ÖĞRENCİLERİN TÜRK YÜKSEK ÖĞRETİMİNDE EĞİTİM DİLİ OLARAK TÜRKÇE KULLANIMINA KARŞI İNGİLİZCE KULLANIMINA DAİR ALGILARI

Yüksek öğretimde eğitim dili olarak İngilizcenin kullanımının anadil kullanımı karşısındaki kalite ve etkinliği, dil politikası ve planlaması ile ilgilenen bilim adamları için merak konusu olmuştur. Bu çalışmada bir Türk yüksek öğretim kurumunda Mühendislik eğitimini anadilde alan ve aynı eğitimi İngilizce alan iki farklı gruptaki son sınıf öğrencilerinin algıları incelenmiştir. Söz konusu öğrencilere, alan bilgisini öğrenmenin önemi ve bu aşamada karşılaşılan zorluklara dair algılarının, alan bilgisinin ifade ettiği anlam, eğitim dilinin öğrenmeleri üzerindeki etkisi ile eğitim dili tercihlerinin öğrenilmesinin amaçlandığı bir anket uygulanmıştır. Görüşmeler, çalışmaya gönüllü olarak katılan hedef grup öğrencileri ile yapılmıştır. Her iki derste kullanılan sınav kağıtları ile bu sınavlar sonunda alınan başarı puanlarından elde edilen değerler, çalışmada ayrıca bir veri kaynağı olarak kullanılmıştır. İki grup arasında ortak özellikler olduğu görülse de eğitim dili olarak İngilizcenin kullanıldığı grupta bulunan öğrencilerin ayrıntılı alan bilgisi ediniminin önemli ölçüde yetersizlik gösterdiği; anadilde eğitim gören grupta yer alan öğrencilerin ise büyük ölçüde başarılı olduğu sonucuna ulaşılmıştır. Bulguların ileride yüksek öğretim kurumlarında Dil Politikası ve Planlamasının öğretimi üzerine etkileri ele alınmıştır

STUDENTS’ PERCEPTIONS OF ENGLISH LANGUAGE VERSUS TURKISH LANGUAGE USED AS THE MEDIUM OF INSTRUCTION IN HIGHER EDUCATION IN TURKEY

The quality and effectiveness of English-as-a-foreign-language instruction versus native language instruction in higher education worldwide is an issue of concern for language policy and planning (LPP) scholars. This study investigates the perceptions of two comparable groups of final-year engineering students at a Turkish institution of higher education: one has received Turkish medium of instruction (TMI), and the other English medium of instruction (EMI). Final-year students responded to a questionnaire, which aimed to elicit their perceptions of benefits and any perceived challenges to learning disciplinary knowledge, what disciplinary knowledge meant to them, the impact of the language used as the medium of instruction on their learning, and their preference for the language used as the medium of instruction. Focus-group interviews were held with those students who volunteered to participate. An additional source of data was obtained from examination papers, and grades received in the two comparable courses. While several commonalities between the two groups were identified, EMI students’ detailed acquisition of disciplinary knowledge was found to be largely ineffective, while TMI students were largely successful. Implications of the findings for further LPP in-practice for teaching in institutions of higher education are discussed

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