THE FIRST GENERATION OF THE NEW ENGLISH LANGUAGE TEACHING PROGRAM: ARE WE STILL SUCCESSFUL?
DOI:
https://doi.org/10.20535/2617-5339.2020.6.209027Ключові слова:
Language Policy, Foreign Language Education, English Language Teaching Program, Curriculum EvaluationАнотація
Scientific and technological advancements, global trends and societies’ needs lead policymakers to change language teaching policies. Turkey made its latest reform in English Language Teaching Program in 2013 and a generation has already been educated with the new program since then. In this context, this study aimed to evaluate this program over the very first generation through the eyes of implementers, namely the language teachers in the field. For this purpose, a study group was formed with 16 language teachers who have at least 10 years of experience and teach at primary level public schools in Kütahya Province, Turkey. Their views regarding the major changes (age, methodology, materials, and assessment) offered by the new program were collected through semi-structured interviews. The results show that although there are still certain problems they are facing, the majority of the language teachers agree on the policies, support the new program, and think we are on the right road to teach / learn English.Посилання
Alabaş, G. (2019). An Analysis of English Program of the Ministry of National Education for Basic Education (2nd – 8th Grades). (Unpublished M.A. Thesis). Gazi University Department of Foreign Language Teaching. Ankara
Alkan, M. F., & Arslan, M. (2014). Evaluation of the 2nd grade English language curriculum. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 4(7), 87-99.
Bayraktar, B. (2014). İlkokul 2. sınıf İngilizce dersi öğretim programının öğretmen görüşlerine göre değerlendirilmesi (Master's thesis, Uludağ Üniversitesi).
Bianco, J. L., Hornberger, N. H., & McKay, S. L. (2010). Language policy and planning. Sociolinguistics and language education, 18, 143.
Boucher-Yip, E. F. (2019) English language teaching in South America. Policy, preparation and practices, Current Issues in Language Planning, 20:2, 199-202
Brecht, R., & Walton, R. (1993). National strategic planning in the less commonly taught languages. Occasional papers. Washington, DC: National Foreign Language Center.
Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116..
Bulut, İ., & Atabey, E. (2016). İlkokul İkinci Sınıf İngilizce Dersi Öğretim Programının Uygulamadaki Etkililiğinin Değerlendirilmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(3).
Çakıcı, D. (2016). Parents’ and English language teachers' views about early foreign language education in Turkey. Participatory Educational Research, 3(4), 33-42.
Cheung, A. C. K., & Wong, P. M. (2012). Factors affecting the implementation of curriculum reform in Hong Kong Key findings from a large-scale survey study Alan. International Journal of Educational Management, 26(1).
Council of Europe (CoE). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
Demirpolat, B. C. (2015, July). Türkiye’nin yabancı dil öğretimiyle imtihanı: Sorunlar ve çözüm önerileri. SETA.
Demirsu, Ö. (2020). The European Policy about Training Students of Languages. Near East University Online Journal of Education, 3 (1) , 55-61 .
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Erarslan, A. (2019). Factors Affecting the Implementation of Primary School English Language Teaching Programs in Turkey. The Journal of Language Teaching and Learning, 9(2), 7-22.
Erkan, S. S. S. (2015). Evaluation Primary School Students' Achievement of Objectives in English Lessons. Educational Research and Reviews, 10(15), 2153-2163.
Eurydice. (2017). Key Data on Teaching Languages at School in Europe-2017 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union.
Griva, E., Semoglou, K., & Geladari, A. (2010). Early foreign language learning: Implementation of a project in a game–based context. Procedia-Social and Behavioral Sciences, 2(2), 3700-3705.
Gümüşeli, A. İ. (2014). Eğitim ve öğretim yönetimi. Ankara: Pegem Akademi.
Güneş, H., & Karaazmak, F. (2017). Issues Related To English Language Teaching At Primary Schools And Suggested Solutions. Journal of International Social Research, 10(54).
Gursoy, E., Korkmaz, S. C., & Damar, E. A. (2017). English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders. International Education Studies, 10, 4, 18-30.
Güven, H., & Vural, R. A. (2017). İlkokullarda görev yapan İngilizce öğretmenlerinin akıllı tahta kullanımına ilişkin öz değerlendirmeleri. Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(2), 69-86.
Kahraman, A. (2012). The Step Based System and Unplanned Language Planning: Rediscovering America?. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, (32).
Karaağaç Tuna, Ö. (2018) Turkish Primary School English Language Teaching Curriculum Innovations and Their Applications: An Integrative Research Study. International Journal of Languages’ Education and Teaching, Volume 6, Issue 1, 424-435
Karabacak, E. (2018). İlkokul Resmi İngilizce Öğretim Programi İle Uygulamadaki Program Arasindaki Uyumun İncelenmesi. (Yayımlanmamış Yüksek Lisans Tezi). Anadolu Üniversitesi Eğitim Bilimleri Anabilim Dalı. Eskişehir
Kaya, S. & Ok, A. (2016). The second grade English language curriculum: Theory-practice congruence. Pegem Eğitim ve Öğretim Dergisi, 6(4), 491-512
Kirkgoz, Y. (2005). English language teaching in Turkey: Challenges for the 21st century. Teaching English to the world: History, curriculum, and practice, 159-175.
Kirkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational policy, 23(5), 663-684.
Koksal, D., & Şahin, C. A. (2012). Macro-level foreign language education policy of Turkey: A content analysis of national education councils. ELT Research Journal, 1(3), 149-158.
Küçükoğlu, B. (2013). The history of foreign language policies in Turkey. Procedia-Social and Behavioral Sciences, 70, 1090-1094.
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197
Lenneberg, E. H. (1967). The biological foundations of language. Hospital Practice, 2(12), 59-67.
McDonough, J., & Shaw, C. (2013). Materials and Methods in ELT. John Wiley & Sons.
McGroarty, M. (1997). Language policy in the USA: national values, local loyalties, pragmatic pressures. In: Egginton, W./Wren, H. (1997) (Eds.): Language Policy: dominant English, pluralist challenges. Amsterdam/Canberra, pp. 67-90
Merter, F., Şekerci, H., & Bozkurt, E. (2014). İngilizce öğretmenlerinin ikinci sınıf İngilizce dersine ilişkin görüşlerinin değerlendirilmesi. Akademik Sosyal Araştırmalar Dergisi, 2(5), 199-210.
Miles, M.B. and Huberman, A.M. (1994) Qualitative Data Analysis. Sage Publications, London.
Multilingualism-Policy and Implementation at the EU Level. Brussels: European
Nichols, B., Shidaker, S., Johnson, G., Singer, K., & Thomson Gale (Firm). (2006). Managing curriculum and assessment: A practitioner's guide. Worthington, Ohio: Linworth Books
Ölmezer-Öztürk, E., & Aydın, B. (2019). Investigating language assessment knowledge of EFL teachers. Hacettepe University Journal of Education, 34 (3).
Özüdoğru, F., & Adıgüzel, C. O. (2015). İlkokul 2. sınıf İngilizce öğretim programının değerlendirilmesi. International Periodical for the Languages, Literature and History of Turkish or Turkic. Volume 10/11, 1251-1276
Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental?. Theory into practice, 48(1), 4-11.
Richards, J. C. (2010). Competence and performance in language teaching. RELC journal, 41(2), 101-122.
Saricoban, G. (2012). Foreign language education policies in Turkey. Procedia-Social and Behavioral Sciences, 46, 2643-2648.
Sarıgöz, İ. H., & Fişne, F. N. (2019). Integration of Task-based Language Assessment into Young Learner Classrooms. Eurasian Journal of Applied Linguistics, 5(3), 403-422.
Saville, N., & Eugenio, E. G. (2016). Research for Cult Committee-European Strategy on
Sharif, H. A. (2020). European Foreign Language Teaching Policy with the Use of Technology. Near East University Online Journal of Education, 3(1), 46-54.
T.C. Milli Eğitim Bakanlığı (1997). İlköğretim Kurumları İngilizce Dersi Öğretim Programı. İstanbul: Milli Eğitim Basımevi.
T.C. Milli Eğitim Bakanlığı (2006). İlköğretim Kurumları İngilizce Dersi Öğretim Programı. İstanbul: Milli Eğitim Basımevi.
T.C. Milli Eğitim Bakanlığı (2020). Eğitimde Fatih Projesi Resmi Web Sayfası. Milli Eğitim Bakanlığı. http://fatihprojesi.meb.gov.tr/about.html (Access date: 02.06.2020)
T.C. Milli Eğitim Bakanlığı [MoNE] (2013). English language teaching program (for 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade). Ankara.
T.C. Milli Eğitim Bakanlığı [MoNE] (2018). English language teaching program (for 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade) [revised]. Ankara.
T.C. Milli Eğitim Bakanlığı [MoNE] Talim ve Terbiye Kurulu Başkanlığı. (2017) Müfredatta Yenileme ve Değişiklik Çalışmalarımız Üzerine. Ankara.
Tok, Ş., & Kandemir, A. (2015). An Evaluation of 2nd Grade English Curriculum within a Participant Oriented Program Evaluation Approach. In The 3rd International Congress on Curriculum and Instruction (pp. 460–462). Adana.
Tomlinson, B. (Ed.). (2008). English language learning materials: A critical review. Bloomsbury Publishing.
Yaman, İ. (2018). Türkiye’de İngilizce öğrenmek: zorluklar ve fırsatlar. Rumeli Dil ve Edebiyat Araştırmaları Dergisi, (11), 161-175.
Yaman, S. (2010). Assessment of English curriculum for primary schools’ 4th and 5th grades according to teachers’ opinions: (A Case study in Gaziantep). (Unpublished master’s thesis), Fırat University, Elazığ.
Yıldıran, Ç., & Tanrıseven, I. (2015). İngilizce öğretmenlerinin ilkokul 2. sınıf İngilizce dersi öğretim programı hakkındaki görüşleri. International Journal of Language Academy, 3(1), 210-223.
Yörü, B. (2012). İlköğretim sekizinci sınıf İngilizce öğretim programına ilişkin öğretmen görüşleri (Eskişehir örneği). (Yayımlanmamış yüksek lisans tezi), Eskişehir Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
##submission.downloads##
Опубліковано
Номер
Розділ
Ліцензія
Наше видання використовує положення про авторські права CREATIVE COMMONS для журналів відкритого доступу.
Автори, які публікуються у цьому журналі, погоджуються з наступними умовами:
1. Автори залишають за собою право на авторство своєї роботи та передають журналу право першої публікації цієї роботи на умовах ліцензії Creative Commons Attribution License, котра дозволяє іншим особам вільно розповсюджувати опубліковану роботу з обов'язковим посиланням на авторів оригінальної роботи та першу публікацію роботи у цьому журналі.
2. Автори мають право укладати самостійні додаткові угоди щодо неексклюзивного розповсюдження роботи у тому вигляді, в якому вона була опублікована цим журналом (наприклад, розміщувати роботу в електронному сховищі установи або публікувати у складі монографії), за умови збереження посилання на першу публікацію роботи у цьому журналі.
