Kültürel ve dilsel olarak farklı sınıflarda öğretim: Türkiye’de yabancı dil olarak İngilizce öğreten öğretim elemanlarının deneyimi

Bu çalışma, Türkiye’deki yabancı dil olarak İngilizce öğreten öğretim elemanlarının farklı kültür ve dil geçmişlerinden gelen öğrencilerin olduğu sınıflarda öğretim yapma hazırbulunuşluklarını ve yaşadıkları sorunları incelemeyi amaçlamaktadır. Hem nitel hem de nicel veri toplama araçlarının kullanıldığı çalışmada, Çokkültürlü Öğretim Yeterlilik Ölçeği (MTCS) (Spanierman et. al., 2011) ve yarı-yapılandırılmış görüşmeler aracılığıyla veri toplanmıştır. Ölçekten elde edilen bulgular, katılımcı öğretim elemanlarının çokkültürlülük bilgi ve becerisi bakımından kendilerini yetkin bulduklarını ortaya koyarken, görüşmelerden elde edilen nitel veri katılımcıların gerekli eğitimleri almamış olmaları sebebiyle farklı dil ve kültür geçmişinden gelen öğrencilerin akademik ve dil öğretimi ile ilgili ihtiyaçlarını karşılamak konusunda kendilerini yetersiz hissettiklerini ortaya koymuştur. Bu çalışma, öğretim elemanlarının çokkültürlü ve çokdilli sınıflarda etkili ve verimli çalışabilmeleri için gerekli farkındalık, bilgi ve becerilerin arttırılmasına yönelik eğitim programlarının ivedilikle geliştirilmesi ve uygulanması gerekliliğini ortaya koymuştur.

Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience

This study investigates Turkish EFL instructors’ perceptions regarding their readiness for and potential challengesthat they face in classrooms with students from diverse cultural and linguistic backgrounds. Using both quantitativeand qualitative methods of inquiry, data were collected by utilizing the Multicultural Teaching Competency Scale(MTCS) (Spanierman, Oh, Heppner, Neville, Mobley, Wright, Dillon, & Navarro, 2011) and semi-structuredinterviews. The findings acquired from the scale revealed that the majority of the participating instructorsperceived themselves as competent, yet further inquiry through the interviews indicated that they feel challengedwhile meeting the academic and linguistic needs of diverse group of students as they lack relevant formal training.The study calls for an urgent need to make provision for training programs designed to increase instructors’awareness, knowledge and skills to work effectively in culturally and linguistically diverse education contexts.**

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