Öğretmen Sosyalleşmesi üzerine Bir Olay İncelemesi: Amerika Birleşik Devletleri’nde Bir Üniversitede Çalışan İki Türkçe Öğretmeni’nin Sosyaleş(eme)mesi

Abstract

Bu çalışma iki “yabancı dil olarak Türkçe” (YDT) öğretmeninin Amerika Birleşik Devletleri’nin güneydoğu eyaletlerinden birinde bulunan, aynı zamanda doktora öğrencisi oldukları bir üniversitenin dil öğretim merkezinde yaşadıkları sosyalleşme tecrübelerini incelemektedir. Çalışma (a) bu doktora öğrencilerinin formal dil öğretmen eğitimi almadan YDT öğretimine nasıl sosyalleşti(rildi)klerine, (b) YDT ders kitabının içeriğinin öğretme pratiklerini nasıl etkilediğine ve (c) yabancı dil olarak İngilizce öğrenme deneyimlerinin öğretim tarzlarına nasıl etki ettiğine odaklanmaktadır. Öğretmen sosyalleşmesi teorisini “uğraş topluluğu” ve “gözlemci çıraklık” kavramlarıyla harmanlayan yazar, çalışmasında tekil olay incelemesi yöntemini kullanmıştır. Bulgular katılımcıların YDT öğretmeni olarak sosyalleşme süreci yerel uygulamaları gösterebilecek daha kıdemli öğretmenlerin azlığından dolayı görece yetersiz kaldığını göstermiştir. Benzer desteklere erişimleri olmadığı için, katılımcılar YDT öğretirken ders kitabına ve bu kitaba uygun olarak hazırlanmış materyallere sıkı sıkıya bağlı kalmıştır. Bu ders kitabından şikâyet etmelerine rağmen onu zaman içinde kullanmaya alıştıkları için yeni bir ders kitabıyla değiştirmekten kaçınmışlardır. Bununla beraber yabancı dil olarak İngilizce öğrenimi deneyimlerinden de sıklıkla faydalanmışlardır. Temelde, İngilizce öğrenirken beğendikleri yöntem, teknik ve stratejileri kullanmayı tercih etmişlerdir. Benzer bir şekilde, öğrenciyken hoşlarına gitmeyen etkinlikleri uygulamaktan kaçınmışlardır.

Keywords

• Dil öğretmeni Sosyalleşmesi
• Dil öğretim ders kitapları
• Yabanci dil olarak Türkçe
• Gözlemci çıraklık
• Tekil olay incelemesi

A Single Case Study on Teacher Socialization: The (Mis)Socialization of Two Turkish Instructors Working at a University in the United States of America

Abstract

This study explores two Turkish as an additional language (TFL) teachers’ socialization experiences while working at a southeastern US University’s critical languages center where they were also PhD students. It focuses on (a) how these PhD students (were) socialized into teaching TFL in the absence of formal language teacher education, (b) how the TFL coursebook’s content influenced their teaching practice, and (c) how their English as a foreign language (EFL) learning experiences impacted their teaching style. Incorporating teacher socialization theory with “communities of practice” and “apprenticeship of observation” concepts, the author utilized a single case study design. The findings showed that the participants’ socialization process as TFL instructors was rather insufficient due to the older-timer teacher shortage to guide them into local practices. Since they lacked such support, the participants adhered to their TFL coursebook and the accompanying study materials. Although they complained about it, they refrained from replacing the coursebook with a more recent one since it became more convenient to use in time. Also, they often relied on their EFL learning experiences. Basically, they preferred using the teaching methods, techniques, and strategies they liked while learning English. Similarly, they abstained from activities they disliked when they were students.

Keywords

• Language teacher socialization
• Language coursebooks
• Turkish as a foreign language
• Apprenticeship of observation
• Single case study

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