Bachelor Programme English Philology - IBSU-Eduhum...theoretical and practical knowledge, and...

შავი ზღვის საერთაშორისო უნივერსიტეტი - INTERNATIONAL BLACK SEA UNIVERSITY - შავი ზღვის საერთაშორისო უნივერსიტეტი - INTERNATIONAL BLACK SEA UNIVERSITY - შავი ზღვის საერთაშორისო უნივერსიტეტი - INTERNATIONAL BLACK SEA UNIVERSITY - შავი ზღვის საერთაშორისო უნივერსიტეტი

EDUCATIONAL PROGRAM

IBSU.R36.I2.F1E; Revision No.: 0 Page No: 1/1

Coordinated with the Quality Assurance Office

Minutes №2, „1“„February “, 2018 year

Head of the office /Dr. Diana Mtchedlishvili/

Reviewed at the Faculty Board

Minutes №6, „2“February “, 2018 year

Dean of the Faculty /Prof., Dr. Tamar Shioshvili/

Approved by the Academic Board

Minutes №2, „5“„February “, 2018 year

Rector / Prof., Dr. Ilyas Ciloglu/

Bachelor Programme

English Philology

Tbilisi

2018 year


EDUCATIONAL PROGRAM


Direction: Humanities

Field/ Specialty: Philology 1005, Subfield: English philology, 100502

Name of the Educational Programme: English Philology / ინგლისური ფილოლოგია (English Programme)

Faculty: Education and Humanities

Programme Coordinator(s): Nikoloz Parjanadze, Professor, Doctor of Philology

Mobile: +995 558 902 185

E-mail: [email protected]

Education Cycle: Bachelor (First Cycle of Higher Education)

Type of the Programme: Academic

Awarded Qualification: Bachelor of Humanities in Philology / ჰუმანიტარულ მეცნიერებათა ბაკალავრი ფილოლოგიაში

Code of Qualification: 1005

Language of Education: English

Credit Value of the Programme: 240 ECTS

mailto:[email protected]


EDUCATIONAL PROGRAM


Structure of the Programme: University employs European Credit Transfer System (ECTS): 1 ECTS = 25 hours that contain both contact hours and student’s

independent working hours.

In order to successfully complete the progamme a student has to accumulate 240 credits (6000 hrs.); individual courses offered through the programme have specific

volume; in their first year of studies students mainly complete practical courses in the English language and information technologies. Cambridge exam preparation

programme is integrated in the first academic year – English Language B1-B2 Competence (Cambridge FCE Exam); the programme is distributed over both semesters in

the first academic year, and the volume for each individual semester is 7 (first semester) and 8 (second semester) credits (ECTS) – 4 (first semester) and 5 (second semester)

weekly contact hours; the volume of all other courses offered in the first academic year is defined in accordance with the specificity and contact hours of the course and

is 4 or 5 credits; the number of contact hours is given in the programme study plan and is specified in corresponding course syllabus. All other courses of the following

years (II, III, IV) of the bachelor programme equal to 5 credits. All courses have equal volume as they require equal workload and are equally important for obtaining

the academic degree of Bachelor of Humanities in English Philology.

As for the structure of the programme, it consists of the following components:

Specialty courses are allocated 140 credits (ECTS):

• Specialty compulsory courses: 115 credits (23 courses);

• Specialty compulsory study component: BA thesis which is allotted 10 credits;

• Specialty elective courses: 15 credits (students can choose 5 elective courses each of which is allotted 5 credits);

• Flexible component in the programme: 60 credits; in order to support students’ interest and meet their requirements the programme offers certain options:

a) Teacher Training Concentration (60 credits);

b) Minor Programmes offered by different faculties at IBSU (60 credits);

c) Free credits (60 credits); this option gives students a chance to choose any study course in the programmes offered by different faculties at IBSU.

• Languages: 20 credits (Georgian, Russian, Turkish, Spanish, German);

• Information Communication Technologies: 5 credits;

• Academic writing for humanities: 5 credits;

• Free credits: 10 credits; in order to make the programme flexible, support student mobility and their interests 10 credits are allotted to free credits which could

be obtained by students through any course in any programme offered by International Black Sea University;


EDUCATIONAL PROGRAM


In the final 8th semester students have to write a BA thesis; to help them better equip students with skills necessary to successfully write a thesis, 5-credit course in

Academic Writing is integrated in the programme; this course, together with the course in Research Skills, supports students throughout the process of thesis writing.

The following table depicts the structure of the programme:

BA English Philology – Programme Structure

Specialty courses – 140 ECTS

Specialty compulsory 125 ECTS

Specialty elective 15 ECTS

Teacher Training Concentration/Minor Programmes/Free Credits – 60 ECTS

Languages – 20 ECTS

Academic Writing – 5 ECTS

Information Communication Technologies – 5 ECTS

Free Credits – 10 ECTS

Overall – 240 Credits (ECTS)

Programme Admission Precondition:

Student enrollment on the programme is managed in accordance with the Georgian legislation. A student of a bachelor programme can become anyone with a school

certificate who passes Unified National Exams. International students are enrolled on the programme in accordance to the Georgian legislation without Unified National

Exams. Upon entrance of the programme English skills should correspond to B1 level (CEFR). Minimum number of students in each group is 10. In order to place students

in groups relevant to their English language proficiency level an internal placement test is administered by the university after the students are enrolled on the

programme.

Purpose of the Programme:


EDUCATIONAL PROGRAM


The English language plays a vital role in contemporary society as nowadays communication in political, economic, scientific and cultural fields is held in English. As

Georgia is on its way to European integration and attempts to establish business, political, economic and cultural relationship at regional and international levels, the

English language plays a crucial role. Thus, English language specialists are extremely needed, and accordingly, it is a popular profession in the world.

BA English Philology programme aims at equipping students with modern knowledge and relevant qualification in the field of English philology which will help them

in the formation of their future professional career. Our major objective is to prepare highly-qualified English language specialists who possess knowledge and skills

relevant to modern standards and requirements so that they are successfully employed on the Georgian, as well as international labour market.

Philology represents a multidisciplinary field and presupposes learning a language and literature; accordingly, through specific study courses the programme aims at

equipping students with practical and theoretical knowledge and cover various aspects of English philology:

• Practical English language;

• The structure of the English language;

• The specificity of communicating in English;

• English literature and literature written in English;

• Major trends in the world literature;

• British culture and civilization;

• History of Great Britain;

• The specificity and methodology of teaching the English language and literature (in case a student chooses to study teacher training concentration).

The goal of the programme is to achieve certain outcomes: to develop students’ English language competence (listening, speaking, reading and writing) at B2 level

(according to European (CEFR) standards) which is achieved through a number of practical courses in the freshmen year, and later through a numerous specialty

compulsory or elective courses; to develop analytic and pragmatic (text analysis, functional and pragmatic aspects of communicating in English, literary criticism and

analysis, communication and employment in a multicultural environment) skills; all this presupposes pragmatic knowledge of relevant English vocabulary and grammar

structures as well as the development of linguistics competence (knowledge of theoretical and practical issues in linguistics and language acquisition, specific terminology

and practical language aspects involved in the process of communication). Starting with the sophomore year, students get comprehensive advanced field-specific

theoretical and practical knowledge, and generic competences – basics of Anglo-American linguistics, lexicology, literary studies, academic writing, and research

methodology for English philology, British history, and major trends in world literature.

Taking into consideration the specificity of the field the programme aims to trigger students’ aspiration for sharpening English language skills and continuous upgrade of

knowledge and one’s self-development.


EDUCATIONAL PROGRAM


Based on the aspects discussed, the programme also intends to educate programme graduates who will be able to use the English language in everyday as well as

professional communication (in one’s own country and abroad).

Global aims of the programme are to develop in students effective speaking and writing skills as well as creative thinking, to view one’s own profession from analytic

perspective and nurture the skills necessary for a person’s academic achievement and professional development. We intend to produce highly-qualified specialists who

will actively be involved in and contribute to the development of one’s own country. The values that will be formed in graduates will involve the “sense” of language,

an enhanced interest in studying languages, and the respect for one’s own and others cultures.

Learning Outcome: After successful completion of MA English Philology Programme, graduates should have below given general and field-specific competences.

Knowledge and

understanding

✓ Knowledge of English language (skills – reading, writing, listening and speaking, communicative competence) which

corresponds to B2 level in accordance to CEFR (Common European Framework of Reference for Languages)

standards);

✓ Knowledge of English grammar at B2 level in accordance to CEFR standards;

✓ Knowledge of English grammar structures and how they function to express different shades of meaning;

✓ Knowledge of the specificity of English phonology and phonetics;

✓ Knowledge of the specificity of the English language, its development, structure and current geography;

✓ Knowledge of basic concepts in Anglo-American linguistics;

✓ Knowledge of the specificity of English lexicology;

✓ Knowledge of the English literature, the peculiarity of its development and trends;

✓ Knowledge of terminology in linguistics and literary criticism;

✓ Knowledge of major trends in the world literature;

✓ Knowledge of English-speaking countries’ literature (famous authors’ biographies, well-known literary works’

contents, trends);

✓ Knowledge of the culture and history of Great Britain;

✓ Knowledge of basic research methodology and methods necessary to conduct a small-scale study in English philology;

✓ Knowledge of the principles of academic writing;


EDUCATIONAL PROGRAM


✓ Knowledge necessary to plan, design and conduct a small-scale study in English philology;

✓ Knowledge of the principles of APA citation and referencing;

✓ Knowledge of basic ICT tools and platforms (Internet, Microsoft Word, PowerPoint Presentation, EndNote and Zotero

(citation-referencing programmes) necessary to support one’s own studies, search for, analyse and present data.

In case a student chooses English Language Teacher Training concentration:

✓ Knowledge and understanding of theories of teaching and learning and pedagogy and educational psychology and their critical

perception;

✓ knowledge and understanding to the aims and objectives of teaching English language at schools;

✓ Knowledge of major principles of teaching special educational needs students and students with different intellectual abilities;

✓ Knowledge of how to plan, conduct and assess teaching and learning process;

✓ Knowledge and understanding of the specificity of objective and fair assessment of students in the relevant subjects (English

language);

✓ Knowledge of the specificity of oral or written communication in English, which is generated through the study courses offered

throughout the program.

Applying Knowledge ✓ Lingvo-cultural competence which corresponds to B2 (according to CEFR) level and defines the ability to use written

or oral English in general and specific contexts; a student’s ability to deal with complex texts and discourse concerning

general topics as well as specific issues;

✓ Ability to use in practice the knowledge of structural specificity of the English language – ability to form a logical

narrative and discourse through structurally accurate sentences;

✓ Ability to do stylistically and structurally accurate translation while taking into consideration structural specificity of

the English language;

✓ Ability to use professional (linguistics, literary studies, education) terminology and concepts in a verbal discourse,

presentations and an academic context;


EDUCATIONAL PROGRAM


✓ Ability to provide critical analysis of works in Anglo-American literature by using methodology and approaches in

literary studies and stylistics analysis;

✓ Ability to write a BA thesis in accordance to the academic requirements of International Black Sea University (which

is based on APA style);

✓ Ability to use effectively and purposefully computer software programmes (Microsoft Word, PowerPoint, etc.), online

platforms and search engines (SurveyMonkey, Google, Google Scholar, EBSCO, ERIC, Google Books, etc.) in order to

search for, analyse and present information and develop strategies while working on BA thesis;

✓ Ability to prepare a conference paper on interesting and actual topics in the field of English philology (linguistics,

Anglo-American literary studies and British culture).


✓ Ability to employ different modes and approaches of assessment (in accordance with the specificity of subjects

(English language/mathematics)) in order to enhance students’ academic performance;

✓ Ability to set up fair, secure and learner-supportive educational settings;

✓ Ability to use in everyday practice learning and development theories in order to set up and manage student-oriented learning

environment;

✓ Ability to determine students’ individual needs and react to them accordingly;

✓ Ability to motivate students;

✓ Ability to effectively use field-specific terms and concepts (education, English language/mathematics teaching) in verbal

discourse, presentations and academic context.

Making Judgments

✓ Ability to formulate one’s own idea clearly;

✓ Ability to support one’s own argument through studied material;

✓ Analytic skills which is shown in the ability to analyse a text, linguistic and communicative contexts;

✓ Ability to make conclusions based on coherent judgment and analysis;


EDUCATIONAL PROGRAM


✓ Ability to evaluate other people’s opinion and arguments and form one’s own attitudes based on these evaluations;

✓ Ability to analyse the English written or oral texts or discourse, style and content and comprehend ideas conveyed

directly or indirectly;

✓ Ability to conduct a stylistic analysis of literary texts and the content embedded in the texts.


✓ Ability to form strategies for planning one’s professional development and the improvement of teaching and learning

process based on one’s the research, analysis and assessment of one’s own practice;

✓ Ability to analyse professional context and situation, foresee possible outcomes and consequences and make sound judgment;

✓ Ability to analyse teaching and learning theories and make sound judgment;

✓ Ability to provide arguments in support of one’s own opinion which is based on the studied material;

✓ Ability to analyse and assess teaching plans;

✓ Ability to assess and analyse teaching and learning;

✓ Ability to make conclusions based on logical argument and judgment;

✓ Ability to listen and assess other people’s opinion and to shape one’s own stance based on the obtained information.

Communication Skills

✓ Ability to express and present argument-based opinion in front of big audience;

✓ Ability to present to field-specialists and non-specialists one’s ideas and arguments in a consistent manner;

✓ Ability to use efficiently information communication technologies while presenting information (presentations,

reports, projects or research findings);

✓ Ability to convey meaning clearly and coherently in an oral or written form, formal (e.g. reports, presentations) or

informal contexts;

✓ Ability to prepare a conference report and present it to an audience.



EDUCATIONAL PROGRAM


✓ Ability to communicate information in English, orally or in written form, in a logical and cohesive manner in a formal

(school representative, colleagues or educators) or informal contexts (parents, pupils, community and other interested

parties)

Learning Skills ✓ Ability to plan a study process effectively;

✓ Ability to search for study material (via Internet, library, etc.) and distribute time rationally;

✓ Ability to organize a study process in accordance with the circumstances;

✓ Ability to use technology in the study process, and this ability is necessary while search for information via

electronic sources – Internet and academic database, such as, ERIC, EBSCO, Google Scholar;

✓ Ability to develop material memorization strategies;

✓ Ability to use mono- or bilingual dictionaries;

✓ Ability to work on and perceive information independently or while working in groups;

✓ Ability to understand the importance of continuous education (lifelong learning) and plan it in accordance with

one’s own aims and objectives.

Values ✓ Keen interest towards obtaining new, practical and theoretical knowledge;

✓ Academic honesty;

✓ Respect for ethical and moral values of modern society and state;

✓ Respect for common human values;

✓ Respect for moral and ethics of the field of education;

✓ Tolerance and respect for different cultures and norms of behaviour.


✓ Acting in accordance with teacher’s professional ethics and code of conduct;

✓ Respect for moral and ethics in the field of education.


EDUCATIONAL PROGRAM


Learning Outcome Map:

Course / Module / Internship / Study Component

Criteria of Competencies

Kn

owle

dge

an

d U

nd

erst

and

ing

Ap

ply

ing

Kn

owle

dge

Mak

ing

Jud

gmen

ts

Com

mu

nic

atio

n S

kil

ls

Lea

rnin

g Sk

ills

Val

ues

Compulsory Study Component

Compulsory Courses for Specialty

1. Advanced English Grammar I × × × × ×

2. Advanced English Grammar II × × × × ×

3. Advanced English Reading and Vocabulary I × × × ×

4. Advanced English Reading and Vocabulary II × × × × ×


EDUCATIONAL PROGRAM


5. Advanced English Listening and Pronunciation I × × × ×

6. Advanced English Listening and Pronunciation II × × × × ×

7. Advanced English Speaking I × × × × ×

8. Advanced English Speaking II × × × × ×

9. Advanced Composition I × × × × ×

10. Advanced Composition II × × × × × ×

11. English Language Competence I × × × × ×

12. English language Competence II × × × × ×

13. Introduction to Linguistics × × × × ×

14. British Culture and Multicultural Studies × × × × ×

15. Introduction to English Literature × × × × × ×

16. Survey of World Literature × × × × × ×

17. Literary Terms and Currents × × × × × ×

18. Functional English Grammar × × × × ×

19. Stylistics × × × × × ×


EDUCATIONAL PROGRAM


20. Lexicology × × × × ×

21. History of Great Britain I × × × × × ×

22. History of Great Britain II × × × × × ×

23. Research and Study Skills in Linguistics and Literature × × × × × ×

24. BA Thesis in English Language, Literature and Teaching English

Language

× × × × × ×

Elective Courses for Specialty

25. English Literature of Renaissance Period × × × × ×

26. English Literature of Medieval Age × × × × ×

27. English Drama and Poetry × × × × ×

28. British Pop Culture × × × × × ×

29. English Short Story × × × ×

30. English Novel × × × × ×

31. Text Analysis × × × × ×

32. English Literature of Romantic Period and Victorian Age × × × × ×


EDUCATIONAL PROGRAM


33. English Literature of XX Century × × × × ×

34. Politics and Society of Great Britain × × × × × ×

35. Introduction to World Literatures in English × × × × ×

36. British Landmarks × × × × × ×

37. Teaching Language and Literature × × × × × ×

38. School Counselling × × × × × ×

Languages

39. Foreign Language I, II, III, IV (Georgian, Russian, Turkish, Spanish,

German, French)

× × × ×

Academic Writing

40. Academic Writing × × × × × ×

Information Technologies

41. Information Technologies × × × ×

English Teacher Training Concentration

42. Instructional Planning and Evaluation × × × ×


EDUCATIONAL PROGRAM


43. Teaching Principles and Methods × × × ×

44. Didactics of Teaching English I × × × × × ×

45. Didactics of Teaching English II × × × × × ×

46. Introduction to Education Psychology × × × × ×

47. School Practice I × × × ×

48. School Practice II × × × × × ×

49. Educational Technologies and Material Development × × × × ×

50. Classroom Management × × × × ×

51. General Didactics × × × × ×

52. General Education Legislation, Structure and School Management × × × × × ×

53. Special Education and School Counseling × × × × × ×

Methods of Attainment of Learning Outcomes:

Study components considered by the programme are carried out using following teaching and learning methods:

Lecture – Lectures involve discussion of major theoretical material, concepts, terms, etc. through ensuring students’ active involvement. It is basically oriented on

thorough teaching scientific theories and approaches of study material. During lectures subject related issues are deeply explained, students are actively involved in the

discussions and clear perception and comprehension of topics using brain-storming and other interactive methods.


EDUCATIONAL PROGRAM


Group work – Group work develops the knowledge and skills of planning and fulfillment of specific tasks under cooperative environment. Group work includes discussion

of case studies, quizzes, practical assignments, different examples, through which students obtain skills of problem resolution in teams that in turn ensures development

of team working skills and the possession of competencies of considering and accepting others opinion.

Practice / lab work – In order to ensure deep understanding and perception of the issues, practice/lab work concentrates on accurate discussion of relevant examples,

cases, video materials, exercises and the ways of their resolution, which ensures the formation of students’ ability to use the obtained theoretical knowledge in practice

and develop analytic and creative thinking.

Seminar – The aim of seminars is to create the context for students which enables them to get the details, and better understand and realize the issues and topics discussed

during lectures. Seminar is the means of knowledge transfer, involves discussion and drawing conclusions, and it is coordinated by a lecturer with certain specific

objectives. Seminars are conducted in accordance to specific aims and are in line with the material covered throughout lecturers.

Independent work – Through independent work students deepen and internalize the knowledge obtained throughout the lecturers. Independent work involves searching

for the materials through course-books or other sources of information, realizing and learning the obtained information; it also involves completing home-tasks. All these

activities deepen the interest in certain issues, the wish to study these issues independently, they help students develop the ability of thinking independently, analyze

the obtained information and draw conclusions.

The teaching and learning methods mentioned above are fulfilled using following activities:

Presentation (by lecturer) – The method consists of narration and speaking through which the information is provided by a teacher to a learner. Through this process

teacher transfers knowledge verbally, explains the material and students obtain this knowledge through listening, memorizing and comprehension. It is important to

make sure that understanding occurs and information is perceived correctly. In case of necessity additional instruction should be provided. A teacher is giving specific

examples and provides detailed explanation.

Demonstration - It demonstrates information visually. It’s sufficiently effective when reaching the result because it takes into consideration the interests of different

students. Learning material can be demonstrated by lecturer or student. This method helps different steps of learning process to be seen visually and concretize, what

should student do independently. At the same time, this strategy visually demonstrates the main point of the subject/problem.


EDUCATIONAL PROGRAM


Induction – modern, one of the most effective student-oriented methods. Major objective of this method is to collect much data and by generalizing the observed

perspectives discover general principles through which it is possible to discuss the facts, cases and events and explain them. Learning is oriented at relying on facts and

developing rules through generalizing these facts, thus, moving from specific facts to general rules.

Deduction – a traditional method of teaching and learning which sees a teacher as a major source of information and students learn general theories through a teacher’s

supervision. Deductive method of learning determines that kind of any subject knowledge, which presents the process when depending on general knowledge we

discover new knowledge, so the process goes from general to concrete.

Analysis – In the modern world majority of disciplines have become complex; accordingly, courses in these fields require complex approaches. The method of analysis

helps us to dismantle multi-disciplinary and inter-disciplinary courses into parts which allows dividing an issue under the study into separate aspects. This helps to discuss

separate issues in details.

Synthesis - Method of synthesis means back-procedure, using some parts and making the whole with them. This method helps to see the whole problem.

Case Study – active problem-situation analysis method, which presupposes discussing real cases and discussing them which allows students to look at the issues from

different perspectives, analyze possible solutions of the problem and choose and justify specific strategies, objectives and expected outcomes. A case presents a context

and it is an instrument by itself which allows a student to use specific knowledge obtained through the course and put it into practice in the context which is close to

real-life situation.

Brain Storming - collecting as many/various ideas about the topic/issue as possible. The method enhances development of creative approach towards the problem. It

supports the development of creative approaches when students try to see an issue from different perspectives. This approach ensures that every person is involved in

the learning process. It is efficient for a large group and is used in stages.

Discussion / Debates – one of the most broadly spread interactive methods; discussion raises the level of student involvement; while discussion different opinions are

confronted and the discussion is not limited to the questions asked by a teacher. Overall aim is to synthesise different views. This method develops students’ ability of

reflection and argumentation.

Project – This approach is a unity of perceptive methods, which makes it possible to solve a problem through students’ independent work and presenting the achieved

solutions. This approach raises students’ motivation and responsibility; working on the project involves planning, research, practical activities and presenting the results;


EDUCATIONAL PROGRAM


the projects are complete if the outcomes are presented in a convincable manner through examplifying specific results; a project could be done individually, in peer or

group work; upon completion, the project is presented to a broader audience.

Presentation (by student/students) – Taking into consideration the development of technology presentation is one of the most interactive and effective ways of teaching.

It is a combination of teaching and learning methods which allows a student to solve a problem through independent work and presenting the outcomes. This method

raises students’ motivation to work independently; it also develops specific skills – planning, researching, and presenting data in an effective manner; it develops skills to

work in groups or individually.

Teaching though Electronic Sources – The method implies teaching through internet and the means of multimedia. It consists of all the components of teaching process

that are realized through specific means of internet and multimedia.

Problem Solving – The method of teaching that enables employment of newly obtained knowledge by students through study, analysis and solution of specific problem.

While employing this method it is important to assess and analyze the results received through the solution of a specific problem. By using this method the skills and the

ability of a student to use obtained knowledge in practice is developed.

Group Work – Teaching method through which students are divided into the groups and the assignments are given to each of the groups. Group members process the

information individually and share their ideas to other group members at the same time. Group members may be assigned different functions depending on the objective

defined by the task. This method ensures active involvement of each student in the process of teaching.

Individual Work – The method when a student individually performs the tasks and the assignments determined through the academic process.

Working with a Course-Book – Actively used method in a process of learning through which a student process given material by using given literature and other sources.

Problem-based Learning – a method which uses a specific problem from the field in order to help a learner to acquire new knowledge and integrate it with specific skills.

Preparing a Presentation – Students’ independent work through which a specific issue or topic is studied and the skills like planning, research, processing and analyzing

data as well as presenting the results of study and arguments in a persuasive manner is developed. The method develops students’ individual working skills.

Preparing a Project - Students’ independent work through which projects are prepared. Working on the project involves planning, research, practical activities and

presenting the results. The projects are complete if the outcomes are presented in a convincable manner through examplifying specific results.


EDUCATIONAL PROGRAM


Doing Homework – Independent work when students do the home assignments determined through the academic process. Doing home assignments implies reading,

processing and studying material determined through the study course as well as doing given assignments in written form or presenting them orally.

Learning though Electronic Sources – The method implies learning through internet and the means of multimedia. It consists of all the components of learning process

that are realized through specific means of internet and multimedia.

Student Knowledge Evaluation System: The goal of evaluation is to determine student’s education results qualitatively in relation to academic programme goals and

parameters.

A student may be assessed orally and/or in a written way. A student’s knowledge and skills are assessed through 100 points grading system. It consists of midterm (60

points maximum) and final (40 points maximum) evaluations, sum of which makes up 100 points.

Grading system allows:

a) Five types of positive grades

1) (A) Excellent – 91 and over of maximum point;

2) (B) Very good – 81-90 of maximum point;

3) (C) Good – 71-80 of maximum point;

4) (D) Satisfactory – 61-70 of maximum point;

5) (E) Acceptable – 51-60 of maximum point.

b) Two types of negative grades

1) (FX) Fail – 41-50 of maximum point, meaning that a student requires some more work before passing and is given a chance to sit an additional examination after

independent work;

2) (F) Fail – 40 and less of maximum point, meaning that the work of a student is not acceptable and he/she has to study the subject anew.


EDUCATIONAL PROGRAM


For the midterm and final evaluations minimal passing grade is set. The final evaluation minimal passing grade must not exceed 60% of final evaluation grade.

Midterm and final evaluation grade distribution, their minimal competence levels and assessment criteria are described in the corresponding syllabus.

A credit can be awarded only after the attainment of learning outcomes, envisaged by the course syllabus and following requirements:

a) Obtaining minimal competence levels set for midterm and final evaluations;

b) Obtaining minimum 51 points out of 100 points of final grade.

A student is allowed to take an additional (make-up) exam in case he/she scored 41-50 points of final grade or minimum 51 points, but did not obtain minimal competence

level set for final evaluation.

Considering its specification, the format and the assessment criteria of mid-term and final evaluations can be determined in the specific module/course syllabus.

The means of the evaluation are following:

✓ Test/quiz/written exam;

✓ Classroom activities/classroom participation;

✓ Home assignment;

✓ Discussion;

✓ Oral assessment;

✓ Written assessment;

✓ Essay question;

✓ Seminar;

✓ Presentation;

✓ Group / individual project;


EDUCATIONAL PROGRAM


✓ Midterm and final exams.

Among assessment components, taking into consideration the nature of the course, are: correctness, exactness, completeness, adequacy of theoretical foundation and

examples, relevance of applied terminology, degree of participation in discussion, and the logic of arguments.

BA thesis is assessed by maximum 100 points; the structure and criteria for BA thesis assessment-evaluation is provided in the relevant syllabus.

Specificities of the Organization of the Teaching Process: 240 ECTS (6000 hrs.) covered by the programme is distributed in four academic years, 8 semesters,

30 credits in each semester.

Credit counting system is based on European Credit Transfer System (ECTS): 1 credit = 25 hours, which cover both contact hours and students’ independent working

hours. One academic year consists of 38 weeks, and each semester consists of 19 weeks from these lecturing is allocated 15 weeks (including midterm exam). Final exams

are conducted in week 17-19. In the final semester a student has to write and publicly defend a BA thesis (10 credits). Within the scope of the programme a student can

choose 10 free credits. Besides, a student can choose to choose any minor programme offered by the university (60 credits), or Teacher Training Concentration (60

credits) or take free credits (60 credits).

Field of Employment: Successful graduates have a wide career choice: a teacher of English in a primary school (after taking national certification exams), school

administrative personnel (who is required to know English), English language instructor in language centres, assistant in administrative issues in various local or

international organisations, and a translator/interpreter (written or oral translation).

Information Concerning Material Resources Necessary for the Implementation of the programme: International Black Sea University is fully equipped with all

the necessary material resources aimed to fulfil the educational programme successfully:

✓ Classrooms equipped with different educational facilities;

✓ Computer laboratories with full access to internet;


EDUCATIONAL PROGRAM


✓ University library equipped with modern technologies, internet, and rich paper and electronic books;

✓ Lecturers’ slides, corresponding to the course relevant topics available through the electronic database of the university (through Smart portal);

✓ Other material resources owned by the university.

Compulsory literature indicated in syllabuses is available in the university’s library.

Study Plan

#

Course / Module /

Internship / Study

Component

Status

Nu

mb

er o

f C

red

its

Credit Distribution per Study

Courses and Semesters

Distribution of Hours

Nu

mb

er o

f h

ours

per

wee

k

I Year II

Year

III

Year

IV

Year

Contact hours

Ind

ep

end

en

t w

ork

T

ot

al

nu

mb

e

r of

hou

rs

I S

emes

ter

II S

emes

ter

III

ს Se

mes

ter

IV ს

Sem

este

r

V ს

Sem

este

r

VI

Sem

este

r

VII

ს S

emes

ter

VIII

Sem

este

r

Lec

ture

P Se

min

ar /

Pra

ctic

al w

ork

Mid

term

exa

m(s

)

Fin

al e

xam

Tot

al n

um

ber

of

con

tact

hou

rs


EDUCATIONAL PROGRAM


Specialty Compulsory Component 125 20 25 15 10 10 10 10 15 577 509 52 50 1184 1941 3125 78

1. Advanced English

Grammar I Compulsory 5 5 28 30 2 2 62 63 125 4

2. Advanced English

Reading and Vocabulary I Compulsory 4 4 15 30

2

2 47 53 100 3

3. Advanced Composition I Compulsory 5 5 17 25 4 2 48 77 125 4

4. Advanced English

Listening and

Pronunciation I

Compulsory 4 4 17 27 2 2 48 52 100 3

5. Advanced English

Grammar II Compulsory 5 5 28 30 2 2 62 63 125 4

6. Advanced English

Reading and Vocabulary

II

Compulsory 4 4 17 25 2 2 48 52 100 3

7. Advanced Composition II Compulsory 5 5 20 22 2 2 46 79 125 4

8. Advanced English

Listening and

Pronunciation II

Compulsory 4 4 17 27 2 2 48 52 100 3

9. Advanced English

Speaking I Compulsory 4 4 17 27 2 2 48 52 100 3

10. Advanced English

Speaking II Compulsory 5 5 15 28 2 2 47 78 125 3

11. English Language

Competence (FCE) I

Compulsory 7 7 30 30 2 4 64 111 175 4

12. English Language

Competence (FCE II)

Compulsory 8 8 45 30 2 4 79 121 200 5


EDUCATIONAL PROGRAM


13. British Culture and

Multicultural Studies Compulsory 5 5 29 14 2 2 47 78 125 3

14. Literary Terms and

Currents Compulsory 5 5 27 14 4 2 47 78 125 3

15. Introduction to

Linguistics Compulsory 5 5 25 18 2 2 47 78 125 3

16. Introduction to English

Literature Compulsory 5 5 27 14 4 2 47 78 125 3

17. History of Great Britain I Compulsory 5 5 30 13 2 2 47 78 125 3

18. Lexicology Compulsory 5 5 18 25 2 2 47 78 125 3

19. History of Great Britain II Compulsory 5 5 30 13 2 2 47 78 125 3

20. Stylistics Compulsory 5 5 25 18 2 2 47 78 125 3

21. Research Methods in

Linguistics and Literature Compulsory 5 5 26 17 2 2 47 78 125 3

22. Survey of World

Literature Compulsory 5 5 29 14 2 2 47 78 125 3

23. Functional English

Grammar Compulsory 5 5 25 18 2 2 47 78 125 3

24. BA Thesis Compulsory 10 10 20 - - 20 230 250 2

Specialty elective courses 15 5 5 5 5 5 45 84 6 6 141 234 375 9

25. Politics and Society of

Great Britain Elective 5 5 15 28 2 2 47 78 125 3

26. English Drama and Poetry Elective

5 5 27 14 4 2 47 78 125 3

27. English Literature of the

Medieval Period

Elective 5 5 27 14 4 2 47 78 125 3


EDUCATIONAL PROGRAM


28. English Novel Elective

5 5 27 14 4 2 47 78 125 3

29. Introduction to World

Literatures in English

Elective 5 5 27 14 4 2 47 78 125 3


Renaissance Period

Elective 5 5 27 14 4 2 47 78 125 3

31. British Landmarks Elective

5 5 15 28 2 2 47 78 125 3

32. British Pop Culture Elective

5 5 29 14 2 2 47 78 125 3

33. English Literature of

Romantic Period and

Victorian Age

Elective

5 5 27 14 4 2 47 78 125 3

34. Teaching Language and

Literature

Elective 5 5 27 14 4 2 47 78 125 3

35. School Counselling Elective

5 5 27 14 4 2 47 78 125 3


XX Century

Elective 5 5 27 14 4 2 47 78 125 3

37. English Short Story Elective

5 5 28 15 2 2 47 78 125 3

38. Text Analysis Elective

5 5 29 14 2 2 47 78 125 3

Languages 20 5 5 5 5 64 108 8 8 188 312 500 12

39

Foreign Language A1.1,

A1.2, A2.1, A2.2, B1, B2

(Georgian , Russian,

Turkish, Spanish, German,

French)

Elective 5 5 5 5 5 64 108 8 8 188 312 500 12


EDUCATIONAL PROGRAM


Information Technologies 5 5 28 15 2 2 47 78 125 3

40. Information Technologies Compulsory 5 5 28 15 2 2 47 78 125 3

Academic Writing 5 5

41. Academic Writing Compulsory 5 17 26 2 2 47 78 125 3

English Language Teacher Training

Concentration

Elective 60 10 10 10 10 10 10 280 280 20 20 600 900 1500 39

42. Instructional Planning

and Evaluation

Compulsory 5 5 16 27 2 2 47 78 125 3

43. Teaching Principles and

Methods

Compulsory 5 5 27 16 2 2 47 78 125 3

44. Introduction to Education

Psychology

Compulsory 5 5 29 14 2 2 47 78 125 3

45. School Practice I Compulsory

5 5 17 42 - - 59 66 125 4

46. School Practice II Compulsory

5 5 19 52 - - 71 54 125 5

47.

Educational Technologies

and Material

Development

Compulsory

5 5 14 29 2 2 47 78 125 3

48. Classroom Management Compulsory

5 5 29 14 2 2 47 78 125 3

49. General Didactics Compulsory

5 5 29 14 2 2 47 78 125 3


EDUCATIONAL PROGRAM


Note:

1. Distribution of hours for elective courses is provided as it is in the elective course which is first in the list, as there is no homogeneous distribution of hours for

elective courses;

50.

General Education

Legislation, Structure and

School Management

Compulsory

5 5 29 14 2 2 47 78 125 3

51. Special Education and

School Counseling

Compulsory

5 5 27 16 2 2 47 78 125 3

52. Didactics of Teaching

English I

Compulsory

5 5 25 18 2 2 47 78 125 3

53. Didactics of Teaching

English II

Compulsory

5 5 19 24 2 2 47 78 125 3

54. Free Credit Elective 10 38 48 4 4 94 156 250 6

Overall 240 30 30 30 30 30 30 30 30 1049 1070 94 92 2301 3699 6000 150


EDUCATIONAL PROGRAM


Additional Table of Study Plan and Information Concerning Human Resources Necessary for the Implementation of the Programme

№ Course / Module / Internship

/ Research Component Code

Sem

este

r

Prerequisites Lecturer Obligatory Literature

1. Advanced English Grammar I

5000

50

EDU

101

I N/A

Affiliated Assoc. Prof. Dr. Mehmet

Sahiner (Doctor of Education Sciences)

Laurie Blass, Susan Iannuzzi, Alice Savage, Deborah

Gordon, Randi Reppen, Grammar and Beyond 3,

Cambridge University Press, 2012

Marjorie Fuchs, Margaret Bonner, Focus on Grammar-4

5th Edition, Pearson-Longman 2017

Jay Maurer, Margaret Bonner, Focus on Grammar 5

SB, Pearson-Longman 2017

2. Advanced English Grammar

II

5000

60E

DU1

02

II 500050

EDU101



Laurie Blass, Susan Iannuzzi, Alice Savage, Deborah

Gordon, Randi Reppen, Grammar and Beyond 3,


Marjorie Fuchs, Margaret Bonner, Focus on Grammar-4

5th Edition, Pearson-Longman 2017

Jay Maurer, Margaret Bonner, Focus on Grammar 5

SB, Pearson-Longman 2017

3. Advanced English Reading

and Vocabulary I

5000

51

EDU

103

I N/A

MA, Maia Samkanashvili, Invited

Lecturer

1. David Wiese (2011). “Real Reading – 2. Creating an

Authentic Reading Experience”. Pearson Education,

New York.

2. English Vocabulary in Use, upper-intermediate,

second edition

4. Advanced English Reading

and Vocabulary II

5000

61 II

500051

EDU103

MA, Maia Samkanashvili, Invited

Lecturer

1. Lynn Bonesteel (2011). Real Reading-3:

Creating an Authentic Reading Experience,

Pearson Education, New York.


EDUCATIONAL PROGRAM


EDU

104

2. English Vocabulary in Use, upper-intermediate,

second edition

5. Advanced English Listening

and Pronunciation I

5002

32

EDU

107

I N/A

Affiliated Assoc. Prof. Dr. Irma

Mesiridze (Doctor of Humanities)

1. Roni S. Lebauer. `` Learn to Listen, Listen to

Learn``. Pearson Education, 2000.

2. Helen S. Solorzano; Jenifer P. L.Schmidt –

``NorthStar Listening and Speaking`` (Low

Intermediate - Intermediate- High Intermediate),

Pearson Education, 2006

3. Mark Hancock – English Pronunciation in Use;


6. Advanced English Listening

and Pronunciation II

5002

33

EDU

110

II 500232

EDU107



1.Roni S. Lebauer. `` Learn to Listen, Listen to

Learn``. Pearson Education, 2000.

2. Helen S. Solorzano; Jenifer P. L.Schmidt –

``NorthStar Listening and Speaking`` (Low

Intermediate - Intermediate- High Intermediate),

Pearson Education, 2006

3. Mark Hancock – English Pronunciation in Use;


7. Advanced English Speaking I

5002

63

EDU

111

I N/A

Assoc. Prof. Dr. Mariam Bandzeladze

(Doctor of Education Sciences)



Paulette Dale; James C. Wolf – Speech

Communication Made Simple; Pearson Education,

2006.


EDUCATIONAL PROGRAM


8. Advanced English Speaking

II

5002

67E

DU2

01

III 500263

EDU111





Paulette Dale; James C. Wolf – Speech

Communication Made Simple; Pearson Education,

2006.

9. Advanced Composition I

5000

52

EDU

105

I N/A

Affiliated Assoc. Prof. Dr. Maia

Chkotua (Doctor of Education

Sciences)

ჩქოტუა, მ. (2009). თხზულება 1. ლექტორის ჩანაწერები.

თბილისი.

Smalley, R; Ruetten, M. & Kozyrev, J. (2001). Refining

Composition Skills. Heinle & Heinle.

10. Advanced Composition II

5000

62

EDU

106

II 500052

EDU105



Sciences)

Smalley,R.L.; Ruetten,M.K. &RishelKozyrev, J. R.

(2012). RefiningComposition Skills. Heinle&Heinle.

Oshima, A.& Hogue, A.(2007). Introduction to Academic

Writing. Third Edition. Level 3.Pearson Education.

Boardman, S.A. & Frydenberg, J. (2008) Writing to

Communicate. Third Edition. Pearson, Longman.

Blanchard, K. &Root, C. Ready to Write

More.PearsonEducation. Second edition.

11. English Language Skills (FCE)

I

3007

53

EDU

112

I N/A

Lia Gumberidze, Invited Lecturer Norris, R. (2015). Ready for FCE, 3rd Edition.

MacMillan

12. English Language Skills (FCE)

II

3007

54

EDU

113

II 300753

EDU112

Lia Gumberidze, Invited Lecturer Norris, R. (2015). Ready for FCE, 3rd Edition.

MacMillan

13. Introduction to Linguistics 5002

85 IV N/A

Affiliated Prof. Dr. Nikoloz Parjanadze

(Doctor of Philology)

Yule, G. (2014) The Study of Language. (5th ed.).

Cambridge: Cambridge University Press.


EDUCATIONAL PROGRAM


EDU

210

Becker, A., & Bieswanger, M. (2006).

Introduction to English Linguistics. Stuttgart:

Francke Verlag Tübingen und Basel.

Radford, A., Atkinson, M., Britain, D., Clahsen,

H., & Spencer, A. (2009). Linguistics: An

Introduction (2nd ed.). Cambridge: Cambridge

University Press.

Trask, R. L. (1999) Language: The Basics. (2nd

ed.). London: Routledge.

14. British Landmarks

5002

74

EDU

203

III N/A



1. Williams, R., Leapman, M. (2011) Eyewitness

Travel Guide: Great Britain. DK Publishing.

2. Atkinson, T. (2012). The United Kingdom.

WAYLAND

Weekly Lecture Summary http://smart.ibsu.edu.ge

15. Introduction to English

Literature

5003

00

EDU

304

IV N/A

Affiliated Prof. Dr. Natela Doghonadze

(Doctor of Education)

English literature. Sanders, A. (2004) OUP: Oxford.

available at university library

Natela Doghonadze. Introduction to English

Literature. Course notes. Tbilisi. IBSU. 2016 –

available on the Smart Learning

16. Survey of World Literature

5003

19

EDU

408

VII N/A



Literature of the Western World, vol. 1. B.Wilkie,

J.Hurt.Prentice Hall, 2001



ხელმისაწვდომია Smart Learning-ზე

17. Literary Terms and Currents

5002

72

EDP

201

III N/A

Affiliated Assoc. Prod. Giorgi Shaduri

(Doctor of Humanities)

Cuddon, J.A. A Dictionary of Literary Terms. Penguin books.1984 Holman, C.H. A Handbook to Literature. Indianapolis. Bobbs-Merril Educational Publishing, 1981

http://smart.ibsu.edu.ge/


EDUCATIONAL PROGRAM


18. Functional English Grammar

5002

54

EDP

401

VII

I N/A



Lock Graham (2003) Functional English Grammar: An Introduction to Second Language Teachers. Cambridge: Cambridge University Press.

19. Stylistics

5002

98

EDP

303

VI

Assoc. Prof. Dr. Lia Todua (Doctor of

Philology)

Jeffries, L., & McIntyre, D. (2010). Stylistics.


Wright, L., & Hope, J. (2005). Stylistics: a practical

coursebook. London: Taylor & Francis.

Black, E. (2006). Pragmatic Stylistics. Edinburgh:

Edinburgh University Press

20.

Lexicology

5003

05

EDU

305

V N/A

Affiliated Prof. Dr. Ekaterine Pipia


Howard Jackson&Etienne Ze Amvela (2007),

Words, Meaning and Vocabulary, An Introduction

to Modern English Lexicology, Continuum, Second

Edition

Course Notes prepared by Prof. Dr. Tamat

Shioshvili,Tbilsi 2013

M. A. K. Halliday, Colin Yallop (2007), Lexicology: A Short Introduction, Continuum

Leonhard Lipka (2002), English Lexicology: Lexical Structure, Word Semantics & Word-formation, Tubingen: Narr

Aitchison, J. (2002) Words in mind, 3rd edition,

Blackwell


EDUCATIONAL PROGRAM


Jackson, H. (1988), Words and their meanings, Longman

21.

History of Great Britain I 5002

94

EDP

301

V N/A



An illustrated History of Britain- David McDowall;

Longman 2010

22. History of Great Britain II

5003

01

EDP

304

VI 500294

EDP301



An illustrated History of Britain- David McDowall;

Longman 2010

23. Research Methods in

Linguistics and Literature

5003

13

403

VII N/A



Gray, L. R., Mills, G. E., & Airasian, P. (2012).

Educational Research: Competencies for Analysis

and Applications (10th ed.). Boston: Pearson.

Litosseliti, L. (Ed.). (2010). Research Methods in

Linguistics. London: Continuum.

Pugh, T., Johnson, M. E. (2014). Literary Studies: A

Practical Guide. London: Routledge.

24. BA Thesis

5000

93

EDU

413

VII

I

Faculty academic personnel holding

PhD degree

-


Renaissance Period

5003

11

401

V N/A

Assoc. Prof. Dr. Eliso Pantskhava



Could be accessed at IBSU library.



accessible on Smart Learning-ზე


EDUCATIONAL PROGRAM



Medieval Period

5003

03

EDP

305

IV EDP201

Affiliated Assoc. Prof. Dr. Ekaterine

Bakaradze (Doctor of Philology)

Prentice Hall Literature. Florida student edition. 2003

27. English Drama and Poetry

5002

55

EDU

405

IV N/A

Affiliated Assoc. Prof. Dr. Giorgi

Shaduri (Doctor of Humanities)

Perrine, L. Poetry: The Elements of Poetry.

Literature, vol. 2, Southern Methodist University.

2. Rezai, A. A. (2005) Poetry In English. The

Organisation for Researching and Composing

University Textbooks in the Humanities

(SAMT). Tehran

3. Weekly Lecture Summary

http://smart.ibsu.edu.ge

28.

British Pop Culture 5003

20

EDU

409

VI N/A

Assoc. Prof. Dr. Nino Gamsakhurdia


Janice Anderson and Edmund Swinglehurst. Britain

Yesterday and Today. England 2003.

David P. Christopher. British Culture. London and

New York. 2006.

29.

English Short Story 5003

23

404

VII

I N/A

Affiliated Assoc. Prof. Dr. Giorgi

Shaduri (Doctor of Humanities)

Marcus, Sybil (2006). A World of Fiction: Twenty

Timeless Short Stories. Pearson, NY.

30.

English Novel 5003

09

EDP

306

IV EDP201

Affiliated Prof. Dr. Irina Bakhtadze


A Survey of English Literature (I, II) A.Abjadian.

(2005). Tehran - available at university library

31. Text Analysis 5002

56

VII

I N/A

Husein Demir, Dr., Invited Lecturer

(Education)

Helder, B. (2011) Textual Analysis: an approach to

analysing professional texts. Samfundsliteratur.

Narayana Press.

http://smart.ibsu.edu.ge/


EDUCATIONAL PROGRAM


EDP

402

32. English Literature of

Romantic Period and

Victorian Age

5003

17

EDP

403

VI N/A





Literature. Course notes. Tbilisi. IBSU. 2011

33. English Literature of the XX

Century

5000

84

EDU

412

VII

I N/A






ხელმისაწვდომია Smart Learning-ზე

34. Politics and Society of Great

Britain

5002

81

EDU

206

IV N/A



Comparative Politics today. A world new. Almond, G. et al. Longman. 2000.

35.

Introduction of World

Literatures in English

5002

86

EDP

202

V EDP201



R. Welch. (1996). The Oxford Companion to Irish

literature. Oxford. Oxford University Press.

M. Kroller. (2004). The Oxford Companion to Canadian

literature. Oxford University Press.

Huggan, G. Australian literature. Oxford: Oxford

University Press

C.Heywood. (2010). A history of South African Literature.


“Outline of American Literature”. (1990). USW

Department of State.

N.Doghonadze. (2015). Introduction to world literatures in

English. Course notes.


EDUCATIONAL PROGRAM


36.

British Culture and

Multicultural Studies 5002

96

EDP

302

IV N/A

Assoc. Prof. Dr. Nino Gamsakhurdia

(Doctor Humanities)

Janice Anderson and Edmund Swinglehurst. Britain

Yesterday and Today. England 2003.

David P. Christopher. British Culture. London and New York. 2006.

Richard Musman and D’Arcy Adrian-Vallance. Britain

Today. U.K. Longman. 1996.

37.

Teaching Language and

Literature

5002

52

EDU

306

VII N/A



Lazar, G. (1993). Literature and Language Teaching:

A Guide for Teachers and Trainers. Cambridge:

Cambridge University Press.

38.

School Counselling 5003

21E

DU4

11

VII N/A

Shorena Kutchukhidze, Dr., Invited

Lecturer (Educaiton)

Wright, R.J. (2011). Introduction to School Counseling. Sage Publications, Inc.

39.

Foreign Language A1.1, A1.2,

A2.1, A2.2, B1, B2 (Georgian,

Russian, Turkish, Spanish,

German, French)

- - -

Assoc. Prof. Dr. Gulnara Diasamidze,

Prof. Dr. Ilyas Ustunier, Invited

Lecturer Dr. Ketevan Sikharulidze,

Invited Lecturer Natalia Kublashvili

40.

Academic Writing

5003

15

EDT

404

VII N/A



Sciences)

1. Jordan, R. (2006). Academic Writing Course.

Study Skills in English. Pearson, Longman.

2. Neville, C. (2010). The Complete Guide to

Referencing and Avoiding Plagiarism. Open

University Press. Colin Neville.

3. Oshima, A., & Hogue, A. (2006). Writing

Academic English. Pearson, Longman.

4. Williams, A. (2013). Improve your reading and

referencing skills. Harper

Collins Publishers.


EDUCATIONAL PROGRAM


Bailey, S. (2006). Academic Writing. Routledge.

41.

Information Technologies

2000

06

CEN

122

I N/A

Affiliated Assoc. Prof. Dr. Cihan Mert

(Doctor of Computer Sciences)

1. Laboratory Works, E-Sources,

2. Microsoft Word 2016 Step by Step – Joan

Lambert, Microsoft Press, Redmond,

Washington, 2015

3. Microsoft PowerPoint 2016 Step by Step –

Joan Lambert, Microsoft Press, Redmond,

Washington, 2015

4. Microsoft Excel 2016 Step by Step – Curtis

42. Instructional Planning and

Evaluation

5002

57

EDT2

01

III N/A



1. Mary Spratt, Alan Pulverness, Melanie

Williams, The TKT Course, Modules 1,2

and 3, 2011, Cambridge University Press

2. Joanne Welling ( 2009), The TKT

Course Training Activities CD-ROM

, Cambridge University Press; 1 Cdr

edition

3. Dave Davies (2010), TKT with Answers:

Preparing for the Cambridge Teaching

Knowledge Test, Create Space Independent

Publishing Platform

43. Teaching Principles and

Methods

5003

02

EDT

304

VI N/A



Westwood, P. (2008) What Teachers Need to Know about Teaching Methods. ACER Press.

http://www.amazon.com/Joanne-Welling/e/B0034NIY3K/ref=sr_ntt_srch_lnk_2?qid=1394104018&sr=1-2

http://www.amazon.com/TKT-Course-Training-Activities-CD-ROM/dp/0521144426/ref=sr_1_2?s=books&ie=UTF8&qid=1394104018&sr=1-2&keywords=tkt+books

http://www.amazon.com/TKT-Course-Training-Activities-CD-ROM/dp/0521144426/ref=sr_1_2?s=books&ie=UTF8&qid=1394104018&sr=1-2&keywords=tkt+books


EDUCATIONAL PROGRAM


Affiliated Assoc. Prof. Dr. Nino

Tvaltchrelidze (Doctor of Education

Sciences)

44. Introduction to Education

Psychology

5002

95

EDT

301

V N/A





Sciences)

Doghonadze,N. Introduction to Educational

Psychology. Course notes.

Ormond, J.E. (2006). Essentials of Educational

Psychology.

Prentice Hall.

45.

School Practice I 5003

14

EDT4

01

VII N/A



Agudo, J. d. (Ed.). (2017). Native and Non-Native

Teachers in English Language Classrooms: Professional

Challenges and Teacher Education. Boston: DE

GRUYTER MOUTON.

46.

School Practice II 5003

18

EDT4

03

VII

I

500314

EDT401



Agudo, J. d. (Ed.). (2017). Native and Non-Native

Teachers in English Language Classrooms: Professional

Challenges and Teacher Education. Boston: DE

GRUYTER MOUTON.

47.

Educational Technologies

and Material Development 5003

22

EDT

404

VII

I N/A




Murat Erguvan, (Education)

Stanley G. (2013), Language Learning with

Technology: Ideas for Integrating Technology in

the Classroom (Cambridge Handbooks for Language

Teachers), Cambridge University Press

Gavin Dudeney & Nicky Hockly (2007), How to teach English with technology, Pearson Education

Limited


EDUCATIONAL PROGRAM


48.

Classroom Management

5002

87

EDT

202

III N/A



Sciences)

1. Shindler, J. (2010) Transformative Classroom

Management. Jossey-Bass Teacher. USA

2. Cunningham, G. (2009) The new teacher’s

companion: Practical wisdom for succeeding in

the classrooms. USA

3. Powell, R.G; & Powell, D.L. (2010). Classroom

Communication and Diversity. Taylor & Francis

49.

General Didactics

5002

9

EDT

302

V EDT201





Sciences)

1. D. Kauchak, & P. Eggen. (2005). Introduction

to teaching: Becoming a Professional. Pearson

Merril Prentice Hall

2. N. Doghonadze. Introduction to Education

(Pedagogy). A Course of Lectures and Seminars.

Tbilisi. 2007

50.

General Education

Legislation, Structure and

School Management 5002

99

EDT

303

IV N/A





1. Coleman, M., Earley, P. (2005) Leadership and

Management in Education: Cultures, Change and

Context. Oxford University Press.

2. Georgian Law on General Education:

https://matsne.gov.ge/ka/document/view/93022

3. Teachers’ professional standard:

http://tpdc.gov.ge/?action=page&p_id=100&lan

g=geo

https://matsne.gov.ge/ka/document/view/93022

http://tpdc.gov.ge/?action=page&p_id=100&lang=geo

http://tpdc.gov.ge/?action=page&p_id=100&lang=geo


EDUCATIONAL PROGRAM


51.

Special Education and School

Counseling

5003

04

EDT

305

VII N/A

Dr. Shorena Kutchukhidze, Invited

Lecturer (Doctor of Education

Sciences)

1.Wright, R.J. (2012). Introduction to School Counseling.

Sage Publications, Inc.

2. Stanly B. B., (2000). School counseling for the twenty-

first century. 3rd ed. Prentice-Hall, Inc.

3. Noonan. E. (1996). Counseling young people. Routlege.

New-York.

4. Frederickson, N., Cline, T. (2009). Special Educational

Needs, Inclusion and Diversity. 2nd Ed. Open University

Press: Maidenhead.

www.schoolcounselor.org

52.

Didactics of Teaching English

I

5003

10

EDT3

06

V N/A



Harmer J. (2007), The practice of English Language Teaching, Pearson, Longman, Fourth Edition

53.

Didactics of Teaching English

II

5003

16

EDT4

02

VI 500310

EDT306



Harmer J. (2007), The practice of English Language Teaching, Pearson, Longman, Fourth Edition

http://www.tpdc.ge/uploads/pdf_documents/maswa

vleblis%20profesiuli%20standarti.pdf

http://www.schoolcounselor.org/

http://www.tpdc.ge/uploads/pdf_documents/maswavleblis%20profesiuli%20standarti.pdf

http://www.tpdc.ge/uploads/pdf_documents/maswavleblis%20profesiuli%20standarti.pdf

Bachelor Programme English Philology - IBSU-Eduhum...theoretical and practical knowledge, and...

Documents

Transcript of Bachelor Programme English Philology - IBSU-Eduhum...theoretical and practical knowledge, and...