Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
1ELT503Current Approaches and Methods in Language Teaching3+0+03706.10.2026
Course Details
Language of Instruction English
Level of Course Unit Master's Degree
Department / Program English Language Teaching
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course The course aims to enable students to explore contemporary language teaching approaches grounded in SLA and applied linguistics research; analyze how globalization, technology, and multilingualism are shaping ELT today; critically engage with current debates in ELT, including ELF versus native norms, EMI, and translanguaging; apply research-based frameworks in lesson design, material development, and microteaching; and develop a reflective and critical stance toward evolving pedagogies and their contextual applications.
Course Content This course examines the current approaches and innovations in ELT with a focus on their theoretical underpinnings, pedagogical practices, and implications for research and teacher education. Students will explore contemporary paradigms such as Task-Based Language Teaching, CLIL, Content and Language Integrated Approaches, English as a Lingua Franca, digital/AI-enhanced pedagogy, multiliteracies, translanguaging, and post-method pedagogy. The course emphasizes critical engagement with current research, hands-on application through lesson design and microteaching, and the development of a personal, research-informed teaching philosophy.
Course Methods and Techniques Critical reading and examination of current research
Reflective and critical discussion
Lesson plan and teaching material design
Microteaching
Vignette writing
Student presentations
Research-informed project work
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Zekeriya DURMAZ zekeriya.durmaz@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Postmethod. Routledge.
Richards, J. C. (2022). Curriculum Development in Language Teaching (2nd ed.). Cambridge University Press.
Ellis, R. (2017). Task-Based Language Teaching: Theory and Practice. Routledge.
Macaro, E. (2018). English Medium Instruction. Oxford University Press.
García, O., & Li Wei. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave.
Chapelle, C. (2020). The Handbook of Technology and Language Learning. Wiley.
Supplementary reading: Jenkins (2007).
Supplementary reading: Cope & Kalantzis (2015).
Supplementary reading: Norton (2013).
Course Notes Core texts: Kumaravadivelu (2006), Understanding Language Teaching: From Method to Postmethod; Richards (2022), Curriculum Development in Language Teaching (2nd ed.); Ellis (2017), Task-Based Language Teaching: Theory and Practice; Macaro (2018), English Medium Instruction; García and Li Wei (2014), Translanguaging: Language, Bilingualism and Education; Chapelle (2020), The Handbook of Technology and Language Learning. Supplementary readings: Jenkins (2007), Cope and Kalantzis (2015), Norton (2013). Additional weekly readings are specified in the course schedule.

Course Category
Education %40
Field %60

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 5 70
Assignments 5 4 20
Presentation 1 20 20
Mid-terms 1 20 20
Final examination 1 38 38
Total Work Load   Number of ECTS Credits 7 210

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Identify, compare, and evaluate key current approaches in ELT.
2 Design lesson plans and materials aligned with current pedagogical models.
3 Integrate technology and AI tools meaningfully into language teaching.
4 Critically reflect on linguistic diversity and multilingual realities in ELT.
5 Produce a research-informed project linking theory and practice in a chosen contemporary framework.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Orientation; course overview, requirements, and introduction to current paradigms in ELT
2 The Postmethod Landscape; historical shift from methods to postmethod pedagogy; mapping current paradigms; debates on the concept of method; KARDS Model Kumaravadivelu (2006), Part 3; Richards (2022), Chapter 1 Vignette writing
3 Task-Based Language Teaching; strong versus weak TBLT; theoretical foundations and SLA rationale; designing tasks for communicative outcomes Ellis (2017); Long (2015); designing task-based lesson plans and materials Vignette writing
4 CLIL and Content-Based Instruction; language across the curriculum; CLIL in higher education and schools Coyle, Hood & Marsh (2010); Dalton-Puffer (2011) Vignette writing
5 Library Week Jenkins (2007); Seidlhofer (2011); Kachru’s Three Circles model
6 ELF and Global Englishes / World Englishes; rethinking native-speaker norms and target models; pedagogical implications and reflective discussion Jenkins (2007); Seidlhofer (2011); Kachru’s Three Circles model Vignette writing
7 English as a Medium of Instruction; EMI policy, practice, and challenges in higher education; language support strategies; educational equity and inclusivity; teacher and learner challenges Macaro (2018); Curle (2026) Vignette writing
8 Mid-Term Week
9 Technology-Enhanced Language Teaching: CALL, MALL, and GenAI; mobile-assisted, blended, and online learning; opportunities and risks of GenAI in ELT Chapelle (2020); Godwin-Jones (2023) Presentation
10 Critical Pedagogy and Social Justice in ELT; language, identity, and empowerment; inclusive and equitable practices Norton (2013); Canagarajah (1999) Presentation
11 Translanguaging and Multilingualism in Language Education; beyond monolingual policies; translanguaging pedagogies in ELT García & Li Wei (2014) Presentation
12 Postmethod Pedagogy and Teacher Autonomy; parameters of particularity, practicality, and possibility; designing context-sensitive pedagogy Cope & Kalantzis (2015) Presentation
13 Corpus-Informed and Data-Driven Learning; using corpora in teaching; data-driven activities for learners Boulton & Vyatkina (2021) Presentation
14 Communicative Language Teaching Revisited in the 21st Century; beyond communicative competence; intercultural communicative competence Byrnes (2021); Savignon (2018) Presentation
15 Multiliteracies and New Literacy Studies; 21st-century skills; New London Group framework; multimodal and digital literacies in ELT; microcredentials Kumaravadivelu (2006), Chapters 8–10 Presentation
16 Final Exam Week - -

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12
C1 5 2 4 1 1 1 3 2 1 2 3 1
C2 3 5 2 1 3 3 4 2 2 3 2 2
C3 3 3 2 1 2 5 2 1 3 3 3 1
C4 3 3 3 1 2 4 2 3 4 2 5
C5 3 3 5 5 2 2 4 4 4 4 4 2

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant