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.
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.
Emrah Cinkara is a Professor at Gaziantep University, Türkiye, specializing in language teaching, teacher education, and reading instruction. He has directed the School of Foreign Languages since 2015. He has published extensively and led ELT projects, focusing on technology integration, curriculum development, and teacher training in language education.
