Kabul Koflullar› Önemli midir? Hollanda ve Türkiye’de ‹ngilizce Ö¤retmenli¤i Program› Kabul Koflullar› K›yaslamas›

Ö¤retmenlerin, ö¤rencilerin yabanc› dil geliflimi ve yeterlili¤i üzerindeki et- kisi, ö¤retmen niteliklerinin ö¤rencilerin dil geliflimi ve dil seviyelerini etki- lemesinden ötürü yads›namaz bir gerçektir. Türk ö¤rencilerin uluslararas› ‹ngilizce yeterlilik endekslerindeki düflük performans›, dil ö¤retmenlerinin niteliklerini elefltirel bir bak›fl aç›s›yla anlama ihtiyac›n› da beraberinde ge- tirmektedir. fiüphesiz ki, dil ö¤retmenlerinin sahip olmas› gereken önemli niteliklerden biri, ö¤rettikleri dilde yüksek yeterliliktir. Ancak, liselerdeki farkl› programlardan mezun, s›n›rl› ‹ngilizce yeterlili¤ine sahip ö¤renciler ‹ngilizce ö¤retmenli¤i programlar›na yerleflebilmektedirler. Hollanda’n›n uluslararas› ‹ngilizce yeterlilik endekslerinde ilk s›radaki ülke olarak göster- di¤i baflar› göz önünde bulunduruldu¤unda, bu çal›flma, Hollanda’daki ‹n- gilizce ö¤retmenli¤i programlar›n›n kabul koflullar›n› araflt›rmay›, Türki- ye’deki ‹ngilizce ö¤retmenli¤i programlar›n›n kabul koflullar› ile karfl›laflt›r- may› ve Türkiye’deki ‹ngilizce ö¤retmenli¤i programlar› için kapsaml› ka- bul koflullar›n› önermeyi amaçlamaktad›r. Bu do¤rultuda her iki ülkedeki ‹ngilizce ö¤retmenli¤i programlar›n›n kabul koflullar› ile ilgili bilgileri ve ulusal ve uluslararas› istatistikleri birlefltiren bir doküman analizi gerçeklefl- tirilmifltir. Sonuç olarak Türkiye’deki ‹ngilizce ö¤retmenli¤i programlar›- n›n kabul koflullar› ile ilgili de¤ifliklikleri içeren önerilerde bulunulmufltur.

Do Admission Requirements Matter? A Comparison of the Requirements for Admission to the ELT programs in the Netherlands and Turkey

Qualifications of language teachers affect their students’ language devel- opment and proficiency. Turkish learners’ low performance in interna- tional English proficiency indices requires an investigation of the quali- fications of language teachers from a critical point of view. Without doubt, one of the crucial qualifications that language teachers need to possess is a high proficiency and competency in the target language. However, graduating from different programs in high schools, students are placed in English language teaching (ELT) programs with limited English proficiency. Considering the success of the Netherlands as the top country in international English proficiency indices, this study aims to find the admission requirements of the ELT programs in the Netherlands, to compare them with the ones in Turkey, and to suggest comprehensive admission requirements for ELT programs in Turkey. In this regard, a document analysis merging a detailed analysis of informa- tion regarding the admission requirements of the ELT programs in both countries and national and international statistics was conducted. Consequently, some recommendations regarding the likely changes to be made in the admission requirements to the ELT programs in Turkey are made.

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