Online Beginning Turkish At the University of Texas at Austin
The Department of Middle Eastern Studies at the University of Texas is opening up its first-year, intensive language courses in Hebrew, Persian, and Turkish to students currently enrolled at any U.S. college or university for the Fall 2020 semester! These courses will be conducted entirely online, allowing students from across the country to participate. Interested students can contact FLAS and Undergraduate Coordinator Kelly Houck at email@example.com to learn more.
TUR 601C is an intensive beginning Turkish language course and will meet synchronously on Zoom MW 10-11 a.m. CST and TTH 9:30-11 a.m. CST and asynchronously on Fridays for a total of 6 credit hours in Fall 2020. Students complete 1-2 hours of homework and self-study between each class session. The graduate (TUR 381H) and undergraduate (TUR 601C) sections of the course meet together.
This beginning level course is designed for students who aim to learn modern Turkish. Throughout the course, students will be presented with learning opportunities for increasing their language skills in four areas: listening, speaking, reading and writing. In particular, this course specifically builds listening and oral communication skills in social and informal settings. Communicative tasks on personal and informal academic topics aim to develop vocabulary and improve fluency and pronunciation. The activities that students will engage in will include oral presentations, discussion groups that will focus on topics related to the themes discussed in class, interviews, debates, listening to news, stories, lectures, and answering questions to demonstrate an understanding of main ideas and important details in a reading text. Students will also write short paragraphs on a variety of topics and read a number of short and authentic texts. Listening activities will help them develop comprehension and paraphrasing skills in Turkish. Not open to native speakers of Turkish.
By the end of Turkish 601C students will, inşallah:
1. have mastered the Turkish alphabet and sound system, be able to recognize and pronounce correctly all Turkish sounds, and write accurately from dictation;
2. be able to initiate basic social interactions, exchange basic information, and be aware of essential cultural aspects of social interaction in Turkey;
3. be able to talk (in simple sentences) about yourself, your education, and your family with native speakers of Turkish accustomed to interacting with learners;
4. comprehend simple print texts on familiar topics (e.g., basic biographical information, signs and announcements, lists and schedules, menus, etc.);
5. comprehend simple audio/video texts on familiar topics (basic biographical information, family, education, weather, etc.);
6. be able to compose simple paragraphs about yourself and your family and friends;
7. have an active vocabulary of about 300 Turkish words.”
Kelly Houck, M.A. | Undergraduate Coordinator | FLAS Coordinator | she/her
Department of Middle Eastern Studies | Center for Middle Eastern Studies |The University of Texas at Austin
Schedule an appointment here | See the 2019 CMES Newsletter here | See our Undergraduate Brochure here
Online Beginning Turkish at the University of Kansas
The Department of Slavic and Eurasian Languages at the University of Kansas is offering its first-year Turkish language course (TURK 104) to non-degree seeking students. TURK 104 is a fully online, asynchronous course. Feel free to advertise this course to those who may be interested.
Please contact firstname.lastname@example.org or the course instructor, Dr. Esra Predolac, at email@example.com for more information.
AATT Roundtable at MESA 2019
This year’s AATT Roundtable at MESA 2019 will focus on literacy assessment in teaching and learning Turkic languages seeking to improve students’ language proficiency. Thinking critically about how, why, what, and when of literacy assessment on a day to day basis expanding from each lesson to the curriculum has the potential to lend itself to deeper investigation into the nature of language learning, and thus might help provide instructors with necessary clues to enhance students’ learning.
Literacy today is understood beyond achieving proficiency in four skills. According to ACTFL, it “is increasingly a collaborative activity, where negotiation, analysis, and awareness of audience are as critical as understanding or creating a message.” In this sense, literacy already calls for (inter)cultural and critical (multi)literacies, and forms one of the main components of language assessment today. Integrating assessment into a (multi)literacies framework thus has the potential to increase student engagement and L2 learning as argued by recent SLA scholarship. If so, what if we rethink, revise, and perhaps change the ways we assess language proficiency to include assessment(s) of (multi)literacies in order to improve student learning?
To address this inquiry, we suggest addressing questions on assessment, including also: How and when do we assess literacy? How do we assess cultural and critical literacy? How can bringing literacy assessment(s) into the center of pedagogy help improve student learning?
Please send all inquiries and applications to this year’s AATT Roundtable Coordinator, Nalan Erbil-Erkan [firstname.lastname@example.org]; the deadline is February 10, 2019.