CRITICAL PEDAGOGY AND PARTICIPATORY APPROACH IN TURKEY: VIEWS OF PRE-SERVICE ELT TEACHERS

Although the contemporary history of critical pedagogy and English language teaching methods dates back to 1960s, the implementation and use of critical pedagogy has been hardly used in ELT departments and EFL classroom settings because the principles of critical pedagogy and the commercial desires of global textbooks publishers affected by the status of English as a lingua franca have remained incompatible. The latter has been more prevalent and imposing owing to commercial factors. This study aimed to unravel the views of pre-service ELT teachers (N=39) regarding the topics covered on the agenda released within the last month. Two data collection tools were used to collect data. The first tool was composed of a list of topics that contained social, cultural, religious, political and other risky topics. The second tool was an interview form to elicit the pre-service teachers’ detailed views regarding the inclusion of the topics. The results indicate that the topics shown to the participants were hardly mentioned in ELT classrooms. However, they noted that the inclusion of the topics was necessary in the curriculum of ELT departments in Turkey. In addition, various social and political issues need to be incorporated into curriculum and syllabus by developing the culture of radical, pluralistic and direct democracy, and these sociopolitical topics need to be negotiated in classes that teach English as a second language in a democratic atmosphere. A critical perspective needs to be developed towards global textbooks in English.

TÜRKİYE’DE ELEŞTİREL PEDAGOJİ VE KATILIMCI YAKLAŞIM: HİZMET ÖNCESİ İNGİLİZCE ÖĞRETMEN ADAYLARININ DÜŞÜNCELERİ

Eleştirel pedagojinin ve İngilizce dil öğretim yöntemlerinin çağdaş tarihi 1960'lara kadar uzansa da eleştirel pedagojinin ilkeleri ve küresel ders kitapları yayıncılarının ticari istekleri tarafından etkilendiği için eleştirel pedagojinin uygulanması ve kullanımı, ELT bölümlerinde ve EFL sınıf ortamlarında pek kullanılmamaktadır. Çünkü eleştirel pedagojinin ilkeleri ile küresel bir dil olarak İngilizceden etkilenen küresel ders kitapları yayımcılarının ticari arzuları uyuşmamaktadır. Özellikle küresel ders kitapları yayımcılarının etkisi ticari faktörlerden dolayı çok yaygın ve baskın olarak günümüze kadar gelmiştir. Bu çalışma, hizmet öncesi öğretmen adaylarının (N = 39) son ayda yayımlanan gündemdeki konulara ilişkin görüşlerini ortaya çıkarmayı amaçlamıştır. Veri toplamak için iki veri toplama aracı kullanılmıştır. Birinci veri toplama aracı, sosyal, kültürel, dini, politik ve diğer riskli konuları içeren konuları kapsamaktaydı. İkinci veri toplama aracı ise, öğretmen adaylarının konuların müfredata dâhil edilmesine ilişkin ayrıntılı görüşlerini ortaya çıkarmak için bir görüşme formu hazırlandı. Sonuçlar, katılımcılara gösterilen konuların, ELT sınıflarında nerdeyse söz edilmediğini göstermektedir. Ancak, konuların dâhil edilmesinin, Türkiye'deki ELT bölümlerinin müfredatında gerekli olduğunu belirtmişlerdir. Ayrıca sınıf içinde ve İngilizce bölümlerinde radikal, çoğulcu ve direk demokrasi kültürü geliştirilerek farklı sosyal ve politik konular müfredata dahil edilmeli ve gündelik yaşamda tartışılan sosyo-politik konular İngilizce eğitim verilen sınıflarda demokratik bir atmosferde tartışılmalıdır. Küresel ölçekteki İngilizce ders kitaplarına eleştirel bir bakış geliştirilmeli.

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