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The Turkish Air Force AcademyContent-Based English Language

Teaching Program2007-


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Outline

Introduction of TuAFA-CBELTP

Designing the Program

Evaluation of the Program

Assessment in the Program


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Aim

To create an opportunity for the students of the TurkishAir Force Academy to learn and/or practice English

while increasing their content awareness in the subject

matters which will constitute crucial parts of theircareer.



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3 Phase Program

General English course books

Authentic CBI books

Some faculty lessons taught in English



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3 Phase Program



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Content-Based Instructon

Main principles of content-based language

teaching: Both language and content

Learner needs

Integration of four skills

In accordance with the communicative methodand active learning techniques.



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From General to Content-Specific Areas

From the topics in the general English coursebooks

to the military, aviation, engineering, international

affairs topics.



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The CBI Books and Sample Modules

http://localhost/var/www/apps/conversion/tmp/scratch_4/modules%20and%20front%20pages/modules%20_%20AEET.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_4/modules%20and%20front%20pages/modules%20_%20CITFA.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_4/modules%20and%20front%20pages/modules%20_%20AEET.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_4/modules%20and%20front%20pages/front%20pages%20_%20TuAF.pdf


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Sample Content


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Supplementary Books



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Aerospace Electronics Computer Industrial

III Mechanics ofMaterials-II Elektronics II InternetProgramming -

IIIAircraft

Structure

Analysis

- AlgorhytmAnalysis SystemSimulation

IV FlightMechanics

- ArtificialIntelligence

-

IV - Intro toAvionicSystems

- DecisionAnalysis



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Outline






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Data Collection

Needs analyses

Senior-student questionnaire

Young-officer questionnaire

Teacher questionnaire

Meetings with the field experts



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Materials Production

6 interrelated books

In-house page and cover designs, and printing

From a single author to a group work (in-servicetraining)



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Outline






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Attitude Questionnaires-2009

Materials Course Book

Content Language

Reading

Listening

Writing

SpeakingGrammar

Supplementary Materials Technology

Native Speaker


Environment

Physical Environment

Teaching Methods

Input Hours

Exams

Inter-System Analysis:


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Attitude Questionnaires-2012


Intra-System Analysis:

Materials

Course BookContent

Supplementary Materials

Technology

Environment Physical Environment

Teaching Methods

Input Hours


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KWL Chart at the end of each Module



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Proficiency Levels

2009-2010 Academic Year 1st Semester

Freshmen

Sophomores

Juniors


ALCPT 4-Skill

Evaluation


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Outline






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Overview

Depending equally on four language skills

Maximum student participation

Preparing students to the real life situations



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Assessment in General


MID-TERM X 60%

X 40% + X 60%PRE-FINALFINAL

EXAM

TERM MARK

IN-TERM X 40%+


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Assessment in General (Departmental)

SKILLS EVALUATION

Writing:

Paper and

Pencil Exam25%

Speaking:

In ClassPresentations

25%

Listening:

25%Reading:

Paper and

Pencil Exam

25%

MID-TERM



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SKILLS EVALUATION

Writing:

Paper and

Pencil Exam

25%

Speaking:

Semi-

Structured

Presentations

25%

Listening:25%

Reading:

Paper and

Pencil Exam

25%


FINAL



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IN-TERM EVALUATION MEANS

Quizz(es)

50%Portfolio

50%


IN-TERM



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Real life scenarios aftereach unit

Presentation

Discussion

Portfolio Assessment



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TuAFA-CBELTP

has been in use since 2007-2008 academic year andcontinuing to evolve with the participation of all its

components from a bottom-up process

perspective!

Conclusion


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