Diller arası geçiş stratejilerinden faydalanılarak birinci yabancı dilin (İngilizce) ikinci yabancı dil (Almanca) öğretimindeki yansımaları

Bu çalışma dillerarası geçiş stratejilerini belirleyip bu stratejilerin yabancı dil sınıflarında etkinliğini sorgulamayı hedeflemektedir. Bu hedefi gerçekleştirmek üzere 2017-2018 yılı güz ve bahar dönemlerinde bir 10. sınıf Almanca sınıfı gözlemlenmiş ve gözlem öncesinde, esnasında ve sonrasında bu ikinci yabancı dil sınıfının Almanca öğretmeni ile görüşmeler yapılmıştır. The City University of Newyork’ta yapılan çalışmalar temelinde öğretimin yarısının İngilizce yarısının ise diller arası geçiş stratejileri kullanılarak hedef dilde yapılması yabancı dil öğretiminde etkilidir ve yarar sağlamaktadır. Yeni bir uygulama olarak diller arası geçiş stratejileri hem eğitim hem dil eşitliğinin bir parçası olarak kabul edilmektedir. Yabancı dillerin dil sınıflarında katı bir şekilde ayrıştırılmasını reddederek diller arası geçiş stratejileri öğretmenlerin bir başka yabancı dil öğretirken birinci yabancı dilin ve hedef yabancı dilin yarı yarıya kullanıldığı bir model uygulamalarına olanak sağlamaktadırlar. Bu güncel çalışmanın sonuçları öğretmenin ikinci yabancı dil sınıfında sözcük ve sözdizim odaklı stratejileri kullandığını ve öğrencilerin bu stratejilerin kullanımına katıldığını ve bunu uygulamalara katılmak ve sorular sormak için yaptığını göstermektedir. Özellikle görüşme metinleri göz önüne alındığında öğretmenin bu stratejileri bilmeden ve plansız fakat istekli bir şekilde kullandığı tespit edilmiştir.

The reflection of the first foreign language (English) by utilizing translanguaging strategies in the teaching of second foreign language (German)

The present study aims to identify translanguaging strategies and question the effectiveness of these strategies inforeign language classrooms. To this aim, a 10th grade German class was observed during fall and spring semestersof 2017-2018 academic year, and interviews before, during and after observation process were conducted with theGerman language teacher of the second foreign language classroom. Based on the studies of the City Universityof New York, to provide half of the instruction in English while the other half in the target language throughtranslanguaging strategies is quite beneficial and fruitful for foreign language learning. Translanguaging as anemerging application is accepted as a part of both education and language equality. By challenging the rigidseparation of foreign languages in the classroom, translanguaging strategies ensure that teachers employ a 50-50model of first foreign language and target foreign language while teaching an additional foreign language. Findingsof the current research showed that the teacher frequently prefers using vocabulary and syntax-based strategies inher second foreign language classroom, and the students generally responded to the use of these strategies andused them to participate activities and raise questions. Considering specifically the interview transcriptions, it wasdetected that the teacher uses translanguaging strategies undeliberately, but willingly, without any planning.© 2020 JLLS and the Authors - Published by JLLS.

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