Read more
This edited book comprehensively explores pre-sessional English language education in Türkiye, where over one-third of undergraduate programs are taught in English across 209 universities. It examines the management and administration of Intensive English Programs (IEPs), covering key areas such as curriculum design, assessment, teacher training, and student support. Contributors analyze how IEPs adapt to diverse learner needs, implement effective assessment strategies, and integrate digital tools to enhance learning. The book also explores the role of technology in IEPs, highlighting the impact of online platforms and digital resources on language instruction. Addressing challenges in maintaining quality amid evolving educational demands, it discusses policy considerations, institutional frameworks, and faculty development initiatives that shape effective program implementation. Offering theoretical insights, empirical research, and practical recommendations, this volume serves as an essential resource for educators, administrators, policymakers, and researchers seeking to enhance the accessibility and effectiveness of English language instruction.
List of contents
Chapter 1. Insights into Intensive English Programs in Turkish Higher Education.- Chapter 2. The Socio-Political History of English Language Education in Türkiye.- Chapter 3. Governance and Administration of Intensive English Programs in Turkish Higher Education: Regulations, Institutional Roles, and Collaborative Frameworks.- Chapter 4. An Overview of Schools of Foreign Languages in Terms of Intensive English Programmes and English Medium Instruction.- Chapter 5. Applying Asymmetric Theory to optimize instructional, assessment, and administrative designs of Intensive English Programs.- Chapter 6. Curriculum Design in Intensive English Programs.- Chapter 7. A Shift from Progressive System to Modular System in IEPs of State Universities in Türkiye.- Chapter 8. Assessment, Evaluation, and Exam Practices in Schools of Foreign Languages: The Turkish Context.- Chapter 9. Continuing Professional Development for Teachers in Intensive English Programs: A Journey of Growth and Innovation.- Chapter 10. Student Support Services in Intensive English Programs.- Chapter 11. The Integration of Technology in IEPs.- Chapter 12. Challenges and Issues in Online IEPs: A Case Study in Turkish Higher Education.- Chapter 13. Addressing the Challenge of Student Retention in an Intensive English Program through Micro-Credentials.- Chapter 14. Assessing the IEP Landscape: Challenges and Opportunities in SFL Annual Reports.- Chapter 15. Navigating English-Medium Instruction in Turkish Higher Education: Stakeholders Perspectives.- Chapter 16. Language Learners and Lecturers Views on Translanguaging Practices in an Intensive English Program.- Chapter 17. Quality Assurance and Accreditation Processes for Intensive English Programs in a Turkish Context: Cukurova University Case.
