Kültürlerarası Duyarlılık Ölçeğinin Türkiye Yabancı Dil Öğrenme Ortamlarına ve Çocuklar için Uyarlanması ve Geçerliliğinin Sınanması

Kültürlerarasılık ve kültürlerarası iletişim yetisi, ikinci/yabancı dil öğrenmedeki önemli kavramlar olarak kabul edilmiştir. Özellikle, kültürlerarası duyarlılık, kültürlerarasılık ve kültürlerarası iletişim yetisi için gerekli bir önkoşul olarak tanınmaktadır. Kültürlerarası duyarlılığa artan ilgi ve teknolojiyle gelen globalleşme nedeniyle, etkili, güvenilir ve geçerli araçlar kullanarak farklı eğitimsel bağlamlarda bu kavramın araştırılması için daha fazla araştırmaya ihtiyaç duyulmaktadır. Bu kapsamda, bu çalışma farklı araştırma amaçları için kullanılabilmesi amacıyla iki güvenilir ve geçerli araç sunmak amacıyla iki çalışmayı birleştirmiştir. Birincisi, IS (Kültürlerarası Duyarlılık) ölçeğini Türkiye bağlamına uyarlamak ve geçerliliğini sınamaktır, ikincisi ise Türkiye dil öğrenimi bağlamındaki çocuklar için IS ölçeğin uyarlanması ve geçerliliğini sınamaktır. Birinci çalışmaya 122 yetişkin öğrenci dahil olurken, ikinci çalışmanın birinci kısmına 95 ikinci kısmına ise 115 çocuk dahil olmuştur. Bulgular, hem Türkçe versiyonun hem de basitleştirilmiş versiyonun oldukça yüksek güvenilirlik ve geçerliliğe sahip olduğunu göstermiştir. Doğrulayıcı faktör analizleri, Türkçe versiyonun daha iyi bir model olduğunu, ve basitleştirilmiş versiyonun da İngilizce ölçekten daha iyi modeli temsil ettiğini ispatlamıştır. Dolayısıyla, bu çalışma IS ölçeğinin hem Türkçe olarak hem de erken yaştaki öğrenciler için olan versiyonun, kültürlerarası araştırma bağlamlarında kullanılabilir olması dolayısıyla alana katkı sunan öneme sahiptir.

Adaptation and Validation of the Intercultural Sensitivity Scale to Turkish EFL Contexts and for Young Learners

Interculturality and intercultural communicative competence were accepted as significant concepts in second/foreign language learning. In particular, intercultural sensitivity (IS) has been regarded as a precondition for intercultural communicative competence and interculturality. Due to the increased interest in intercultural sensitivity and globalization through technology, more research was needed to explore the concept in different educational contexts with sound, reliable and valid instruments for different participant profiles. In this regard, this study merged two studies to provide two reliable and valid instruments for different research purposes. The objective of Study 1 was to translate and validate the IS scale in the Turkish EFL context, while the objective of Study 2 was to adapt and validate the Turkish version of the IS scale to be used for young English language learners in the Turkish EFL context. Study 1 included 122 language learners, while Study 2 included 95 young learners for the first round and 115 young learners for the second round. The findings revealed that both the Turkish version and the simplified version of the IS scale retained highly significant levels of reliability and validity. Confirmatory factor analyses indicated that the Turkish version represented a better model fit in the analysis and the simplified version represented a better model fit compared to the English version in the analysis. Hence, the study is significant with its contribution to the field through both the Turkish version of IS and IS scale for young learners, which can be used in crosscultural research contexts.

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