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Diploma of Teaching English as a Foreign Language (DETEL©)

Diploma of Teaching English as a Foreign Language (DETEL©)

DETEL is optional of all English teachers. This diploma program covers the theoretical and practical dimensions of teaching and learning through 20 hours of face-to-face theoretical class input, and 40 hours of research attempt supervised by academicians. Teachers at this level are expected to carry out a research study, preferably a case study or an action research and report on their findings within a scholarly genre. The objective of teacher research is to 1) gain insight and expertise about a specific sub-field of ELT, such as testing, material development or program design and 2) specify an area of research study to experience how to benefit from the literature to better their personal practice. Teachers are also encouraged and supervised to publish or present their research findings in professional academic journals and conferences.

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Açıklama

Course Objectives

At the end of the course, the teachers are expected to gain following knowledge, attitudes, and competences:

  • Theoretical insight of TESOL
  • Bridging theory and practice in a certain school ecology
  • Designing tests, programs, materials for an ELT Unit
  • Designing and applying research for practical improvement
  • Contemporary research foci and concerns
  • Research competences for veteran teachers

 

Admission Requirements

Teachers completed CETEL Program successfully and obtained an achievement certificate, Interview, Portfolio Evaluation.

 

Duration

(3 Months + 1 Months of extension for research report if required) 60 course hours in total. Bimonthly seminars, each 2 course hours.

 

Lecture Mode

20 course hours of theoretical input, 40 hours of individual research study.

 

Evaluation

Portfolio evaluation (50%), Research Proposal (20%), Research Manuscript (30%)

 

Teacher Output

Reflections, Panel Leadership, Research Proposal, Research Manuscript

 

Participation

Participants are to attend each session. Full attendance is mandatory.

 

Certification

Teachers are provided with an official DETEL Diploma signed by the academicians, a transcript and an annotated document of course description. Official reference letters can be provided upon request.

 

Course Modules

DETEL sessions are purely theoretical aiming at stretching the boundaries of thinking and reasoning within the disciplines of linguistics, applied linguistics, TESOL and general educational pedagogy. The major underpinning philosophies that shape and influence TESOL are discussed in an interdisciplinary fashion, pinpointing the developmental nature of the literature by referring to the key paradigms, theories, hypotheses, and foci. Hence the candidate teachers are expected to develop insight in various fields to answer the questions:

  1. What is language?
  2. What is language learning and teaching?
  3. What is testing and evaluation?
  4. What are the theoretical assumptions that merge those variables?

To this end, the DETEL provides certain input sessions mostly in lecture mode for the participants so as to show how the theories of language, learning, teaching and testing have been evolved over the last two centuries as well as addressing the cutting-edge research, thinking archetypes and dispositions. The input sessions are as follows.

 

  1. History of TESOL Methodology: Current Paradigms
  2. Looking into Language Skills: Reading and Listening
  3. Looking into Language Skills: Speaking and Writing
  4. Looking into Language Components: Theoretical Insights
  5. Language, Learning and Teaching
  6. Research Methodology: Key Terms and Techniques
  7. Research Methodology: Designing Case Studies and Action Research
  8. Assessment and Evaluation: Key Terms and Theories
  9. Program Design and Evaluation: Theories in Turkey’s Case
  10. Program Design and Evaluation: Theories in Turkey’s Case
  11. Materials Design and Adaptation: Coursebook Analysis
  12. Materials Design and Adaptation: Coursebook Analysis

 

Upon the completion of the 7th session, the teachers are expected to develop a research design specifically in their classrooms. The research design concerned is to be based on a solid problem of teaching, learning, teacher or learners aiming at reaching a scholarly solution within either a case study or action research model. At the end of the academic year, teachers are expected to complete their research study and report it on a research manuscript, preferably in IMRAD research article format. Deadlines and extensions will be determined based on the individual workflow and focus.

 

Course Components

Input Sessions

The sessions will be run by the professors mostly based on a previously assigned reader; some scholarly articles, book chapters or monographs. It is mandatory that the participants did read those monographs before the course and take an active role in discussions.

 

            Panel Leadership

Every week a participant is selected as a panel leader, taking the role of directing the discussions, leading the in-class interaction and active participation. Panel leaders are also expected to make sure that each participant brings in their reflections, does the readings and gets ready for the course work.

 

            Reflections

The participants are expected to write a scholarly-oriented reflection paper of each input session in which they handle the course work with extra readings, relevant citations and research. These reflections will be the mere evidence of how participants engage in topics concerned and their progress in scholarly reasoning. The reflections must be around 500 words, include citations in argumentation and written in APA format and preferably include references.

 

            Research Proposal

            Upon the completion of research design sessions in the program, the participants are to prepare immediately their research proposal and submit it no later than the 4th week. Research proposals in such programs are around 2000-word-manuscripts that discuss a research design to be carried out by the participants. The compulsory sections of the proposals are as follows:

  1. Introduction
  2. Background to the study (Review of literature)
  3. Problem of the study
  4. Purpose of the study
  5. Research design
  6. Limitations
  7. Schedule for research

After the proposals are accepted by the professors, the participants can embark on their data collection and report on it consecutively. It is highly important that the manuscripts be prepared in line with the latest version of APA. For more information, participants are invited to do reading about APA on www.apa.org, and other relevant sources. A sample proposal text will be provided in the course

 

Research Manuscript

All of the participants are to prepare a research manuscript, an IMRAD style text around 4000 words written in APA format. Research manuscript is the final output of the DETEL program, in which participants report on their case or action research studies. Although it is expected that the research manuscripts are submitted at the end of the educational year, participants may ask for extensions.

The major subsections of the research manuscript are:

  1. Introduction
  2. Review of Literature
  3. Methodology
  4. Findings and Discussions
  5. Conclusions
  6. References
  7. Appendices

    In case participants ask for support for publication or presentation, they will be informed about scholarly publication of their research work. They are also suggested that they present their research study in a scholarly congress.

    The participants are to bear in mind that DETEL research module is mandatory. Therefore, those who submit the research work will be eligible for diploma evaluation, but those who complete the course work completely yet not submitted the research manuscript will be provided with a participation certificate.

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