Yabancı Dil Müfredatındaki Kültürler: Bir Devlet Üniversitesinde Eğitmenlerin Görüşleri

Bu çalışma, ‘kültür’ kavramının, Batı Türkiye’deki bir devlet üniversitesindeki eğitmenler tarafından bir Yabancı Diller Yüksekokulu müfredatına nasıl yerleştirildiğini araştırmaktadır. Veriler iki aşamada toplandı. İlk olarak, araştırma alanındaki tüm eğitmenlerin, öğretmenlerin müfredatta kültürün yerini ve uygulamalarını ve kendi kültürel farkındalıklarını geliştirmek için yaptıkları seçimleri nasıl gördüklerini araştıran bir anketi doldurmaları istendi. Katılımcıların cevaplarını incelendikten sonra (N = 85) katılımcılar üç gruba ayrıldı. Kültürü yüksek oranda kullananlar “HUC” olarak kodlandı; orta düzeyde kültür seviyesine sahip olanlara “MUC”, düşük oranda kültürel bilgi kullananlara “LUC” adı verilmiştir. Amaçlı bir tabakalı örnekleme prosedürüne dayanarak, bu kümelerin her birinden en çok 4 kişi olacak şekilde katılımcı seçildi ve mülakat yapıldı (n = 10). Görüşme verilerinin nitel analizi, öğretmenlerin kendini geliştirme ve kültür (ler) i öğretime entegre etme ile ilgili zorluklarla karşılaştığını ortaya koydu. Bunlar, müfredatın yapısı ve sınıfta sınırlı bir süre içinde çok fazla içeriğe odaklanmanın neden olduğu baskılarla ilişkiliydi. Bazı eğitmenler hedef kültür (ler) ile ilgili kavramlara daha çok atıfta bulunurken, diğerleri ağırlıklı olarak eğitimlerine yerel kültürel unsurları (Türkçe) eklediklerini ifade etmişlerdir. Sonuçlar, yabancı dil derslerinde kültür (ler) in yerine odaklanan müfredat ve hizmet içi öğretmenlik eğitiminin yeniden yapılandırılmasına duyulan ihtiyacı vurgulamaktadır. Bu araştırma raporunda üretilen bilgiler öğretmenler, yöneticiler ve dil öğretimi ve öğretmen eğitimi ile ilgilenen araştırmacılar ile ilgilidir. Çalışmaya katılım ve yayılan sonuçların gözden geçirilmesi yoluyla, bu ortamdaki eğitmenler konuyla ilgili yansıtıcı düşünceye sahip olduklarını bildirdi.

Anahtar Kelimeler:

Dil eğitiminde kültürler, öğretmen eğitimi, müfredat, Türkiye’de yabancı dil eğitimi

Cultures in the Foreign Language Curriculum: Instructors’ Views at a State University

This study investigates how the concept of ‘culture’ is situated within the curriculum of a school of foreign languages by instructors at a state university in Western Turkey. Data were collected in two phases. First, all instructors at the research site were invited to complete a survey exploring how teachers viewed the place of culture in the curriculum and their practice and the choices they made in order to develop their own cultural awareness. After reviewing the responses of the participants (N=85), we categorized the patterns in three groups. Those with high utilization levels of culture were coded “HUC”; the ones with moderate utilization levels of culture were labelled “MUC” and those with low utilization levels of culture were named “LUC”. Based on a purposeful stratified sampling procedure, up to 4 participants were selected from each of these clusters and interviewed (n=10). The qualitative analysis of the interview data revealed that the instructors faced challenges related to self-development and integrating culture(s) in teaching. These were associated with the structure of the curriculum and pressures caused by the push to focus on too much content in limited time in the classroom. While some instructors referred to concepts associated with target culture(s) more, others predominantly stated that they incorporated local cultural elements (Turkish) in their instruction. The results underscore the need for the restructuring of the curriculum and in-service teacher education focusing on the place of culture(s) in foreign language classes. The knowledge generated in this research report is relevant for teachers, administrators, and researchers interested in language teaching and teacher education. Through participation in the study and review of the disseminated results, instructors in this setting reported having experienced reflective thinking on the issue.

Keywords:

Cultures in language education, teacher education, curriculum, foreign language education in Turkey,

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