WHAT IS THE AWARENESS LEVEL OF PROSPECTIVE ENGLISH LANGUAGE TEACHERS WITH REGARD TO CEFR AND ELP?

Geçmiş yıllarda, sosyal, eğitimsel ve politik açıdan beklentileri yerine getirmek amacıyla Yüksek Öğretim Kurulu (YÖK) tarafından eğitim fakülteleri müfredatları değiştirilmiştir; yeni programda metodoloji ve uygulama bileşenlerine daha fazla vurgu yapılmıştır. Yeni müfredat dil programları için ortak bir temel sağlayan Avrupa Dilleri Ortak Çerçeve Programı (CEFR)'na dayandırılmıştır. Yeni programdaki bu gelişmelere rağmen, çok az sayıda çalışma yeni İngiliz Dili Öğretmen Eğitimi müfredatı ve Avrupa Dilleri Ortak Çerçeve Programı'na (CEFR) arasındaki ilişkiyi incelemiştir. Bu bağlamda, bu çalışmanın asıl amacı, Hacettepe Üniversitesi İngiliz Dili ve Eğitimi 4. Sınıf öğrencilerinin Avrupa Dilleri Ortak Çerçeve Programı (CEFR) ve Avrupa Dil Portfolyosu (ELP)'na yönelik farkındalık düzeylerini ortaya çıkarmaktır. İngilizce öğretmeni adaylarının, Avrupa Dilleri Ortak Çerçeve Programı (CEFR), Avrupa Dil Portfolyosu (ELP) ve bunlarla alakalı kavramlar hakkında ne düzeyde farkındalık sahibi olduklarını incelemek amacıyla, katılımcılara kısa bir anket uygulanmıştır. Anketlerden elde edilen veriler SPSS aracılığıyla analiz edilmiştir. Sonuçlar İngilizce öğretmeni adaylarının birçoğunun Avrupa Dilleri Ortak Çerçeve Programı (CEFR) ve Avrupa Dil Portfolyosu (ELP) hakkında bilgi sahibi olmadıklarını ve Avrupa Dilleri Ortak Çerçeve Programı (CEFR)'nın dil öğretim yöntemleri üzerinde etkili olup olmadığına dair bir fikirlerinin olmadığını ortaya koymuştur. Fakat, katılımcıların birçoğu Avrupa Dilleri Ortak Çerçeve Programı (CEFR) ve Avrupa Dil Portfolyosu (ELP)'nun dikkate alınması gerektiğini ve İngiliz Dili Öğretmen Eğitimi programlarına entegre edilmesi gerektiğini belirtmiştir

İNGİLİZCE ÖĞRETMEN ADAYLARININ CEFR VE ELP BAĞLAMINDA FARKINDALIK DÜZEYLERİ NEDİR?

In the past, the curricula of the education faculties were changed by the Council of Higher Education (CHE) to meet the demanding needs of the social, educational and politic domains and methodology and practice components were given more emphasis in the new program. This new curriculum is based on Common European Framework of Reference for languages (CEFR) which provides a common basis for language programs. Despite these improvements in the new program, there are only few studies looking into the relatedness of the new English Language Teacher Education curriculum and the CEFR. With regard to this issue, the main goal of this study is to find out the awareness level of forth year ELT students at Hacettepe University with regard to the CEFR and the ELP. In order to examine to what extent the last year prospective English teachers are aware of the CEFR, ELP and related concepts about these terms, a short questionnaire was administered to the participants. The data derived from the questionnaire were analyzed through SPSS. The results show that the prospective English language teachers do not have much knowledge about CEFR and ELP and most of them do not have any ideas whether CEFR has an impact on language teaching techniques or not. However, most of them agree that CEFR and ELP should be taken into account and be incorporated into English language teacher education program

PDF

___

Akbari, R. (2007). Reflections on reflective teaching: a critical appraisal of reflective practices in l2 teacher education. System, 35, (2), 192-207.
Akdemı̇ r, A. S. (2013). Türkiye'de Öğretmen Yetiştirme Programlarının Tarihçesi ve Sorunları.Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, Volume 8/12 Fall 2013, p. 15-28,ISSN:1308- 2140,www.turkishstudies.net, DOI Number:http://dx.doi.org/10.7827/TurkishStudies.5706, ANKARA-TURKEY
Altunya, N. (2006). Gazi Education Institute – Gazi School of Secondary School Teacher and Institute of Education (1926 – 1980), Gazi Üniversity. 80th Year Reward, Ankara.
Burkert, A., & Schwienhorst, K. (2008). Focus on the student teacher: The European Portfolio forstudent teachers of languages (EPOSTLl) as a tool to develop teacher autonomy. Innovation in Language Learning and Teaching, 2(3), 238-252.
Cosgun-Ogeyik, M. (2009). Evaluation of English Language Teaching Education Curriculum by Student Teachers. Insan ve Toplum, 9/1.
Coşkun, A., & Daloğlu, A. (2010). Evaluating an English language teacher education program through peacock’s model. Australian Journal of Teacher Education, 35(6), 24-42.
Council of Europe. (1998). Learner autonomy in modern languages. Strasbourg: Editions of Council of Europe.
Council of Europe. (2001). Common European framework of reference for languages. Cambridge UP: Cambridge.
Council of Europe. (2005). The European language portfolio: Introduction. Strasbourg, Council of Europe Modern Languages Division. Retrieved May 15, 2012 from http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/introduction.html
Çakır, A., & Balçıkanlı, C. (2012). The use of the EPOSTL to foster teacher autonomy: ELT student teachers’ and teacher trainers’ views. Australian Journal of Teacher Education, 37(3), 1-16.
Hismanoglu, M. (2013). Does english language teacher education curriculum promote CEFR awareness of prospective EFL teachers? Procedia-Social and Behavioral Sciences, 93, 938- 945.
Holec, H. (1994). The Autonomous Learner: Some Conceptural Reference Points. Babylonia , 2 (5), 1994. Strasbourg: Editions of Council of Europe.
Huang, J. (2005). Teacher autonomy in language learning: A review of the research. In Research studies education, ed. K.R. Katyal, H.C. Lam, and X.J. Ding, 203-218. Faculty of Education, the University of Hong Kong.
Kırkgöz, Y. (2005). English language teaching in Turkey: Challenges for the 21st century. In G. Braine, (Ed.), Teaching English to the world: History, curriculum, and practice(pp. 159175). Mahwah: Lawrence Erlbaum Associates.
Little, D. (1995) Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23 (2), 175-181.
Little, D. (2001) We’re all in it together: Exploring the interdependence of teacher and learner autonomy. In L. Karlsson, F. Kjisik and J. Nordlund (eds) All Together Now. Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning (pp. 45-56). Helsinki: University of Helsinki Language Centre.
Little, D. (2005) The Common European Framework and the European Language Portfolio: Involving learners and their judgements in the assessment process. Language Testing 22 (3), 321-336.
Mirici, I.H. (2008). Development and validation process of a European language portfolio model for young learners. TOJDE, 9(2), 26-34.
Morrow, K. (2004). Background to the CEFR. In K. Morrow, (Ed.), Insights from the Common European Framework (pp. 3-12). Oxford: Oxford University Press.
Seferoglu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369-378.
Sert, N. (2006). EFL student teachers' learning autonomy. The Asian EFL Journal, 8, (2), 180-201.
Şahikarakaş, S., Yumru, H., & Inozu, J. (2009). A case study: two teachers’ reflections on the ELP in practice. ELT Journal, 1-10.