Türkiye’de Yabancı Dil Ağırlıklı Beşinci Sınıf İngilizce Dersi Öğretim Programının Uygulanması: Nitel Bir Değerlendirme

Bu nitel değerlendirme araştırması, Türkiye’de çocuklara İngilizce öğretimi üzerine geliştirilen güncel eğitim reformlarından biri olan Yabancı Dil Ağırlıklı Beşinci Sınıf İngilizce Dersi Öğretim Programı uygulamasını, yabancı dil öğretmenlerinin gözünden değerlendirmeyi amaçlamaktadır. Çalışmada, Erzincan ili şehir merkezindeki pilot okullarda görev yapan yedi farklı İngilizce öğretmeni ile uygulama sürecinde iki kez görüşme gerçekleştirilmiştir. Görüşmelerin ilk turunda elde edilen sonuçlar; pilot uygulama kendi içerisinde bir takım sorunlar doğursa da, İngilizce öğretmenlerinin programın potansiyel avantajlarını göz önünde bulundurarak olumlu tutumlar geliştirdiğini göstermektedir. Bununla beraber, son görüşme bulguları tamamen farklı bir resim ortaya koymaktadır; bu sonuçlara göre, uygulamanın temel prensiplerinin çocuklar açısından faydalı görülmesine rağmen İngilizce öğretmenleri program süresince içerik açısından yoğun müfredatın uygulamasında, mesleki gelişim kapsamında yapılan eğitimlerin eksikliği ve uygun dil öğretim materyallerinin yetersizliği gibi konularda bir takım zorluklarla karşılaşmıştır. Öğretmenler, belirtilen bu problemler ve ayrıca programın faydalı yönlerini dikkate alarak, uygulanan programın kalitesini arttırmak amacıyla bir takım öneriler sunmuştur. Bu önerilerin temelde programın zayıf olan tasarımı ve çocuklara yabancı dil öğretimi konusundaki mesleki gelişim desteği eğitimlerinin yetersizliğini hedef aldığı görülmüştür. Bu çalışma, mevcut yabancı dil eğitimi reformlarının değerlendirilmesi açısından genel bir bakış açısı ortaya koyarken öğretmen ve eğitim program düzenleyicilerine bir takım öneriler sunmaktadır.

Anahtar Kelimeler:

İngilizce dersi öğretim programı, çoçuk, dil politikaları, İngilizce öğretmenlerinin görüşleri

The Implementation of an Intensive English Language Program in the Fifth Grade in Turkey: A Qualitative Evaluation

This qualitative evaluation study aims to investigate the implementation process of a current educational reform on teaching English to young learners in Turkey, the Intensive English Language Program in the Fifth Grade, from English as a foreign language (EFL) teachers’ viewpoints. Seven EFL teachers at pilot schools in the city-center of Erzincan were interviewed twice. The results of the first round of interviews indicated that despite the challenges arising from the pilot program, the teachers had positive attitudes regarding the potential advantages of the program. However, the final interview results painted a different picture in that although the main principles of the policy were seen as beneficial for young learners, the teachers faced a variety of challenges, such as a heavy compulsory curriculum in terms of content, lack of professional development support on the new program and scarcity of suitable language teaching materials. Based on both these problems and the benefits of the program, the teachers offered several suggestions for improving the quality of the program; these targeted elements including poor design of the program and unsatisfying professional development support. This study takes a snapshot of the implementation of the current EFL reform and presents suggestions for policymakers and teachers.

Keywords:

English language program, young learners, language policy, EFL teachers' viewpoints,

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