A Brief Account of Language Teacher Training and Teaching from other Countries

Yabancı dil öğretimi ve yabancı dil öğretmeni yetiştirme konuları yıllardır Türkiye’de sıklıkla tartışılan konular olmuştur. Harcanılan zamana, paraya ve çabaya rağmen yabancı dil öğretimi beklenilen sonuçları vermemiş ve dil öğrencileri kelime ve dil bilgisinin ötesine geçememişlerdir. Bu çalışmanın amacı farklı ülkelerdeki dil eğitimi ve dil öğretmeni yetiştirme yaklaşımlarını incelemek, bu yaklaşımları Türkiye’deki uygulamalarla karşılaştırmak ve Türkiye’de yabancı dil öğretimi ve yabancı dil öğretmeni yetiştirilmesinde nelerin yapılabileceğine yönelik önerilerde bulunmaktır. İngilizce dil öğretiminin daha küçük yaşlarda başlaması, İngilizce öğretmen yetiştirme programlarına Avrupa Birliği Çerçeve programlarının yansıtılması, öğretmenlerin bireysel gelişimlerinin önemsenmesi, ilkokul, lise ve üniversitede öğretim yapacak öğretmenlerin söz konusu düzeylere uygun olarak yetiştirilmesi ve öğretmenlik uygulamasının daha uzun süreli tutulması yapılan öneriler arasındadır.

Farklı Ülkelerdeki Dil Eğitimi ve Dil Bilgisi Öğretmeni Yetiştirme Konusuna Kısa Bir Bakış

Foreign language teaching and foreign language teacher training have been the most discussed field in Turkey for years. Because foreign language teaching has not yielded expected results and language learners have not gone beyond the acquisition of some vocabulary and grammar in spite of money, time and effort spent on it. The purpose of this study is to look at some of the features of language education and language teacher training in some countries, to look at the current state of foreign language education and language teacher training in Turkey, to examine these features in view of language teacher training in Turkey, and to report on what Turkey needs to do to improve the language teaching situation by considering language teacher training. Starting foriegn language teaching at an earlier age, reflecting Common European Framework programme on teacher training programmes, considering teachers’ personal development, training teachers according to the level they will be teaching upon their garduation , and extending teacher practice are some of the suggestions offered.

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