Çin’de İngilizce Eğitim Planlaması için Toplumdilbilimsel Bir Çerçeve

Çin’de İngilizce eğitiminin karşı karşıya olduğu zorluklar iyi bilinmekte ve belgelenmektedir. Bu zorluklar profesyonel öğretim standartlarından İngilizce müfredat standartlarının uygulanmasına ilişkin konulara kadar uzanmaktadır. Çin, İngilizce eğitimini de içeren sosyoekonomik reformları başlattığı 1978 yılından bu yana bu zorlukların üstesinden gelmede büyük adımlar atmıştır. Bu zorlukların üstesinden gelmek için geliştirilen çözümler arasında müfredat revizyonu, politika oluşturma ve batılı eğitim fikirlerinin benimsenmesi yer almaktadır. Bununla birlikte, araştırmalar, bu çözümlerin uygulanmasının hala algılanan gerçeklikten uzak olduğunu göstermiştir. Bu makale önceki çalışmaları tamamlamaya çalışmaktadır. Çin’de İngilizce eğitimi planlaması için teorik bir çerçeve önermektedir. Ayrıca, Çin’de İngilizce eğitiminin öncelikle hem makro hem de mikro düzeyde toplumdilbilimsel bir bakış açısıyla incelenmesi gerektiğini savunmaktadır. Makro düzeyde, İngilizce dil eğitimi planlaması ve geliştirmesi, Çince dilsel topluluğundaki anadilin (Mandarin) ve ikinci dilin (İngilizce) işlevsel dağılımının haritasını çıkarmalıdır. Mikro düzeyde, konuşma topluluğundaki bireysel iki dillilik düzeylerine ilişkin çalışmalar yapılmalıdır. Bu analizlerden elde edilen sonuçlar, Çin’deki İngilizce öğretmenleri ve öğrencilerine en iyi şekilde hizmet edecek uygun İngilizce eğitimi türünü belirlemek için bilgi sağlayacaktır.

Anahtar Kelimeler:

Çin’de İngilizce eğitimi, toplumdilbilimsel çerçeve, dil planlaması

A Sociolinguistic Framework for English Language Education Planning: China as a Test Case

The challenges confronting English language education in China are well-recognized and documented. These challenges range from professional teaching standards to issues concerning the implementation of English curriculum standards. China has made great strides in addressing these challenges since 1978 when it launched socioeconomic reforms that included English language education. The solutions developed to address these challenges include curriculum revision, policymaking, and the adoption of Western educational ideas. Nevertheless, studies have shown that the implementation of these solutions is still far from its perceived reality. This article attempts to supplement previous studies. It proposes a theoretical framework for English language education planning in China. It argues that English language education in China must first be studied from a sociolinguistic perspective at both macro- and micro-levels. At the macro-level, English language education planning and development should map out the functional distribution of L1 (Mandarin) and L2 (English) in the Chinese speech community. At the micro level, stud- ies must be conducted regarding the levels of individual bilingualism in the speech community. The results from these analyses will provide the information for determining the suitable type of English language education that will best serve English language teachers and learners in China.

Keywords:

English language education in China, language planning, sociolinguistic framework,

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