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Major Ekrem SOLAK Turkish Gendarmerie General Command

A CONTENT-BASED SUGGESTED SYLLABUS FOR AN ADVANCED LEVEL ENGLISH COURSE AT TURKISH GENDARMERIE GENERAL COMMAND IN ACCORDANCE WITH NATO STANAG 6001 LEVEL 3 PERSPECTIVE. Major Ekrem SOLAK Turkish Gendarmerie General Command. TURKISH GENDARMER I E GENERAL COMMAND (GGC).

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Major Ekrem SOLAK Turkish Gendarmerie General Command

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  1. A CONTENT-BASED SUGGESTED SYLLABUS FOR AN ADVANCED LEVEL ENGLISH COURSE AT TURKISH GENDARMERIE GENERAL COMMANDINACCORDANCE WITH NATO STANAG 6001 LEVEL 3 PERSPECTIVE Major Ekrem SOLAK Turkish Gendarmerie General Command

  2. TURKISH GENDARMERIE GENERAL COMMAND (GGC) Turkish Gendarmerieperforms general security and public order duties by merging military with law enforcement agency characteristics.

  3. Turkish Gendarmerie performs the following duties; • Protection of the fundamental rights and freedoms of individuals, • Ensuring the public order and security, • Taking preventive precautions towards criminality and struggle against crime, • Combating terrorism and organized crime groups, • Prevention of illegal migration and human trafficking, • Struggle against cyber crimes, • Border security, • Handling crimes and surrendering suspects to judicial

  4. International relations of Turkish Gendarmerie A member of the Association of the European and Mediterranean Gendarmerie and Police Forces with Military Status (FIEP) The observer status of European Gendarmerie Force was earned in 2009.

  5. International relations of Turkish Gendarmerie Guest military personnel from Albania, Azerbaijan, Pakistan, Turkmenistan, the Gambia, Georgia, France, Tunisia, Kyrgyzstan, Bosnia & Herzegovina, Ukraine and China are trained at the training facilities of the Gendarmerie General Command. participate in Operations of Reinforcement and Protection for Peace in Georgia, Bosnia-Herzegovina, Afghanistan, Kosovo, and Sudan.

  6. Scientific bases for Syllabus Design A syllabus “a summary of the content to which learners will be exposed.”Yalden (1987, 87) “the specification of the content and the ordering of what is to be taught.” Richards (2002,69) ‘can be described as a statement of what is to be learnt.’ Hutchinson and Waters (2006, 80)

  7. Syllabus Design Components • needs analysis • determining the goals and objectives • conceptualizing content • selecting and developing materials and activities • organization of content and activities • evaluation • consideration of resources and constraints Graves (1996)

  8. Syllabus Design Components • Structural • Situational • Topical • Functional • Notional • Skills-based • Task-based (Brown,1994)

  9. Comparison Chart of STANAG 6001 Levels with the Other International Exams http://www.campaignmilitaryenglish.com

  10. GUIDELINES FOR THE SUGGESTED PROGRAM • Duration of the course • Age and composition of the learners • Entry Level • Academic experience • Assessment

  11. THE SUGGESTED SYLLABUS FOR NATO STANAG LEVEL 3

  12. THE SUGGESTED SYLLABUS FOR NATO STANAG LEVEL 3

  13. THE SUGGESTED SYLLABUS FOR NATO STANAG LEVEL 3

  14. THE SUGGESTED SYLLABUS FOR NATO STANAG LEVEL 3

  15. THE SUGGESTED SYLLABUS FOR NATO STANAG LEVEL 3

  16. THE SUGGESTED SYLLABUS FOR NATO STANAG LEVEL 3

  17. SAMPLE MODULE

  18. SAMPLE MODULE

  19. SAMPLE MODULE

  20. CONCLUSION

  21. REFERENCES • Yalden, Janice (1987) The communicative syllabus: Evolution, design and implementation. Englewood Cliffs, NJ: Prentice-Hall. • Richards and Rogers (2002) Approaches and Methods in Language Teaching. Cambridge University Press Graves, Kathleen (1996) Teachers as course developers. Cambridge: Cambridge University Press. • Brown Douglas ( 1994) Principles of Language Learning and Teaching. Longman • Hutchinson Tom, Waters Alan (1987) English for Specific Purposes.Cambridge University Press. • www.campaignmilitaryenglish.com

  22. Thanks!

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