Quality in Early Foreign Language Learning at Pre-School Level

Türkiye'de okul öncesi İngilizce öğretimi için Milli Eğitim Bakanlığı tarafından belirlenen hedefler ve değerlendirme ölçütleri olmadığı gibi, okul öncesi eğitimde İngilizce öğretimi resmi bir statüye sahip değildir. Bu bağlamda, okul öncesinde İngilizce öğretiminin kalitesinin araştırılması önem taşımaktadır. Bu nitel çalışmada, Özel Ayşe Abla İlköğretim Okulu (Ankara, Türkiye) ana sınıflarında uygulanmakta olan İngilizce Öğretimi incelenmiştir. Araştırmanın iki temel amacı bulunmaktadır: 1) Anılan kurumda, okul öncesinde İngilizce öğretiminin önceden hazırlanmış bir kalite ölçütüne göre değerlendirilmesi. 2) Bir sonraki programın, planlanmasından, uygulanmasına ve değerlendirilmesine kadar tüm süreçlerine öneriler getirilmesi.

Okul Öncesince Yabancı Dil Öğreniminde Kalite

The status of ELT at pre-school phase in Turkey is non-statutory, and there is neither a formal assessment of foreign language teaching nor national curriculum attainment targets applying "to this area in pre-school education. In such a context, the quality of the early foreign' language learning is worth questioning. This qualitative study aims at evaluating early foreign language learning in pre-school classes at Ayşe Abla Private Primary school in Ankara, Turkey. The purpose of the study is two-fold: 1) to evaluate the present situation of the pre-school English Language education in the aforementioned institution against a pre-established quality guide. 2) to put forward suggestions for the design and the implementation of a further programme.

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