The description is submitted to:

Session R5808 (AATT Roundtable: Materials, Development, & Design), 2020
Narration and description are two essential language skills that are identified with advance level proficiency in the American Council for Teaching of Foreign Languages (ACTFL) proficiency guidelines. TV series are rich audio visual texts that provide L2 learners with simultaneous exposure to oral language input and its visual context with the option of printed text via captioning or subtitles. Yet, there are many challenges that come with developing and integrating language teaching materials using TV series into language program curricula in a systematic and effective way. Drawing on my experiences in curriculum development as a Turkish Language instructor and program coordinator at a mid-size university in the US over a period of 12 years, this study presents (1) sample modules using TV series as texts at intermediate high and advance level classes consisting of learning objectives, goals and outcomes, lesson designs with classroom activities that target narration and description skills, and assessment tools in various modes like listening and writing assignments, project presentations and cultural competencies (2) a discussion on the issues and challenges that have emerged during design, integration and implementation of the modules such as use of printed texts like captions or sub titles, availability and access to TV series, classroom size, learner interest and motivation (3) a critical assessment of effective design and implementation strategies to address pedagogical issues like learner anxiety with TV series as comprehensive texts, and the use of backward design with sequencing task based activities based on peer cooperation to minimize learner anxiety while promoting better learning outcomes.