Türk Yüksek Öğretim Kurumlarında Anadili İngilizce Olan Hocalar ile Öğrencileri Arasındaki Kültürler-arası İletişimin İncelenmesi

Öğrenciler ve öğretmenlerin farklı kültürlerden gelmeleri iletişim bozukluklarına neden olabileceği için eğitim-öğretim ortamına şüphe düşürebiliyor. Bu tür durumlarda, öğrenciler öğrenme davranışlarında başarısız, öğretmenler de öğretme becerilerinde yetersiz kalmakla suçlanabilirler. Bu karşılaştırmalı çalışmanın amacı bünyesinde Türk öğrenciler ve hocalarla beraber anadili İngilizce olan yabancı uyruklu hocaları da barındıran iki Türk üniversitesinde öğrenci ve öğretmenlerin karşılaştığı olumlu ve olumsuz durumları belirlemek. Anketin dört benzer sürümü 15 öğretmen ve 228 öğrenciye uygulandı. Dört anket türünde de maddeler sınıf içi iletişim, başarı değerlendirme yöntemleri, pedagoji ve diğer duygusal etkenler olarak düzenlendi. Yazarların amacı, bu eğitim ortamında öğretmen ve öğrencilerin karşılıklı olarak inançları, algılamaları ve birbirlerinden olan beklentilerini tespit edip görülen farklılıkların taraflar arasındaki kültürel farklılıktan kaynaklanıp kaynaklanmadığını incelemekti. Bu araştırma bir Türk öğretim üyesi ve bir yabancı uyruklu hocanın işbirliği ile ortaya çıkarıldı; böylece, bu tür bir kültüre dayalı araştırmada önyargılara dayalı sonuçlardan kaçınılması amaçlandı. Farklı kültürleri bağdaştıran bu tür eğitim-öğretim ortamlarının verimliliğinin arttırılması ve gelecekteki benzer çalışmalara yön verebilecek öneriler getirilmekte

Anahtar Kelimeler:

kültürel farklılıklar, okul kültürü, üniversite bağlamı

Investigation of Cross-cultural Communication between Native English-speaking Lecturers and their Students in Turkish Tertiary Education

Cultural diversity between students and teachers may be a source of “miscommunication” that compromises the learning/teaching environment. In such cases, students may be accused of poor performance or teachers may be blamed for inadequate methodology. This comparative study aims to examine the education culture in two Turkish universities involving native teachers, English speaking foreign teachers and their Turkish students in an attempt to understand the strengths, weaknesses, and challenges faced by both students and teachers. Four versions of the questionnaire were administered to 15 teachers and 228 students. All four versions focused on classroom management and examination procedures, pedagogy, and other affective factors. The authors aimed to investigate students’ and teachers’ mutual beliefs, perceptions and expectations of each other within the educational context and whether any differences could be accounted for by cultural differences between the two parties. This study was designed by both a Turkish academic and a native English speaking instructor, a collaboration which serves to temper cultural biases inherent to any culturally based inquiry. We hoped to maximize the effectiveness of cross-cultural classrooms as well as to suggest directions for further research

Keywords:

cultural diversity, school culture, university context,

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