Master of Arts in Teaching English to Speakers of Other Languages (Master of Arts in TESOL)
Turkish learners entering university for the first time have high expectations that a university education will be vastly different in its approach from their previous educational experiences. The hope is that learners will learn the skills needed to become independent, lifelong learners. While this may be true in their faculties, it is often not the case for learners attending English language preparatory programs (ELPP) where the course content is often dictated by textbooks. This use of the course books illustrates Krahnke's (1987) concern that while course books are not intended to be syllabi, they often become so. Many current English language course books take a structural approach to their design that does not meet the learning needs of learners intending to study in an English language medium. This material development project aims to investigate the various approaches to curriculum design and use the tools found there to create the framework for an explicit four-module curriculum that provides student-centered learning, fosters learner autonomy, develops communication skills and prepares learners to study in their faculties in English. This project proposes to reach these goals through a systems approach to curriculum design (Nation & Macalister, Graves, 2000) utilizing the critical ideas of understanding by design (UbD) (Wiggins & McTighe, 2006) and Bloom's Taxonomy.
Curriculum and Instruction | Education
Cassidy, Michael, "Building a Curriculum for the English Language Learning Program at a New University" (2018). MA TESOL Collection. 731.