YABANCI DİL OLARAK İNGİLİZCE EĞİTİMİNDE DÖNÜŞTÜRÜCÜ ÖĞRENME

Dönüştürücü öğrenme, bireyin deneyimleme ile ikileme düşmesi, bu ikilemi eleştirel yansıtma ve akılcı konuşmanın izlemesi (Taylor, 1998, s. 15) ve bireyin başından geçeni daha iyi yorumlayabilmesi, yaşamına uygun hale getirebilmesi için anlamlı bakış açılarını tekrar düzenlemesi sürecidir (Cranton, 1994, s. 22). Dönüştürücü öğrenmenin amacı, bireyin davranışlarının temelini oluşturan güncel varsayımlarını sorgulamalarına yardımcı olmak ve eğer istiyorlarsa bunları değiştirmektir (Christie, Carey, Robertson, & Grainger, 2015, s. 11). Her birey dünyayı anlama ve algılamada bakış açılarına sahiptir. Yabancı dil öğrenmede de yabancı dil öğrenme sürecinde önemli rol oynayan dil öğrenmeye bakış açıları vardır ve bu bakış açıları yabancı dil öğrenme ile dönüştürücü öğrenme arasında kendiliğinden oluşan bir bağlantı kurmaktadır (King, 2000, s. 71). Bu çalışmanın amacı, alan yazında dönüştürücü öğrenme ile yabancı dil öğretimi konularında yapılan çalışmalardan elde edilen verilere dayanarak üniversitelerde yabancı dil öğretiminde dönüştürücü öğrenmeyi destekleyen etkinlikleri, dönüştürücü öğrenme ortamlarının özelliklerini ve dönüştürücü yabancı dil eğitimi ortamlarının sağlanmasında etkili olan uygulamaları belirleyip sunmaktır. Nitel olarak desenlenen bu çalışmada, veriler doküman incelemesi kullanılarak elde edilmiştir. Çalışmada, literatür taraması ile dönüştürücü öğrenme konusunda şimdiye kadar yapılmış kuramsal çalışmalar ile dönüştürücü öğrenmenin yabancı dil öğretilen sınıflarında uygulanmasına yönelik yapılan çalışmalar incelenmiş, dönüştürücü öğrenme ve dönüştürücü öğrenmenin temelini oluşturan öğrenme deneyimi, eleştirel yansıtma ve akılcı konuşma temaları açıklanmış ve yabancı dil öğretiminde dönüştürücü öğrenmeyi destekleyici ortamların oluşturulmasına yönelik kuramsal bilgilere yer verilmiştir. Yapılan literatür incelemelerine dayanarak, dönüştürücü öğrenmeyi destekleyen öğretim yöntem ve tekniklerinin üzerinde durulmuş ve dönüştürücü öğrenmenin yabancı dil sınıflarında alternatif bir model olarak kullanılmasına yönelik önerilerde bulunulmuştur. Çalışmada öne çıkan bazı bulgular şunlardır; yabancı dil öğretim ortamlarında, dikkatlice seçilmiş öğrencilerin ilgi alanlarına uygun temalar ile birden fazla bakış açsını kapsayan harekete geçirici bir konu kısa film, belgesel şeklinde izletilebilir, bir hikâye veya bir şiir ile okutulabilir. Bu yöntemlerin kullanılmasındaki asıl amaç, bireyin daha önceden bakmadığı bir bakış açısından olayları görüp anlamaya çalışmasına zemin hazırlamaktır. Yansıtıcı günlükler, eleştirel öz değerlendirme aracı olarak kullanılabilir. Öğrenciler rol canlandırma ile kendilerini başkalarının yerine koyabilir ve bu sayede farklı alternatiflere açık olma çabalarını güçlendirebilirler. İşbirliğine dayalı öğrenme etkinlikleri, grup çalışmaları, dönüştürücü öğrenme ortamlarına önemli katkılar sağlamaktadır. Öğrenciler değişmiş olan bakış açılarına ve varsayımlarına uygun davranışlarda bulundukları deneyimsel öğrenme projeleri düzenleyebilirler.

Anahtar Kelimeler:

Dönüştürücü Öğrenme, Dönüştürücü Yabancı Dil Eğitimi, Bakış Açısı Dönüşümü

TRANSFORMATIVE LEARNING IN ENGLISH AS A FOREIGN LANGUAGE EDUCATION

Transformative learning is the process of how learners construe, validate, and reformulate the meaning of their experience (Cranton, 1994, s. 22). It begins with a disorienting dilemma which results from experience and leads to critical reflection and rational discourse then to a perspective transformation which the individual acts upon (Taylor, 1998, s. 15). The aim of transformative learning is to help individuals challenge the current assumptions on which they act and, if they find them wanting, to change them (Christie, Carey, Robertson, & Grainger, 2015, s. 11). Every individual has a perspective on understanding and perception of the world. While learning a foreign language, there are also aspects of language learning that play an important role in the process of learning a foreign language, and this perspective has a spontaneous link between foreign language learning and transformative learning (King, 2000, s. 71). The aim of this study is to identify and present the learning activities that contribute to transformative learning at university foreign language courses, the characteristics of transformative learning environments, and the practices that contribute to the development of tranformative learning environments in universities based on the results obtained from studies on transformative learning and foreign language teaching literature. In this qualitatively designed study, data were obtained using a document analysis method. In the study, the theoretical studies that have been done up to now on transformative learning and studies on the implementation of the transformative learning in the foreign language classes have been examined by reviewing literature. Transformative learning, the learning experience, critical reflection and rational speech that underlie transformative learning are explained. Theoretical knowledge is provided for the creation of environments to support transformative learning in foreign language teaching. Based on the literature review, the teaching methods and techniques that support transformative learning are emphasized. Suggestions have been made for the use of the transformative learning as an alternative model in foreign language classes. Some of the major findings of the study suggest that: An activating event which has more than one perspective and suitable for the students area of interest can be selected carefully from films, documentaries, novels, short stories, and poems. The main purpose of using these methods is to prepare the ground for the individual to see and understand the events from a point of view that they have not looked at before. Reflective journals can be used as a critical self-assessment tool. With role play, students can substitute themselves for others and strengthen their efforts to be open to different alternatives. Collaborative learning activities, group works are important contributors of transformative learning environments. Students can organize experiential learning projects in which they behave in accordance with changed perspectives and assumptions.

Keywords:

Transformative Learning Transformative Foreign Language Education, Perspective Transformation, Learning Activities.,

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