Sabancı University School of Languages (SL) was accepted as the first EAQUALS Project Partner in April 2008. In terms of project work the SL have so far been involved in work undertaken by the following EAQUALS Special Interest Project (SIP) Groups: training academic managers; qualitative research; reviewing can-do descriptors, teacher training.
Sabancı University School of Languages is a secondary partner in the European Profiling Grid (EPG) Project.
Looking back on our mini-conference, we can now see better that the session titles clearly reflected the content, which indicates how much effort and work went into the preparation of each and every one of them. The notes we kept during the sessions using the tool David Mearns introduced prior to his session, todaysmeet.com, and the feedback from the participants all reflect a high level of interest and satisfaction regarding the event.
The Bilgi University ELT conference took place on May 12th, 2012 and revolved around the theme of ‘Using Resources Efficiently’. Sabancı University’s School of Languages was well represented at the event, featuring a plenary talk, a keynote speech and a concurrent session from members of the SL.
The introduction of the Common European of Framework of References, with its aim to provide a method of teaching and assessing which applies to all languages in Europe, has definitely been one of the most exciting developments in the world of language teaching. As with any “new” idea, it has had its fair share of supporters and critics. In this paper, I will briefly describe some of the main problems that may arise from the misuse or misinterpretation of the CEFR.
Taking the notion of learner-based research as a point of departure, I asked Sami Yazıcılaroğlu, a Freshman English student with whom I am currently carrying out case study research, to write out a list of questions he wanted to ask about my feedback beliefs and practices. I then used these questions to guide my written reflections, which were shared with the student.
Ashley Hazell-Yildirim and Helen Lavender both work at the Centre for Language in Education, (CLE) Hong Kong Institute of Education in Hong Kong (HKIEd) as language instructors to student-teachers of all disciplines. Helen is also the manager of the Language Learning Centre. Ashley worked at Sabanci University from 2005-7. In this article, we would like to share a working model incorporating ‘interactive assessment’ based on some of the main principles of Assessment for Learning.
‘Language learning is hard work… Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.’ The above quote is taken from the introduction to Andrew Wright, David Betteridge and Michael Buckby’s 1984 work, ‘Games for Language Learning.’ While many teachers will wholeheartedly agree with the first sentence, there are those who consider the second to be something of an exercise in indulgence, both for the teacher and the language learner.
Although it is common practice in ESL for teachers to video-record their teaching and get feedback from teacher-trainers, we propose that video coaching, which is done between peers, is equally valuable in the process of professional development. In our study, we investigated the impact of video coaching on teachers’ professional development. We also analyzed whether teachers find video coaching more applicable as it not only creates less anxiety for the observed but also requires less time to complete.
his paper reports on a successful framework applied with EFL students at various levels in the teaching of academic writing at Sabanci University, Istanbul. In the “Study-Buddy Academic Writing Project”, students at advanced level are trained to become tutors to peers at lower levels. The process stimulates a co-operative and collaborative academic learning environment, through which more autonomous and critically aware learning takes place. Initially, academic writing conventions are introduced and explored with advanced-level learners, followed by structured oral and written one-to-one feedback sessions with their instructor.