Wurood Hashim Sahib ALTAAİ, Burcu GOKGOZ-KURT

Anadili İngilizce Olmayan Yabancı Öğretmenlerin Türkiye’de İngilizcenin Yabancı Dil Olarak Öğretildiği Sınıflarda Karşılaştıkları Zorluklar ve Başa Çıkma Stratejileri: Nitel Bir Çalışma

İngilizce öğretmenlerine yönelik küresel talep, İngilizce öğretmek için yabancı ülkelere seyahat eden anadili İngilizce olmayan öğretmenlerin sayısında artışa yol açmıştır. Yurtdışında İngilizce öğretmek daha çok iç çember ülkelerdeki anadili İngilizce olan öğretmenlerle ilişkilendirilse de anadili İngilizce olmayan yabancı öğretmenlerin işe alınması da artık çok yaygın görülen bir durum haline gelmiştir. Buna rağmen, özellikle Türkiye bağlamında, anadili İngilizce olmayan yabancı öğretmenlerin deneyimlerini araştıran çalışmalar kısıtlıdır. Bu çalışma, Türkiye’deki çeşitli özel okullarda ve dil kurslarında çalışan ve anadili İngilizce olmayan yabancı öğretmenlerin karşılaştığı zorlukları ve başa çıkma stratejilerini araştırmayı amaçlar. Yarı yapılandırılmış görüşmelerin bulguları, öğretmenlerin dilsel, kültürel ve pedagojik zorluklar da dâhil olmak üzere birtakım güçlüklerle karşılaştıklarını fakat çalıştıkları ülkenin dilini öğrenerek, kültürlerarası farkındalığı geliştirerek ve eğitim sistemine aşina olarak bu engellerin üstesinden gelmeyi başardıklarını ortaya koymuştur. Son kısımda, bulgular ve alanyazın ışığında, Türkiye’de çalışmayı planlayan yabancı öğretmen adayları için önerilere ve paydaşlar için çıkarımlara da yer verilmiştir.

Anahtar Kelimeler:

Yabancı öğretmenler, İngilizce öğretmenlerinin zorlukları, anadili İngilizce olmayan öğretmenler, yurtdışında öğretmenlik, Türkiye’deki İngilizce öğretim sınıfları, yabancı öğretmenler, yabancı uyruklu öğretmenler

Expatriate Non-native English-speaking Teachers’ Challenges and Coping Strategies in the Turkish EFL Classroom: A Qualitative Study

The global demand for teachers of English has led to an escalation in the number of non-native English speakers traveling overseas to teach English. Although teaching English abroad is typically associated with native English-speaking teachers hailing from inner-circle countries, it has also become commonplace to see non-native English-speaking expatriate teachers being hired. Yet, studies probing into expatriate non-native English-speaking teachers’ experiences have been sparse, particularly in the context of Turkey. This study endeavors to explore the challenges and coping strategies of expatriate non-native English-speaking teachers who worked in private schools and language programs in Turkey. To collect data, semi-structured interviews were conducted, and the analysis revealed that teachers faced several obstacles, including linguistic, cultural, and pedagogical challenges. Nevertheless, they managed to surmount these obstacles by acquiring proficiency in the local language, fostering intercultural awareness, and acquainting themselves with the education system. In light of the findings and the relevant literature, suggestions and implications are discussed for potential expatriate teachers intending to work in Turkey and other stakeholders.

Keywords:

Expatriate teachers, EFL teachers’ challenges, non-native English-speaking teachers, teaching abroad, Turkish EFL classroom, foreign teachers, foreign national language teachers,

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