Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DRAMA in ENGLISH LANGUAGE TEACHING | ELT2110017 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Zühal AYDIN BARKLEY |
| Name of Lecturer(s) | Assist.Prof. Zühal AYDIN BARKLEY |
| Assistant(s) | |
| Aim | The aim of this course is to provide students with knowledge on how creative drama could be utilized in language teaching |
| Course Content | This course contains; Essential Concepts in Creative Drama,The development of creative drama ,Drama in Language Teaching,Techniques used in creative drama,Developing Social-Emotional Skills Through Drama ,Assessment In and Through Drama ,Planning A Drama Oriented Language Class,Drama For Fostering Language Skills,Teaching practices I,Teaching practices II,Teaching practices III,Teaching practices,Self-evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students taking this course will be able to arrange the learning environment by taking into account the individual differences and needs of the students | 10, 14, 15 | A, F |
| They will be able to achieve effective learning by using appropriate strategies, methods and techniques in the teaching and learning process. | 10, 15 | A, F |
| They will be able to use appropriate strategies, methods, and techniques in the teaching and learning process | 10, 14, 15 | A, F |
| They will be able to apply the most appropriate teaching strategies, methods and techniques within the framework of the basic principles of creative drama, taking into account the developmental characteristics of the students, their individual differences and the characteristics of the subject area. | 10, 14, 15 | A, F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 15: Role Play and Drama Technique |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Essential Concepts in Creative Drama | Reading related resources. İlgili kaynakların okunması. Sıvacı (2021). s. 9-29 |
| 2 | The development of creative drama | Reading related resources. Sıvacı (2021). s. 9-29. |
| 3 | Drama in Language Teaching | Reading related resources.Sıvacı (2021). s. 9-47 |
| 4 | Techniques used in creative drama | Reading related resources. Sıvacı (2021). s. 47-63. |
| 5 | Developing Social-Emotional Skills Through Drama | Reading related resources.Sıvacı (2021). s. 63-85. |
| 6 | Assessment In and Through Drama | Reading related resources.Sıvacı (2021). s. 85-103 |
| 7 | Planning A Drama Oriented Language Class | Reading related resources.Sıvacı (2021). s. 103-127; Li, K., & Abdullah, R. (2024). Educational drama in English language education: a review of bibliometric analysis. Innovation in Language Learning and Teaching, 1–19. https://doi.org/10.1080/17501229.2024.2353786 |
| 9 | Drama For Fostering Language Skills | Reading related resources.Sıvacı (2021). s. 127-149; Li, K., & Abdullah, R. (2024). Educational drama in English language education: a review of bibliometric analysis. Innovation in Language Learning and Teaching, 1–19. https://doi.org/10.1080/17501229.2024.2353786 |
| 10 | Teaching practices I | Reading related resources. Winston, (2004). Good classroom dramas. p.1-15. |
| 11 | Teaching practices II | Reading related resources. Winston, (2004). Drama, English and spirituality: ‘The Selfish Giant’. p.55-74. |
| 12 | Teaching practices III | Reading related resources. Winston (2004). Drama, English, and ICT: ‘The Forbidden Planet’ (a scheme based on Shakespeare’s The Tempest). p. 75-97. |
| 13 | Teaching practices | Reading related resources. Winston (2004). Drama, English and creativity: Blodin the Beast'. p.98-118. |
| 14 | Self-evaluation | Reading and reviewing related resources. Winston (2004). Evaluation in context. p.119-140. |
| Resources |
| Sıvacı, S. (2021). Drama in ELT. Eğiten Kitap Adıgüzel, Ö. (2019). Eğitimde Yaratıcı Drama. Yapı Kredi Kültür Sanat Yayıncılık Winston (2004). Drama and English at the heart of the curriculum. London: UK: David Fulton publishers. Hulse, B., & Owens, A. (2017). Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice. Innovation in Language Learning and Teaching, 13(1), 17–30. https://doi.org/10.1080/17501229.2017.1281928 Li, K., & Abdullah, R. (2024). Educational drama in English language education: a review of bibliometric analysis. Innovation in Language Learning and Teaching, 1–19. https://doi.org/10.1080/17501229.2024.2353786 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 | |||
| Term Project | 4 | 6 | 24 | |||
| Presentation of Project / Seminar | 3 | 6 | 18 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 2 | 8 | 16 | |||
| Total Workload(Hour) | 112 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DRAMA in ENGLISH LANGUAGE TEACHING | ELT2110017 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Zühal AYDIN BARKLEY |
| Name of Lecturer(s) | Assist.Prof. Zühal AYDIN BARKLEY |
| Assistant(s) | |
| Aim | The aim of this course is to provide students with knowledge on how creative drama could be utilized in language teaching |
| Course Content | This course contains; Essential Concepts in Creative Drama,The development of creative drama ,Drama in Language Teaching,Techniques used in creative drama,Developing Social-Emotional Skills Through Drama ,Assessment In and Through Drama ,Planning A Drama Oriented Language Class,Drama For Fostering Language Skills,Teaching practices I,Teaching practices II,Teaching practices III,Teaching practices,Self-evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students taking this course will be able to arrange the learning environment by taking into account the individual differences and needs of the students | 10, 14, 15 | A, F |
| They will be able to achieve effective learning by using appropriate strategies, methods and techniques in the teaching and learning process. | 10, 15 | A, F |
| They will be able to use appropriate strategies, methods, and techniques in the teaching and learning process | 10, 14, 15 | A, F |
| They will be able to apply the most appropriate teaching strategies, methods and techniques within the framework of the basic principles of creative drama, taking into account the developmental characteristics of the students, their individual differences and the characteristics of the subject area. | 10, 14, 15 | A, F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 15: Role Play and Drama Technique |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Essential Concepts in Creative Drama | Reading related resources. İlgili kaynakların okunması. Sıvacı (2021). s. 9-29 |
| 2 | The development of creative drama | Reading related resources. Sıvacı (2021). s. 9-29. |
| 3 | Drama in Language Teaching | Reading related resources.Sıvacı (2021). s. 9-47 |
| 4 | Techniques used in creative drama | Reading related resources. Sıvacı (2021). s. 47-63. |
| 5 | Developing Social-Emotional Skills Through Drama | Reading related resources.Sıvacı (2021). s. 63-85. |
| 6 | Assessment In and Through Drama | Reading related resources.Sıvacı (2021). s. 85-103 |
| 7 | Planning A Drama Oriented Language Class | Reading related resources.Sıvacı (2021). s. 103-127; Li, K., & Abdullah, R. (2024). Educational drama in English language education: a review of bibliometric analysis. Innovation in Language Learning and Teaching, 1–19. https://doi.org/10.1080/17501229.2024.2353786 |
| 9 | Drama For Fostering Language Skills | Reading related resources.Sıvacı (2021). s. 127-149; Li, K., & Abdullah, R. (2024). Educational drama in English language education: a review of bibliometric analysis. Innovation in Language Learning and Teaching, 1–19. https://doi.org/10.1080/17501229.2024.2353786 |
| 10 | Teaching practices I | Reading related resources. Winston, (2004). Good classroom dramas. p.1-15. |
| 11 | Teaching practices II | Reading related resources. Winston, (2004). Drama, English and spirituality: ‘The Selfish Giant’. p.55-74. |
| 12 | Teaching practices III | Reading related resources. Winston (2004). Drama, English, and ICT: ‘The Forbidden Planet’ (a scheme based on Shakespeare’s The Tempest). p. 75-97. |
| 13 | Teaching practices | Reading related resources. Winston (2004). Drama, English and creativity: Blodin the Beast'. p.98-118. |
| 14 | Self-evaluation | Reading and reviewing related resources. Winston (2004). Evaluation in context. p.119-140. |
| Resources |
| Sıvacı, S. (2021). Drama in ELT. Eğiten Kitap Adıgüzel, Ö. (2019). Eğitimde Yaratıcı Drama. Yapı Kredi Kültür Sanat Yayıncılık Winston (2004). Drama and English at the heart of the curriculum. London: UK: David Fulton publishers. Hulse, B., & Owens, A. (2017). Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice. Innovation in Language Learning and Teaching, 13(1), 17–30. https://doi.org/10.1080/17501229.2017.1281928 Li, K., & Abdullah, R. (2024). Educational drama in English language education: a review of bibliometric analysis. Innovation in Language Learning and Teaching, 1–19. https://doi.org/10.1080/17501229.2024.2353786 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |