Çocuklara İngilizce öğretiminde veli katılımının rolüne ilişkin öğretmen görüşleri

Velilerin çocukların İngilizce öğrenme süreçlerine katılımları farklı bakış açılarıyla birçok araştırmaya konu olmuştur. Bu araştırma çocukların İngilizce öğrenme süreçlerinde veli katılımının rolünü İngilizce öğretmenlerinin bakış açılarıyla incelemeyi amaçlamaktadır. Bu amaç doğrultusunda, gerekli veri beş açık uçlu sorudan oluşan bir anket ile toplanmıştır. İlgili anket Ankara’da üç farklı özel okulda çalışan 25 öğretmene gönderilmiştir. Toplanan veri tümevarımsal içerik analizi (inductive content analysis) yöntemi ile analiz edilmiştir. Öğretmenlerden gelen cevaplar sonucunda beş tema ortaya çıkmıştır: (1) öğrenci başarılarını etkileyen faktörler, (2) veli katılımının önemi, (3) velilerin İngilizce öğretme/öğrenme süreçlerine katılım yolları, (4) öğretmenlerin veli katılımını artırmak için kullandıkları stratejiler ve (5) öğretmenlerin veli katılımıyla ilgili eğitim ihtiyaçları. Bulgular, öğretmenlerin veli katılımının önemi ile ilgili farkındalığa sahip olduklarını ancak, veli katılımını artırmak için özel bir girişimde bulunmadıklarını göstermiştir. Ayrıca, öğretmenler çocukların İngilizce gelişimlerinde kendilerini ana figür olarak görürken velileri ise bu süreci destekleyen yardımcı figürler olarak görmektedirler.

Teachers’ perceptions of the role of parental involvement in teaching English to young learners

The role that parents’ involvement play in young learners’ English learning process has been investigated invarious contexts from different perspectives. This study aims to explore English language teachers’ perceptionsabout the role of parental involvement in young learners’ English language learning process. For this purpose, datawere collected through a questionnaire which has 5 open-ended questions. The questionnaire was sent to 25English language teachers working at three different private primary schools in Ankara. The collected data arethen analyzed by adopting inductive content analysis. Five themes emerged based on the answers provided by theteachers which include: (1) factors influencing students’ achievement, (2) significance of parental involvement,(3) parents’ way of involvement in English language teaching/learning process, (4) strategies that parents use toencourage parental involvement, and (5) teachers’ need for further training on parental involvement. The resultsindicate that the teachers are aware of the importance of parental involvement, yet they do not use any specificstrategy to foster parental involvement. Also, teachers view themselves as the lead and main figures in younglearners’ English language development whereas they regard the parents only as one of the factors that assist younglearners in learning English.© 2020 JLLS and the Authors - Published by JLLS.

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