideas (explanation, discussion, narration, description; definition, exemplification, witness demonstration, comparison and so on); text structure (structural features of text, introduction-argument-result parts); cohesion, coherence, auidence, genre, style, register, and intertextuality; process writing (drafting, editing, and feedback); writing informative-descriptive texts; narrative text writing; writing argumentative texts.

 ELTG-Information Technology (3-0-3-5)

Information technologies and computational thinking; problem solving concepts and approaches; algorithm and flow charts; computer systems; basic concepts about software and hardware; operating systems, current operating systems; file management; utilities (third party software); word processing programs; calculation / table / graphics programs; presentation programs; desktop publishing; database management systems; Web designing; internet use in education; Contact and collaboration technologies; safe internet use; information ethics and copyrights; and the effects of the internet on children / teenagers.

 ELTA-Reading Skills I (2-0-2-2)

Different views reflected in authentic reading texts such as newspapers, magazines, reviews and academic texts and stance identification; intercultural links and predicting the main idea of the text, acquiring high-level reading skills such as using semantic clues; acquiring the habit of reading in and out of class; development of critical thinking skills based on the synthesis, analysis and evaluation of knowledge.

ELTA-Writing Skills I (2-0-2-2)

Paragraph forms and structure; technical specifications of the paragraph; paragraph analysis; paragraph planning; comprehension, comparison, discussion, producing texts with narrative types, summarizing, interpreting; short story and review writing (on books and / or films) and formal / informal letter writing.

 ELTA-Listening and Pronunciation I  (2-0-2-2)

Analysis of authentic listening materials and speech patterns from different contexts; phonetic transcriptions of regular and problematic sounds; advanced listening skills including listening for vowels, silent letters, vocabulary choice and intonation, and phonological transcription practice.

 ELTA-Oral Communication Skills I (2-0-2-2)

Ability to communicate orally using appropriate expressions and developing strategies for various interaction situations; expressing emotions and ideas through interaction, presentation and discussion activities effectively; practice with current and authentic audiovisual materials and the ability to decode oral input.

Semester II

ELTV-Philosophy of Education (2-0-2-3)

Fundamental issues and controversial areas of philosophy; philosophy of existence, knowledge, ethics / values and education; basic philosophical movements (idealism, realism, naturalism, empiricism, rationalism, pragmatism, existentialism, analytic philosophy) and education; educational philosophy and educational movements: perennialism, fundamentalism, progression, existential education, critical / radical education; Educational views of some philosophers (Plato, Aristotle, Socrates, J. Dewey, Ibn-i Sina, Farabi, J. J. Rousseau) in the Islamic world and in the West; human nature, individual differences and education; education in terms of certain political and economic ideologies; influential schools of thought and education in the modernization process in Turkey; The philosophical foundations of the Turkish education system.

ELTV -Educational Psychology (2-0-2-3)

Fundamental concepts of psychology and educational psychology; research methods in educational psychology; theories of development, development areas and processes; individual differences in development; fundamental concepts about learning; factors affecting learning; learning theories in the context of instructional processes; motivation in the learning process.

NHE-National History II (2-0-2-3)

Political reforms (removal of the Sultanate, declaration of the Republic, removal of the Halifax, etc.); revolutions made in the social field (hat reform, closure of tekkes and zawas, Calendar, Time and Surname Law); revolutions in the field of education and culture (Tevhid-i Tedrisat Kanunu, Letters Revolution, Turkish History and Language Revolution); revolutions in the field of law; Atatürk's multi-party transitional experiences and reactions (the establishment and closure of the Terakkiperver Cumhuriyet Firk, the Sheikh Said rebellion and the assassination attempt on Atatürk); Atatürk's period, multi-party political life transitions (establishment of Free Republic Party, closure and Menemen Event); Republican period, Turkey's economic resources and policy (İzmir Economic Congress); Turkish foreign policy of Atatürk period (Population exchange, membership of the League of Nations, Balkan Antantai and Sadabat Paktı); Atatürk era of Turkish foreign policy (Montreux Convention Regarding the Regime of the Straits, Hatay to join the motherland, Turkey's bilateral relations with other countries); Definition, scope and principles of Atatürk's thought system; After Ataturk's Turkey, the ruling Democratic Party in the 1960s and 1970s in Turkey, Turkey's foreign policy after 1960.

 ELTG-Second Language II (2-0-2-3)

Past tense; future; modal verbs (can, may, must, etc); the skills of speaking, reading, writing and listening in the context of these tenses and modals; verbal skills (asking questions at restaurants, ordering food, etc.); reading skills (online weather reports, recipe, banner / poster texts etc); writing skills (writing text messages, giving written directions, writing emails / invitations, etc.); listening skills (weather report, recipes, etc.).

ELTG-Turkish Language II (3-0-3-5)

Characteristics of academic language and writing; using definitions, concepts and terms in academic writings; objective and subjective expression; the structure and types of academic texts (articles, reports and scientific abstracts etc); argumentation, writing proposals (verifying an idea, defending or opposing); the formal characteristics of scientific reports and articles; the steps of writing reports; explanation, discussion, establishing relations between texts, giving references (citation and footnotes, bibliography); writing headings, summarizing, writing keywords; ethical principles to be observed in scientific writings; academic text writing practice.

 ELTA-Reading Skills II (2-0-2-2)

Drawing conclusions through inductive and deductive thinking  and reading between the lines; to understand the direct and indirect, simple and metaphorical meaning by examining the information in reading texts; to be able to convey personal opinions in short written and verbal texts; understanding the possibility of incongruence between author and readr perspectives and understanding.

ELTA-Writing Skills II (2-0-2-3)

Read to write, write to read; creating awareness of the activities done before, during and after writing; drafting and rewriting; rewieving and editing written products; self-assessment; peer evaluation; writing compositions and homework reports.

ELTA-Listening and Pronunciation II (2-0-2-3)

Note taking, prediction, drawing specific and detailed information, guessing meaning from context, understanding the essence of content; phonetics; focusing on original listening materials that include different English accents from a variety of genres such as interviews, films, songs, conferences, television programs and news broadcasts.

ELTA-Oral Communication Skills II (2-0-2-3)

Development of advanced oral communication skills; the development of the ability to express feelings and thoughts in an appropriate way through verbal activities such as interviews, presentations and discussions; the development of the ability to speak and listen at an advanced level through the introduction and implementation of auditory techniques and strategies. 

ELTA-Structure of English (2-0-2-2)

The word and sentence structure of English; simple, compound and complex sentences; tense, mode, aspect, voice and their contextual use will be covered.

Semester III

ELTV-Instrutional Technlogies (2-0-2-3)

Information technology in education; classification of teaching processes and techniques; theoretical approaches to instructional technologies; new orientations in approaches to learning; current literacy; teaching techniques as tools and materials; design of instructional materials; designing thematic teaching materials; creating object-specific object stock room, evaluation criteria for teaching materials.

ELTV-Teaching Principles and Methods (2-0-2-3)

Fundamental concepts of teaching principles and methods; teaching-learning principles, models, strategies, methods and techniques; setting aims and objectives in teaching; selecting and organizing content in teaching and learning; teaching materials; planning instruction and lesson plans; theories and approaches related to teaching; effective school teaching, success in learning; evaluation of classroom learning.

 ELTA-Approaches to ELT (2-0-2-3)

Conceptions of learning and teaching English; The purpose and basic principles of English teaching; The history of English teaching; reflection of teaching and learning approaches to English teaching; Basic skills in teaching English; examples of in-class practice; Current trends and problems in English teaching; components of effective English language teaching; Social, cultural and economic perspectives on teaching English.

ELTA-English Literature I (2-0-2-4)

English, American literature and cultural history of literature originally written in English; essential terms and techniques used in text analysis; main text types; important trends and periods, contents and styles of works such as short stories, poetry, plays and novels in various genres of different periods; contributions to the understanding of ‘life’ as portrayed in literature; Criticizing and interpreting texts and literary arts.

ELTA-Linguistics I (2-0-2-3)

Fundamental concepts of linguistic analysis; awareness-raising, error analysis on data from language learners’, case study and comparative analyses of mother language and foreign language; language components as a system; linguistic competence and action, sub-branches of linguistics, types of linguistic knowledge, linguistic universals, linguistic creativity, linguistic lack of reason, sign languages, artificial languages and intercultural communication; research on brain and language, language evolution, language functions, language use and language disorders (eg simultaneous listening test, divided brain, WADA test); phonetics, acoustics, affective and phonetics, speech organs, phonemes, vowels and consonants, international phonetics alphabet, double vowels, triple vowels, articultion  style and positions; phonetics, examples of sound, analogy, incompatibility, binding, consonant letters, silent letters, parts, emphasis and melody; semantics, analysis of meaning components, semantic relations, semantic relation, meaning and submission, co-ordination.

ELTA-Critical Reading and Writing (2-0-2-3)

Summarizing and / or reporting of selected, current studies in English language education; examining works within their context and localizing information; to compare texts that adopt different views on the same subject and to synthesize them and produce one’s own original texts.

Semester IV

ELTV-History of Turkish Education (2-0-2-3)

The subject, method and resources of Turkish education history; education in the first Turkish states; education in the first Muslim Turkish states; education in Turkey Seljuk and Anatolian principalities; Education in the Ottoman State: Education system until the first modernization movements; 13-18. education in the Turkish states outside the Ottoman geography in centuries; Modernization movements in education in the Ottoman Empire until the Tanzimat; The foundation of the modern education system of the Republic of Tanzimat; reorganization of traditional education; 19-20. education in other Turkish states and communities in Eurasia over the centuries; education in the period of national struggle; education in the Republic of Turkey: Turkey foundations of the education system, structure, organization and development; teacher training process from the beginning to today; Education in the 21st century Turkish world; common goals, language and alphabetical unity, common history writing exercises.

ELTV-Research Methods in Education (2-0-2-3)

Fundamental concepts and principles of research methods; research process (to identify the problem, to identify the sample, to collect and analyze data, to interpret the results); general characteristics of data collection tools; analysis and evaluation of data; access to articles, dissertations and databases; research design and types; main paradigms in scientific research; quantitative and qualitative research designs; sampling in qualitative research, data collection, analysis of data; validity and reliability in qualitative research; reviewing, evaluating and presenting articles or theses; preparing a research report in accordance with research principles and ethics; action research in education.

 ELTA-Instructional Programs in ELT (2-0-2-3)

Basic concepts related to teaching programs; The historical development of English language teaching programs; the approach, content and objectives of current English language teaching programs; learning and sub-learning areas; distribution and limitations of learning outcomes according to classes and their relation with other courses; the relationship between curriculum of English lesson programs; methods, techniques, tools and materials used; measurement and evaluation approaches; teacher competences.

ELTA-English Literature II (2-0-2-4)

English and American literature; Works and authors from different periods of English literature; The periods and basic movements of written literature in English, basic concepts, terms, techniques in these literary works using sample texts from various periods; literary, philosophical and scientific trends.

 ELTA-Linguistics II (2-0-2-3)

Error analysis based on language learners' data, case study and comparative analyses of first and foreign languages, concepts related to language structure and use; morphological analysis; syntax; pragmatics; sociolinguistics; discourse.

 ELTA-Language Acquisition (2-0-2-3)

First and second language acquisition theories (behaviorism, innatism, information processing, connectionist models, interactional approach); mother language and target language development stages and processes; case studies, comparative analysis of first and target language uses from lexical data, comparison of second language acquisition in children and adults through transcription and transcription of classroom interaction, stages of development in mother tongue acquisition, contextual differences in SLA (eg: natural and formal learning environments), individual differences and learner characteristics (eg. personality factor, language aptitude, intelligence, acquisition age, motivation and attitude, learning preferences and beliefs).

 Semester V

ELTV-Classroom Management (2-0-2-3)

Fundamental concepts of classroom management; physical, social and psychological dimensions of the class; class rules and discipline; Models related to class discipline and management; management of student behaviors in class, communication and interaction process in class; student motivation in class; time management in the classroom; teacher as a leader in the class; management of teacher-parental hearings; creation of a positive classroom and learning environment; case examples of classroom management according to school levels.

 ELTV-Morals and Ethics in Education (2-0-2-3)

Fundamental concepts and theories about morality and ethics; business and professional ethics; social, cultural, moral, ethical aspects of the teaching profession; the right to education and learning, ethical principles in the process of education, training, learning and evaluation; ethical principles in relation to educational stakeholders (employers / managers, colleagues, parents, professional organizations and society); ethics / ethical responsibilities of education / school administrators, parents and students; unethical behavior in business and professional life; In Turkey, public administration, ethics and regulations regarding teacher training; unethical behaviors in school and education, ethical dilemmas, problems and solutions; moral / ethical education and ethics in the school; school principals and teachers as moral / ethical leaders.

ELTA-Teaching English to Young Learners I (3-0-3-5)

Differences between early childhood learners (5-12 years) and learners of other ages (in terms of language structure, skills and learning of subordinate skills) and misconceptions about child learners; learning styles (visual, auditory and affective) and strategies of teaching child language learners (eg: metacognition, cognition, socialization); (eg: puzzle, story, play and simulation), audio-visual tools (eg painting, real objects, cartoons, puppets and songs) for language teaching; selection, sequencing, adaptation and evaluation of teaching materials according to learners' language levels and cognitive and affective development.

ELTA-Teaching English Language Skills I (3-0-3-5)

Different stages and techniques of teaching listening, speaking, pronunciation and vocabulary; development of language awareness and teaching skills for learner groups of different ages and language abilities; lesson planning principles and techniques appropriate to different proficiency levels.

 ELTA-Language and Literature Teaching I (2-0-2-3)

Use of literature in language teaching; Short stories and novels selected from British and American literary works and works originally written in English and different features of these two categories; different approaches to the use of literature with young people and adults at every language level; integration of language teaching in these two literary genres (short stories and novels) in theory and practice, the study of literary texts in terms of content richness and linguistic features; examination of culture teaching methods in the fields indicated by means of short stories and novels: objects and products in the main and target languages and culture in comparative and opposed terms; proverbs and idioms, stereotypes expressing cultural values; social structures, roles and relations; customs / traditions; beliefs, values, prohibitions and taboos, superstitious beliefs specific to societies; political, historical and economic background; cultural institutions; metaphoric / associative side meaning, use of humor.

Semester VI

ELTV-Measurement and Asessment in Education (2-0-2-3)

Role and importance of measurement and assessment in education; fundamental concepts of measurement and assessment; psychometric (validity, reliability, utility) features of measurement tools; development and implementation of achievement tests; interpretation of test results and giving feedback; analysis of test and item scores; evaluation and grading.

ELTV-Turkish Education System and School Administration (2-0-2-3)

The formation of educational systems and the structure of Turkish education system; Basic laws regulating the Turkish education system; The central, provincial and foreign organization of the Ministry of National Education; Teaching stages in Turkish education system; Human labour, physical, technological and financial resources in Turkish education system; Reform s and reform initiatives in Turkish education system; organization-management theories and processes; school as a social system and organization; management of human resources; student personal affairs; work related to education and training; school-related work; school, environment, community and family relationships; Current debates and trends about Turkish education system and schools.

ELTA-Teaching English to Young Learners II (3-0-3-5)

Different curriculum types for early childhood learning (5-12 years) groups (story-based, content-based, theme-based, task-based); effective use of children's literature, classroom management, language input and exercises.

ELTA-Teaching English Language Skills II (3-0-3-5)

Thorough examination of different stages and techniques of teaching reading, writing and grammar; developing language awareness and teaching skills for groups of learners at different ages and language abilities; lesson planning principles and techniques appropriate to different proficiency levels.

ELTA-Language and Literature Teaching II (2-0-2-3)

Use of literature in language teaching; analysis of examples of poetry and plays selected from English and American literary works and works originally written in English and features distinguishing these two types from other literary genres; tasks that will draw attention to the richness of literary texts; the use of poetry and plays and teaching of cultural objects: objects and products in the main and target language and culture in comparative and opposed terms; proverbs and idioms, stereotypes expressing cultural values; social structures, roles and relations; customs / traditions ; beliefs, values, prohibitions and taboos, superstitious beliefs specific to societies; political, historical and economic background; cultural institutions; metaphoric / associative side meaning, use of humor.

 Semester VII

ELTV-Teaching Practice I (2-6-5-10)

Observing the specific teaching methods and techniques related to the ELT field; engaging in micro-teaching activities; autonomous lesson planning; developing materials related to the course; preparing teaching environments; classroom management; measurement, evaluation and reflection concerning the teaching experience.

ELTV-Special Education and Socialization (2-0-2-3)

Fundamental concepts of special education; principles and historical development of special education; legal aspects concerning special education regulations; diagnosis and evaluation in special education; individualization of teaching; mainstreaming and special education support services; engagement and co-operation of families; different disability and ability groupings; educational approaches and teaching strategies for different groups; effective strategies for behavior management.

 ELTG-Community Service Practices (1-2-2-3)

Community, community service practices and social responsibility concepts; social responsibility projects in terms of social and cultural values; identifying current social problems; preparing projects for the solution of such social problems; voluntarily participating in individual and group social responsibility projects; implementation of social responsibility projects in various institutions and organizations; participating in scientific events such as panels, conferences, congresses, symposiums as participants, speakers or regulators; assessing the results of social responsibility projects.

 ELTA-Lesson Planning in ELT (3-0-3-3)

Theories and principles of course content and materials design in English language teaching (eg, selection, adaptation, development and evaluation of content and materials) and main viewpoints on the use of English textbooks; the relationship between methodology, ideology and textbook authors; procedures related to the selection of the course content and materials;  learner-centered, authentic, real-world materials that help the students to communicate with each other and with the teacher; language adequacy of the learner, learnability, ease of use, cultural content, appropriateness of communicative interaction and language use; language adaptation of teaching materials according to student needs and teaching environments; designing one’s own teaching materials and supplementary materials chosen according to the appropriate method, student level, needs and current school environment; Evaluation of English lessons and materials, coursebook evaluation criteria.

ELTA-Translation (3-0-3-3)

Turkish-English, English-Turkish translation practice based on different text types; linguistic structure and context in relation to the translation process; raising teacher candidates’ awareness of similarities and differences between the target languages; consistency between translation approaches and genres is emphasized.

  Semester VIII

 ELTV-Teaching Practice II (2-6-5-15)

Observing the specific teaching methods and techniques related to the ELT field; engaging in micro-teaching activities; autonomous lesson planning; developing materials related to the course; preparing teaching environments; classroom management; measurement, evaluation and reflection concerning the teaching experience.

 ELTV-School Councelling (2-0-2-3)

Educational role of guidance and psychological counseling services; developmental guidance model philosophy, its purpose, principles and program (comprehensive developmental PC program); basic services / interventions; the role and function of teachers in class guidance; PC services within the educational, professional, and social areas; school managers and teachers as psychological counselors; preparation of class PC plans / programs and their implementation.

ELTA-Test Preparation and Evaluation in ELT (3-0-3-4)

Types of tests and measurement methods used for different age groups and language levels in language teaching; principles for measuring and evaluating language skills (reading, writing, listening, speaking); types of questions used in measuring vocabulary and grammar knowledge; exam preparation techniques and evaluation criteria; preparation of various question examples and test evaluation practice

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            ELTV- VOCATIONAL KNOWLEDGE ELECTIVE COURSES

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Open and Distance Learning (2-0-2-4)

Basic concepts and philosophy of open and distance learning; development of distance education in the world; The development of distance education in Turkey; learner and guide roles in distance education; technologies used in distance education; management of open and distance education; classroom management and its components in open and distance learning; open educational resources and trends in the world; massive open online courses; personalized learning environments; problems related to open and distance education and their solutions; open and distance education practices in teacher training; individual teaching material development and student support services in open and distance education; determining instructional strategies for different learning situations; research and evaluation in distance education.

 Child Psychology (2-0-2-4)

Basic concepts, history and methods of child psychology; prenatal development; developmental areas and characteristics of infancy; early childhood development areas and characteristics; recent childhood development areas and features; child within the family structure; child within the school system; childhood adjustment and behavior problems; children with special needs.

 Attention Deficit Hyperactivity Disorder (ADHD) (2-0-2-4)

Definition and characteristics of attention deficit and hyperactivity disorder (ADHD); The main symptoms of ADHD (attention deficit, hyperactivity and impulsivity); The effects of ADHD on the child in terms of social, emotional and school success; Causes of ADHD; Risk factors in the formation of ADHD; ADHD types; Approaches to children with ADHD; Guiding students with ADHD; education of children with ADHD; Ensuring school-family cooperation.

 Educational Law(2-0-2-4)

Basic concepts of law and administrative law; sources of administrative law; rights and duties in management; Convention on the Rights of the Child and the Declaration of Human Rights; administrative and judicial supervision of teachers; Basic laws establishing and regulating the Turkish Education System; duties, rights and responsibilities of education stakeholders.

 Anthropology of Education (2-0-2-4)

Subject, basic concepts, history and method of anthropology; basic approaches in social-cultural anthropology; anthropological education and basic concepts of educational anthropology: Culture, acculturation, acculturation, adaptation, subculture, counterculture, common culture etc.; cultural foundations and functions of education; intercultural differentiation, education and learning; school as a living space, school cultures and ethnographies; media, mass media, popular culture and education; globalization, cultural interaction, cultural literacy and education; Education in oral and written literary works in the history of Turkish culture and civilization; The roles of parents and children in Turkish family structure.

 History of Education (2-0-2-4)

Education in Antiquity (Ancient Egypt, Mesopotamia, Anatolian, Indian, Chinese, Ancient Greek and Roman civilizations); Education in Eastern, Western and Islamic societies in the Middle Ages and the New Age; Renaissance, Reformation, Enlightenment and education; Education in the Industrial Age and the Modern Period; The relations of Islamic culture and civilization with Western civilization; the emergence of national/nation-states and the development of national education systems; discussions of post-modern society and education; Fundamental changes and transformations in education in the world since ancient times.

 Drama in Education(2-0-2-4)

Drama ve yaratıcı dramanın temel kavramları (drama, yaratıcılık, yaratıcı drama, oyun ve tiyatro pedagojisi, iletişim-etkileşim, rol oynama, doğaçlama, eylem, dramatik oyun, çocuk tiyatrosu, kukla, pandomim vb.); yaratıcı dramanın aşamaları, boyutları ve öğeleri; rol oynama ve doğaçlama; yaratıcı dramanın tarihçesi; toplumsal olaylar ve yaratıcı drama ilişkisi; eğitimde dramanın uygulama basamakları; eğitimde dramada yararlanılabilecek kaynaklar; yaratıcı drama ders planının hazırlanması ve uygulanması; dramanın bireysel ve sosyal gelişime katkısı.

 Extra-Curricular Activities (2-0-2-4)

Formal curriculum and extracurricular activities/hidden curriculum concepts in education; approaches to hidden curriculum; cognitive and affective learning and hidden curriculum; school as a place of ritual; school ceremonies as extra-curricular activities at school; the importance and management of social, cultural, sportive and artistic activities at school; the place and importance of the hidden curriculum in values education; extracurricular activities (commemoration, celebration, meeting, graduation, etc.) in terms of values education.

 Curriculum Development in Education (2-0-2-4) 

Basic concepts of program development; theoretical foundations of curriculum development; types of programs; philosophical, social, historical, psychological and economic foundations of curricula; Curriculum development and features of curricula; phases of program development; the core elements of the program (objective, content, process, evaluation) and the relationships among the elements; classification of objectives and their relationship to program elements; content editing approaches; identifying training needs; program development process and models; curriculum design approaches; program evaluation models; program literacy; duties and responsibilities of teachers in the development of curricula; Features of MEB curricula; implementation of curricula; New approaches and trends in curriculum development in the world and in Turkey.

 Project Development in Education (2-0-2-4)

Project concept and project types; curricula and project-based learning; project programs in schools (TUBITAK, EU and others); topic selection for the project; literature review; logical framework in the project; planning and management of the project; application of the scientific method in the project; project report preparation and development; finalize the project report; project evaluation and review of good practices; project presentations, poster and brochure design techniques.

 Critical and Analytic Thinking (2-0-2-4)

Basic concepts and definitions; brain as thinking organ, ways of thinking and grouping of thinking; involuntary thinking and its features; voluntary thinking and its characteristics; methods of voluntary thinking; critical and analytical thinking; basic features and criteria of critical and analytical thinking, stages of critical and analytical thinking; factors affecting critical and analytical thinking; scope of critical and analytical thinking; critical and analytical reading; critical and analytical listening; critical and analytical writing.

 Inpatient Education for Hospitalized Children (2-0-2-4)

Hastanede yatan çocukları yaş gruplarına göre gelişim özellikleri, ilgi ve ihtiyaçları, ruhsal durumları; hastane personeli, çocuk ve aile arasındaki etkileşim; hastaneye hazırlayıcı eğitim, teşhis, tedavi ve ameliyata hazırlama; hastanede yatan çocuklara yönelik oyun, müzik, sanat, drama, matematik, hikâye vb. etkinlik planı hazırlama ve uygulama; hastane okulları ile ölümcül hastalığı olan çocuklar, aileleri ve personel arasındaki etkileşim.

 Inclusive Education (2-0-2-4)

Inclusivity and its content; inclusive education: definition, content and importance; legal basis for inclusive education; national and international legislation; approaches and standards in inclusive education; teacher roles in inclusive education; inclusive curriculum and materials; attitudes and values in inclusive education; inclusive school and classroom; preparing an action plan for inclusive education; inclusive education practices: characteristics that differentiate students, effective communication, language used, psycho-social support, differentiation of teaching and examples, methods and techniques, planning teaching, inclusiveness in course materials and selection of inclusive activities; lesson design applications.

 Characer and Values Education (2-0-2-4)

Conceptual framework: Character, personality/personality, value, virtue, morality, temperament, etc.; character development and education; family, environment and school in character development and education; definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations; character and value education approaches and practices; intercultural differentiation and coexistence culture in character and value education; character and value education in terms of educational philosophy and goals; teaching methods and techniques in character/value education; the crisis of values and education in modern and multicultural societies; values education in the human-cultural development process; Examples of values education from Turkish education and cultural history, values education practices and researches in Turkey; teacher as a role model in character and value education.

 Comparative Education (2-0-2-4)

Definition, scope and history of comparative education; method and research in comparative education; comparison of education systems of different countries in terms of structure, functioning, school levels, human resources, education financing, education privatization, policy making in education, planning and implementation; gender, social justice and equality in education in different countries; reform and innovation initiatives in education in different countries; teacher and education/school administrator training systems in different countries; globalization and internationalization in education; international examinations, institutions and organizations related to education.

 Micro-Teaching (2-0-2-4)

Basic concepts and principles of effective teaching and learning; teachers' professional competence, attitudes, roles and behaviors; lesson plan preparation; scope, benefits and limitations of microteaching method; preparing active learning activities appropriate to the subject; exemplary lecture practices in the classroom; video recording of lecture presentations; evaluation of the course using the recordings; development of prepared activities and lectures.

 Museum Education (2-0-2-4)

Definition and characteristics of the museum, exhibition in museums; museum and museum education; types of museums; The development of Turkish museology; an overview of the history of museology in the world; the relationship between museum, art, culture and civilization; museum and art education; museum and society; the contribution of museums to historical consciousness; protecting historical artifacts; Contemporary museology in the world and in Turkey.

 Non-formal Education Settings (2-0-2-4)

Out-of-school education and learning concepts; scope and importance of out-of-school learning; teaching in out-of-school settings; teaching methods, techniques (project-based learning, station technique, etc.) and teaching materials suitable for out-of-school learning environments; out-of-school learning environments (museums, science centers, zoos, botanical gardens, planetariums, industrial establishments, national parks, science festivals, science camps, natural environments, etc.); development of out-of-school learning areas and environments; planning, implementation and evaluation of out-of-school learning activities.

 Learning Difficulties (2-0-2-4)

Definition, characteristics and classification of learning disability: Educational, psychological, medical factors; prevalence and incidence; causes of learning difficulties; early intervention; response model to intervention; screening/diagnosis: medical, developmental and educational screening/diagnosis; academic and non-academic characteristics; team and collaboration; educational environments; scientifically based applications; supporting reading, writing and math skills; supporting non-academic skills.

 Customizing and Adapting Teaching (2-0-2-4)

The concept of individualization and its importance in education; things to be done for individualization: curriculum-based evaluation, rough evaluation, criterion-dependent measurement tool preparation, rules to be followed in evaluation; determining long-term and short-term teaching goals; arrangements that can be made in classrooms and schools for inclusion/integration; adapting teaching; Examples of individualization and adaptation in inclusion/integration classes.

 Sustainable Development and Education(2-0-2-4)

The concept of sustainability and its usage areas; sustainability in social and natural sciences; sustainability in the context of social change; education and sustainability; the future of humanity and sustainability; immigration, poverty and inequality; sustainable environment; ecology, global environmental issues and sustainability; sustainable society in harmony with nature; population, economic system and natural environment; technological developments, consumption habits and environment; social responsibility studies, sustainability in terms of tangible and intangible cultural heritage; rethinking human-nature relations on the axis of sustainability.

 Further Education and Life-Long Learning (2-0-2-4)

Definition and scope of adult education; concepts related to adult education (continuing education, public education, non-formal education, vocational education etc.); Historical development of adult education in Turkey; approaches and models in adult education; adults and learning; purpose, scope and historical development of lifelong learning; Lifelong learning practices in Turkish education system.

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ELTG  - GENERAL CULTURE ELECTIVE COURSES

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Substance Abuse and Fight against Addiction (2-0-2-3)

Basic concepts and definitions; types of addiction (substance addiction, technology addiction, etc.); causes of addiction; risk factors in the family, peer group and social context that prepare the person for substance abuse; communication skills in dependent children, adolescents and adults; the role of social work in addiction; models of addiction; addiction prevention effort; consequences of addiction; national policy and strategy methods in the fight against addiction; readjustment process.

 Nutrition and Health (2-0-2-3)

Natural and healthy nutrition; fight obesity; food additives; healthy living and exercise; Growth and development; healthy sex life; fight against addiction (tobacco, alcohol, substance abuse, etc.); traffic, disaster and first aid.

 History and Philosophy of Science (2-0-2-3)

Science, philosophy, scientific method; Ancient Greece, Medieval Europe, Scholastic philosophy and science; Science and philosophy in Islamic cultural geography; science in Mesopotamia; science and philosophy in Renaissance Europe; science and philosophy in the age of enlightenment; classification of sciences; relations between science, scientism, ideology, ethics and religion; science and paradigms; Vienna and Frankfurt schools of thought; science criticism in the twentieth and twenty-first centuries.

 Ethics in Science and Research (2-0-2-3)

Science, the nature of science, its development and scientific research; the concept of ethics and ethical theories; research and publication ethics; unethical behaviors and ethical violations in the research process; ethical issues of authorship and copyright; biased publication, editorial, refereeing and ethics; publication ethics and unethical behavior in the publication process; legislation and committees related to research and publication ethics; ways to detect ethical violations; common research, publication ethics violations and methods to prevent them.

 Economy and Entrepreneurship (2-0-2-3)

Basic concepts of economics and economic systems; basic concepts of business and business management; establishment, aims and legal structure of the enterprise; management processes and functions in enterprises; management of human resources and other resources; entrepreneur and entrepreneurship concepts, success factors in entrepreneurship; entrepreneurship culture, entrepreneurial process and types of entrepreneurship; career planning, original ideas, extraordinary examples; Turkish Patent and Trademark Office; Industrial Property Law; small and medium-sized businesses; management processes and functions in small businesses; business idea development, innovation and innovation, business planning, elements of business plan, writing and presentation; preparing a project on entrepreneurship in a specific field and subject.

  Traditional Turkish Crafts (2-0-2-3)

Terms and concepts related to traditional Turkish arts; the importance of traditional Turkish arts; their contributions to the individual, society and national economy; Historical development of traditional Turkish arts (Huns, Göktürks, Uyghurs, Seljuks, Principalities and Ottoman Periods); Ahilik and Guild Organization; Institutions and organizations related to Turkish arts in the Republican period; classification of traditional arts according to raw materials and production techniques; traditional weaving (carpet-rug, fabric, etc.), printing, knitting, felt, glass (stained glass, glassware, beads, etc.) arts; metal (iron, copper, silver and gold etc.) arts; wood (kündekari, carving and mother-of-pearl inlay) arts; tile-ceramic and stonework arts; education, production and marketing of traditional Turkish arts.

 Human Rights and Democracy Education (2-0-2-3)

The concept of human rights and its historical development; types of human rights; understanding of democracy, principles, approaches and human rights; democracy education and democratic education; family and democracy education; education as a human right; preschool education and democracy education; primary school education program and democracy education; democracy education in secondary education; higher education and democracy education; democratic school and classroom environment.

Human Affairs and Communication (2-0-2-3)

Definition and classification of interpersonal relations; theoretical approaches to interpersonal relations (psychoanalytic, attachment, contemporary theories); theoretical approaches about interpersonal relations (social, psychological, cognitive theories); interpersonal relations as a developmental process (infancy and childhood, adolescence and adulthood); factors affecting interpersonal relations; gender, gender roles and interpersonal relationships; self-adaptation and self-disclosure in interpersonal relationships; communication and communication errors; effective communication skills; interpersonal problems, conflict and conflict resolution approaches; human relations in terms of intercultural differentiation.

 Career Planning and Advancement (2-0-2-3)

Concept of career, career planning and stages; individual career development, creation of career strategy; career planning model, career options in related teaching fields; CV preparation and CV types, CV format and examples, points to be considered in CV preparation; cover letters, introductory letters, job interviews, objectives, methods and types, interview preparation and interview stages; situations that may be encountered in negotiations; question types, body language-bodily signs.

 Culture and Language (2-0-2-3)

Basic concepts of language and culture; sources and elements of culture; oral and written culture; material and spiritual culture; culture in individual and social terms; culture as a unifier and a divider; acculturation, acculturation, cultural diffusion and adaptation; culture in terms of cognitive, symbolic, structural-functional approaches; language as a system of symbols; individual language and language acquisition; the effect of language on human consciousness; the relationship between culture, language, cognition and reality; the function of language to carry knowledge and culture, to establish social relations and communication; development and transmission of language and culture; national identity and language; dynamics of changes in culture and language; discussions of the interplay of changes in culture and language; national cultures; globalization, multilingualism and multiculturalism.

 Media Literacy (2-0-2-3)

Information literacy; conscious use of the internet and social media; effects of social media on individuals; the power to disseminate and mislead; news dissemination power; media and perception management; legal rights and responsibilities for the media and the Internet; Copyright; personality right; information privacy; breach of privacy; language use in the media; value and quality analysis of news; popular culture; roles of men and women in the media; consumer culture and advertisements; stereotyping in the media.

 English for Vocational Purposes (2-0-2-3)

Basic English reading-writing-listening skills; basic concepts of child development and stages; basic concepts of basic education and secondary education; basic concepts related to educational sciences; examples of student-parent-teacher dialogue; listening and understanding of academic texts (youtube, teachertube, tedx talks etc.); verbal skills for professional development (vocabulary, patterns, etc.); writing skills (writing a petition, preparing a report, creating a CV, writing a text message, creating lesson objectives, etc.); reading skills (reading written texts using web 2.0 tools, etc.); Translation studies in the related teaching field.

  Art and Aesthetics (2-0-2-3)

Arts, fine arts, crafts and culture; arts and education; art, creativity and work of art; philosophy of art and aesthetics; theories of art and aesthetics; art criticism; art history, art in pre-modern, modern and post-modern periods; art and social context; art and everyday life; Turkish-Islamic art-aesthetics and works of art; the position of art and craftsmen in the process of social change; The development of art in Turkey; understanding of art today; civilization building and art; art, aesthetics and morality.

 Turkish Folk Dances (2-0-2-3)

Definition of folklore; rhythm and perception studies, dance and folk dance-figure studies; regional differences in folk dances, figure studies, local figures, learning bar type local figure, learning halay and spoon type local figure, horon and greeting type local figure learning, zeybek type local figure learning; studies on the behavior and playing styles of learned games; staging of folk dances, staging types and differences

 Turkish Sign Language (2-0-2-3)

Basic concepts of sign language; Turkish sign language, its history and features; letters in Turkish sign language; sound information; internal structure of the sign, simultaneity and succession; hand alphabet in terms of phonetics; morphology in sign language, structuring and shaping of the sign; word classes and pronouns; syntax in sign language; word order, sentence types; question sentences; semantics in sign language; meaning and reference, types of meaning, idioms; Conversation with Turkish sign language.

 Turkish Cultural Geography (2-0-2-3)

Culture, people and society; Turkish culture and Turkish civilization; The first ethnographic sources about the Turks; Turkish states in history; State, administrative, military and social structure in Turks; Folk beliefs and mythology in Turks; Relationship between human and space in Turks; Oral, written and material culture in Turks; Family structure in Turks; Demographic and cultural consequences of migrations in Turkish history; The spread of Turkish culture and its effect on neighboring geographies; The tangible and intangible cultural heritage of Turkey; transfer of natural and cultural heritage to future generations.

 Classical Turkish Music (2-0-2-3)

Musical elements of Turkish communities living in Central Asia and Anatolia, Turkish mythology (human, creation, religious rituals and holidays, etc.), mythological elements in Turkish Folk Music repertoire, types of music existing in Turkish States and Communities, Turkish Folk Music in the historical process. and the development of Turkish Art Music; interplay of different musical traditions and styles; examination of instruments, composers, performers and sample works.

 Turkish Art History (2-0-2-3)

Art styles from the Hun Art to the Gokturk, Uygur, Karakhanid, Ghaznavid, Great Seljuk, Anatolian Seljuk, Principalities and Ottoman periods, and examples of architecture, sculpture and painting from these periods are examined comparatively; Starting from the Art of the Republic Period, contemporary Turkish artworks and artists.

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ELTA- SUBJECT AREA ELECTIVE COURSES

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Language and Society (2-0-2-4)

Basic concepts and technical terms in the context of language-society relationship; geographic and social differences in linguistic communities; the relationship between social strata and linguistic communities; changes in language; language and culture; language planning.
  

World Englishes (2-0-2-4)

Use of English as an international language, English as a common language and different uses of English around the world; Reflections of the use of English as an international language on English language learning and teacher education; developing students' awareness of the relationship between language and culture and examining the place of culture in language teaching; Evaluation of cultural elements by examining materials such as textbooks, literary works, films, TV programs and advertisements.

 Pragmatics and Language Learning(2-0-2-4)

Knowledge of basic pragmatics concepts and models; applying subtlety theory to English language teaching; Preparing material for teaching situational utterances in English.

English Coursebook Evaluation (2-0-2-4)

Physical, educational, visual design and language expression features and standards that should be in the textbook; the suitability of the contents of the textbooks to the program; content, language, suitability for student level, format, attractiveness, contribution to meaningful learning, ease of use in teaching, etc. Examining the angles.

 Drama in English Language Teaching (2-0-2-4)

Definition and meaning of the term drama; psycho-drama, creative drama, educational drama, socio-drama etc. Concepts; drama-play relationship, history of drama practices in education; the structure and application stages of drama in education; drama environment and teacher qualifications; evaluation of drama; Developing and applying drama examples, examples suitable for the educational purposes of the field.

 Materials Development in English Language Teaching (2-0-2-4)

Using field-specific instructional technologies; software types and uses; design and development principles of materials to be used in teaching the field; determining material needs; designing two- and three-dimensional teaching materials; worksheets; transparencies, VCD, DVD, MP3 and MP4 files, etc. Development of teaching materials; Evaluation of classroom practices for different teaching materials.

New Approaches to ELT (2-0-2-4)

Approaches suitable for different student needs such as course design in English Language Teaching, English as a second/foreign/international/special purpose/academic language; contemporary practices such as constructivist approach, content-oriented, task-oriented, problem-oriented, corpus-oriented language teaching, multiple intelligences and holistic language approach; second/foreign language teaching and the importance of culture in language teaching, the use of technology in language classes, the place of communication in the developing world and intercultural interaction.

 Teaching English Vocabulary (2-0-2-4)

It focuses on analyzing the relationships between English vocabulary, semantics, and discourse, and developing skills in teaching English words with an integrated language skills approach; students are given the opportunity to evaluate English word variants, word formation, and different meanings of words in context; elements of teaching vocabulary in the classroom and various types of texts that can be used in the classroom, resources such as dictionary and corpus, and vocabulary teaching techniques are covered; This course also focuses on tests that can be used to measure English vocabulary and teaching/learning strategies that support students' vocabulary learning.

 English in Mass Communication (2-0-2-4)

Students will be able to recognize both written and electronic international mass media such as newspapers and magazines and their types; they will be aware of the special language elements in English in international mass media and improve their ability to use them; will be able to analyze and analyze editorial letters, articles and columns, find the main idea and write reports; will be able to compare the validity and reliability of news and articles in mass media with different opinions and societies; write short news, headlines, advertisements, editorial letters using the stylistic, vocabulary and grammatical structures used in mass media; it will also analyze with examples how the target language uses its language while reflecting its own culture.

 Formative Classroom Assessment (2-0-2-4)

Measurement tools used in education and their features; tools based on traditional approaches; Written exams, short answer exams, true-false type tests, multiple choice tests, matched tests, oral exams; tools for getting to know the student in multiple ways: Observation, interview, performance evaluation, student product file, research papers, research projects, peer assessment, self-assessment, attitude scales; Points to be considered in the evaluation of student success; assessment and grading of learning outcomes.

 Sociolinguistics and Language Teaching (2-0-2-4)

In this course, which is defined as the study of language in the context of the society in which it is spoken, information is given about the fields and forms of sociolinguistics; students are taught that there are different uses of language in society and how they vary by region, social class and ethnicity; At the end of the course, students will be able to comprehend how language use changes in a society and how language teaching is related to sociolinguistics.

 Discourse Analysis and Language Teaching (2-0-2-4)

At the end of the course, pre-service English language teachers can analyze the coherence and coherence of texts by examining actual language use in different types of discourse in their language skills and teaching practices; They can discuss the contribution of thrift and adaptability in the text to language teaching, and explain the connection between discourse analysis and language teaching.

 Holistic Language Teaching (2-0-2-4)

Learning teaching methods and techniques that will enable pre-service teachers to learn communicative language skills in an integrated manner within a lesson plan; how to integrate reading, speaking, listening and writing skills in a lesson plan, especially in the adolescent and adult classroom, and how to integrate language elements such as grammar, vocabulary and pronunciation, if any, into this skill-based lesson plan.

In today's world, the importance of a second language is becoming more evident every day. The high validity of English around the world has made English more important than many other languages. The Department of English Language Teaching is a 4-year department and the aim of the department is to teach the English language to students in the best, efficient and effective way in educational institutions and to ensure that the students are well-informed and equipped about the English course. Graduates of English Language Teaching are expected to be beneficial to the education sector and its students.

Students who are considering choosing the Department of English Language Teaching are among the main features sought to be disciplined, able to communicate with students and be responsible, who love to learn and teach, are interested in the English language and language, and have a desire to teach. In the Department of English Language Teaching, a 4-year education is given. In order for students to graduate, they must complete 148 credits and meet the graduation requirements of their university. Students of the English Language Teaching department will be faced with many courses in which they can learn about English language and literature and the teaching profession during their 8-semester education life.

For prospective students who have English Language Teaching department in their preference list; They will be responsible for many courses for 4 years, especially oral communication skills, written expression, oral expression, autonomous learning, educational psychology, contextual grammar, introduction to English literature, short story analysis, special teaching methods, research skills. If they successfully complete these courses, they will obtain the "Bachelor of English Language Teaching Diploma". Graduates who receive their diploma are given the title of "English Teacher".

Those who graduated from the Department of English Language Teaching and received the title of English Language Teaching, their main task in their professional life is to convey the English language learning course to the students in the educational institutions they work in the best way and to raise better individuals by supporting the personal development of the students. The main places where English Language Teaching graduates choose to work are public or private education institutions. After completing their university education, they must be successful in the necessary exams in order to have a job in the public sector.

1. Have gained an in-depth knowledge of different linguistic components of the English language.
2. Be familiar with different theories, methods, and techniques of teaching English as a foreign language.
3. Be able to teach EFL learners of varying ages effectively in all components of language: speaking, listening, reading, and writing.
4. Be able to assess English language learners in different language skills.
5. Be able to create, evaluate, and use English language teaching materials.
6. Be able to critically evaluate the existing language proficiency exams.
7. Be able to participate and be sufficiently understood in academic discourse.
8. Be able to apply academic learning strategies such as note-taking, reading, and oral communication strategies in real life situations.
9. Be able to make efficient and appropriate behaviour management decisions in the classroom.
10. Be able to analyze literary texts to integrate them into their teaching.
11. To be able to effectively manage group dynamics, time, space and materials.

Graduates who successfully complete the program by fulfilling all the requirements receive the "Bachelor's Diploma in English Language Teaching" degree. Students enrolled in the undergraduate program are required to complete a total of 148 credits. To raise well-equipped, responsible, tolerant individuals who have our cultural values and universal values that the public and private sectors, our country's children need, under the leadership of expert lecturers; By presenting research and projects and scientific publications, they have a say in their field with their education quality, social and cultural opportunities both nationally and internationally. Students who graduate from the department are entitled to become English Teachers.

Having the basic knowledge, skills and attitudes to work in pre-school education institutions in line with the basic aims and principles of the TRNC National Education System; Our department, which provides education in order to train teachers who are devoted to Kemalist, republican principles, secular, modern and equipped with democratic features, can also take part in various schools in Turkey, the TRNC and different countries of the world. In the light of vast achievements, our graduates are able to take charge in language departments of secondary and higher schools and universities. Career opportunities await our graduates, which will enable them to continue their education within the faculties of education in the institutes of universities. Our graduates have the qualifications to teach in private and public schools throughout the TR and TRNC with the complete acquisition of four language skills with our staff who are experts in their fields and trained abroad. Our graduates strengthen the theoretical knowledge they have acquired in our faculty with practical training in our colleges. Externally, our graduates have the opportunity to use their language proficiency and skills in different sectors, especially in their private institutions and language schools. Our graduates, who have an advanced command of foreign language proficiency due to the education program of our department and the academic experience of our expert staff, have the opportunity to take their place in the sector by being equipped to take part in different tasks in the education system of the relevant country, while providing the language proficiency, which is one of the basic requirements for graduate education, in different countries. . In addition to these, they can find employment opportunities in broadcasting houses and TRT.

In addition to the changes in economic and social areas in the world, changes in the production and dissemination of knowledge affect the quality of services in the field of education. Concerns about the quality of education make it a necessity to intervene in the education systems of countries and education levels at different levels. The fact that different countries do not lag behind each other in the competitive environment requires increasing their readiness for innovation and change. The change and transformation of educational institutions to become more accountable institutions in recent years has become a subject of interest to a wide audience.

Higher education institutions emphasize their efforts to become competent institutions at the international level that will respond to the needs of the global economy together with globalization. Countries today have become dependent on each other. For this reason, the quality of education given in higher education should focus on similar objectives with the education profiles of the world countries. Higher education plays an important role in countries' economic and social welfare. Countries that are aware of the important functions of higher education in development are developing policies to increase participation in higher education.

Lecturing: It is one of the methods in which the teacher is in the center. It is a method in which the teacher actively explains the subject and the student is a passive listener. With this method, the course; The report is processed in the form of description and explanation. To be effective, it should be of short duration and long narratives should be avoided. Conducting the entire course with lectures does not lead to healthy results. It does not support students to develop alternative skills. Without good preparation, it turns into a fruitless effort.

Discussion: It is a method that ensures the participation of all students in the class or a certain part of the class, depending on the situation. In this method, group members discuss the topic of discussion from various points of view and come up with alternative views on problem solving. One of the main points in the discussion; It is the effort of the group to think together and to express their thoughts in a certain logical pattern. It contributes to the development of students' thinking, expression skills and democratic attitudes.

Demonstration: In this method, the teacher; demonstrates an activity such as an experiment, demonstration, in front of the class, and then allows students to do it. Students try to learn not only by looking and watching, but also by doing and trying. This method is generally applied in skill teaching. It is difficult to implement in crowded classrooms.

Case Study: Case study is a method that requires students to use an analytical perspective by actively participating in a real and problematic event. The problematic event may be real or very close to reality. The student(s) working on a document that describes the event and contains the necessary data, learns the event, analyzes the data, and evaluates the problem. By discussing together, they develop suggestions for the cause or solution of the incident. Especially in social sciences, it is possible to bring many subjects to class in the form of case studies. Students remain active in the process and achieve high-level gains.

Problem Solving: Any situation arising from a doubt or uncertainty is called a problem. Generally, problems that have an obstructive or disturbing role in human life are solved by dealing with the stages of the scientific method. (a) The problem is determined. (b) The problem is identified. (c) Possible solutions are sought and a hypothesis is developed. (d) The solution is tested. (e) If the test leads to the correct solution, generalization is made because the hypothesis is confirmed. (f) If the test does not lead to the correct solution, the testing activities are reviewed and another selected hypothesis is tested again. This method improves one's abilities such as problem solving, independent work, creative thinking and critical thinking.

Cooperative Learning: Cooperative learning is a type of learning based on the principle of students working together for a common purpose. Children with different abilities learn by coming together in heterogeneous groups and helping each other. During the establishment of cooperation, important experiences such as helping and getting help and being aware of the unity of the group are gained. Thus, in the future, gains are made in the tendency to teamwork, which is a very important skill in business life.

Demonstration: In this method, the teacher; performs an activity such as an experiment, a demonstration, in front of the class, and the students try to learn by looking and watching. This method is generally applied when possibilities are limited and for handling hazardous experiments and situations.

Question-Answer: Although the student becomes more active in the process with different types of questions (combining, separating, evaluating, asking for information, motivating and brainstorming), it is one of the teacher-centered methods. Questions that serve the purpose and that will make the student think as much as possible should be asked. Even if it is wrong, it is of great importance for students to express their thoughts and speak freely, both in terms of learning and gaining self-confidence. It is also effective for encouraging students with low class participation. The teacher should interact with all students.

Mind Maps: It refers to a network of relationships in which the relationships, scopes and basic features of concepts are expressed with figures, graphics and words, based on propositions and principles. It allows learning visually. The following stages are followed: (1) Concepts related to the subject to be taught are listed. (2) The name of the subject to be taught is written at the beginning. (3) Relationships and generalizations between concepts are written in articles. (4) Concepts are boxed. (5) Concepts are graded from the most general to specific concepts or according to their scope, characteristics and relations. After grading, it is enclosed in boxes. (6) Relationships are guided by arrows and expressions.

Micro-teaching: Although this method aims to ensure that pre-service teachers fully adopt their roles in the classroom and the behaviors they will implement in the classroom, it is possible to apply the method in different areas. It allows to carry the opportunities offered by video and audio recorders to learning environments in the teaching of certain skills. It is based on the principle of recording student performance and eliminating errors by analyzing the obtained record.

Simulation: It refers to learning situations that are dangerous, difficult to access and expensive in reality, by working on a model that is very similar to the real thing. For example, before boarding airplanes and spacecrafts, airplane pilots and astronauts practice in virtual environments that are very similar to the real thing. There are Chemistry Lab softwares on the market that contain chemistry experiments and are very similar to the real thing. It can be applied in other fields as well.

Project Project-based learning: A way of teaching that engages students in tackling interesting problems and eventually creating extraordinary products. It allows students to use their creativity and requires them to look at things from a broad perspective.

Brainstorming: Brainstorming is a group work process organized to obtain as many possible solutions to a problem without evaluation or limitation. The purpose of brainstorming is to enable students to generate ideas and make it easier for them to express themselves. This technique is used as a high-level discussion technique. There is a storm period and an evaluation period. In a successful brainstorming; It is very important to leave the evaluation for later, to create a free and cheerful environment, to generate as many ideas as possible, to group and develop the suggested ideas.

When our faculty students successfully complete all their courses and teaching practice at the prescribed rate of course credit, they graduate from the program with a Bachelor's degree. In this regard, the provisions of Girne American University Associate and Undergraduate Education and Examination Regulations are valid.

Students who want to graduate from the field of English Language Teaching must complete 148 credits and provide an academic average of at least 2.00. Graduation is awarded by the University Senate with the recommendation of the relevant Faculty. Diplomas are prepared by the Registrar's Office and the name of the graduated program, the date of graduation and the degree obtained are indicated on the diploma.