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DO EFL TEACHING AND MONITORING PRACTICES MATCH THE CURRICULAR PRINCIPLES? INSIGHTS INTO THE IMPLEMENTATION OF ELT CURRICULUM IN THE 2ND GRADES

Year 2020, Volume: 20 Issue: 1, 354 - 374, 06.03.2020
https://doi.org/10.17240/aibuefd.2020.20.52925-579314

Abstract

The implementation of macro-level language education
policies in the field of teaching English to young learners (TEYL) plays a
decisive role in designing and administering micro-level instructional
practices. Bearing this in mind, the present study aims to describe English as
a foreign language (EFL) teaching and monitoring practices in the 2nd
grade, which is the starting level for English learning at state primary
schools in Turkey. Following that, it attempts to display the match between EFL
practices and the English language teaching (ELT) curriculum. To achieve these
aims, qualitative data were collected from 13 EFL teachers through open-ended
written surveys. Overall, the findings point out that the 2nd grade
TEYL practices largely reflect the curricular underpinnings in terms of
teaching and monitoring methodology, language skills and materials; however,
there are slight mismatches in some issues such as teaching literacy skills,
error correction and the implementation of projects. In line with these
findings, this research elaborates on the importance of TEYL course content and
principles in pre-service language teacher education. Also, it draws attention
to teacher training on language assessment within the framework of continuing
professional development.    

References

  • Alkan, F. M., & Arslan, M. (2014). İkinci sınıf İngilizce ögretim programının değerlendirilmesi. Uluslararasi Eğitim Programları ve Öğretim Çalışmaları Dergisi 4(7), 87-99.
  • Atabey, E. (2015). İlkokul ikinci sınıf İngilizce dersi öğretim programının uygulamadaki etkililiğinin değerlendirilmesi (MA Thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Başar, M., & Tosuncuk, O. (2016). Examining English teaching at the primary school accoding to teachers’ views. Uşak Üniversitesi Sosyal Bilimler Dergisi, 9(2), 100-125.
  • Bayraktar, B. (2014). İlkokul İngilizce dersi öğretim programının öğretmen görüşlerine göre değerlendirilmesi (MA Thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Bayyurt, Y. (2013). 4+4+4 Eğitim sisteminde erken yaşta yabancı dil eğitimi. Paper presented at the Hacettepe Workshop. Turkey: Ankara. Best, J. W., & Khan, J. V. (2006). Research in education (10th Edition). Pearson.
  • Bozavlı, E. (2015). İlkokul ikinci sınıf İngilizce programına ilişkin öğretmenlerin görüşlerinin değerlendirilmesi. Uluslararası Eğitim Bilimleri Dergisi, 2(2), 74-83.
  • Bulut, I., & Atabey. E. (2016). An evaluation of the effectiveness of the primary school 2nd grade English language curriculum in practice. Inonu University Journal of the Faculty of Education, 17(3), 257-280.
  • Cameron, L. (2011). Teaching languages to young learners. UK: Cambridge University Press.
  • Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: global perspectives and local realities. TESOL Quarterly, 48(4), 738-762.
  • Çiftçi-Cinkavuk, E. (2017). An evaluation of 2nd grade English language teaching program of primary school: Tokat case (MA Thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative, and mixed methodologies. New York: Oxford University Press.
  • Dörnyei, Z. (2009). The psychology of second language acquisition. China: Oxford University Press.
  • Erarslan, A. (2018). Strengths and weaknesses of primary school English language teaching programs in Turkey: Issues regarding program component. Eurasian Journal of Applied Linguistics 4(2), 325-347.
  • Fişne, F. N. (2016). An integrated language testing program for the 4th grade young EFL learners: An attainment-based perspective (MA Thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Fişne, F. N., Güngör, M. N., Guerra, L., & Goncalves, O. (2018). A CEFR-based comparison of ELT curriculum and course books used in Turkish and Portuguese primary schools. Novitas-Royal (Research on Youth and Language), 12(2), 129-151.
  • Fraenkel, J.R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.) New York: Mc Graw Hill.
  • Grotjahn, R. (1987). On the methodological basis of introspective methods. In C. Faerch & G. Kasper (Eds.), Introspection in second language research (pp. 54-81). Clevedon, England: Multilingual Matters.
  • Güngör, M. N., & Ekşi, G. (2019). A review of research on teaching English to young learners in EFL contexts (2008-2018). In G. Yangın-Ekşi, L. Guerra, D.
  • Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 481- 504). Portugal: University of Evora.
  • Gürsoy, E., & Eken, E. (2018). English teachers’ understanding of the new English language teaching program and their classroom implementations. Journal of Language and Linguistic Studies, 14(2), 18-33.
  • Kennedy, C., & Tomlinson, B. (2013). Implementing language policy and planning through materials development. In B. Tomlinson (Ed), Applied linguistics and materials development (pp. 255-268). India: Bloomsbury Academic.
  • Kırkgöz, Y. (2008). Curriculum innovation in Turkish primary education. Asia‐PacificJournal of Teacher Education, 36(4), 309-322.
  • Kırkgöz, Y. (2014). Türkiye’de yabancı dil eğitim politikaları ve müfredat programı. In S. Akcan & Y. Bayyurt (Eds.), Türkiye’deki yabancı dil eğitimi üzerine görüş ve düşünceler (pp.45-59). Istanbul: Boğaziçi.
  • Kırkgöz, Y., Celik, S., Arıkan, A. (2016). Laying the theoretical and practical foundations for a new elementary English curriculum in Turkey: A prodecural analysis. Kastamonu Eğitim Dergisi 24(3), 1199-1212.
  • Loewen, S. (2015). Introduction to instructed second language acquisition. USA: Routledge.
  • Maviş, F.O., & Bedir, G. (2014). 2nd year students’ and their teachers’ perspectives on English language program applied for the first time in 2012-2013 academic year. International Journal on New Trends in Education and Their Implications, 5(4), 188-198.
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37, 589–613.
  • Orafi, S. M. S., & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 243-253.
  • Özüdoğru, F. (2016). Evaluation of primary school 2nd grade English language teaching curriculum through illuminative evaluation model in line with the common European framework of references for languages (Unpublished doctoral dissertation). Anadolu University: Eskişehir.
  • Pinter, A. (2006). Teaching young language learners. China: Oxford University Press.
  • Sarıçoban, A., & Kuntas, E. (2009). Alternative assessment for young learners. In B. Haznedar & H.H. Uysal (Eds.). Handbook for teaching foreign languages to young learners in primary schools (pp. 351-374). Ankara: Ani.
  • Shin, J.K., & Crandall, J. (2014). Teaching young learners English. USA: National Geographic Learning.
  • Süer, S. (2014). İlkokul 2. Sınıf İngilizce dersi öğretim programının öğretmen görüşlerine göre incelenmesi: Diyarbakır ili örneği (MA Thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • T.C. Milli Eğitim Bakanlığı [Ministry of National Education (MoNE)]. (2014). Pre-school, primary and secondary school regulations. T.C. Resmi Gazete, 29072, 26 July 2014.
  • T.C. Milli Eğitim Bakanlığı [Ministry of National Education (MoNE)]. (2018). İngilizce Dersi Öğretim Programı (İlkokul ve Ortaokul 2, 3, 4, 5, 6, 7 ve 8. sınıflar). [English language teaching program (Primary and Secondary schools the 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade)]. Ankara.
  • Yıldıran, Ç., & Tanrıseven, I. (2015). İngilizce öğretmenlerinin ikinci sınıf İngilizce dersine ilişkin görüşlerinin değerlendirilmesi. International Journal of Language Academy, 3(1), 210-223.

İNGİLİZCE ÖĞRETME VE İZLEME ETKİNLİKLERİ PROGRAM İLKELERİ İLE UYUM GÖSTERMEKTE MİDİR? 2. SINIFLARDA İNGİLİZCE ÖĞRETİM PROGRAMININ UYGULANMASINA DAİR BAKIŞ AÇILARI

Year 2020, Volume: 20 Issue: 1, 354 - 374, 06.03.2020
https://doi.org/10.17240/aibuefd.2020.20.52925-579314

Abstract

Makro-düzey dil eğitim politikalarının çocuklara yabancı dil öğretimi (ÇYDÖ) alanında uygulanması, mikro-düzey eğitsel etkinliklerin tasarlanması ve kullanılmasında belirleyici bir rol oynamaktadır. Bu durum dikkate alındığında, mevcut çalışma devlet ilkokullarında İngilizce öğrenmek için başlangıç seviyesi olan 2. sınıflardaki İngilizce öğretme ve izleme etkinliklerini betimlemeyi amaçlamaktadır. Ardından, bu çalışma İngilizce etkinlikleri ve İngilizce öğretim programı arasındaki uyumu sergilemeye çalışmaktadır. Belirtilen amaçları başarmak için açık-uçlu yazılı anket aracılığı ile 13 İngilizce öğretmeninden nitel veri toplanmıştır. Araştırmanın temel bulguları, 2. Sınıf İngilizce faaliyetlerinin öğretim ve izleme yöntemi, dil becerileri ve materyalleri açısından program dayanaklarını büyük oranda yansıttığını göstermektedir. Öte yandan, okuma-yazma becerilerinin öğretimi, hataların düzeltilmesi ve projelerin uygulanması gibi bazı hususlarda az oranda uyuşmazlık tespit edilmiştir. Bu bulgular doğrultusunda, mevcut araştırma hizmet öncesi dil öğretmeni eğitiminde ÇYDÖ içeriğinin ve ilkelerinin önemi üzerinde durmaktadır. Ayrıca, sürekli mesleki gelişim kapsamında dil ölçmeye yönelik öğretmen eğitimine de dikkat çekmektedir.

References

  • Alkan, F. M., & Arslan, M. (2014). İkinci sınıf İngilizce ögretim programının değerlendirilmesi. Uluslararasi Eğitim Programları ve Öğretim Çalışmaları Dergisi 4(7), 87-99.
  • Atabey, E. (2015). İlkokul ikinci sınıf İngilizce dersi öğretim programının uygulamadaki etkililiğinin değerlendirilmesi (MA Thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Başar, M., & Tosuncuk, O. (2016). Examining English teaching at the primary school accoding to teachers’ views. Uşak Üniversitesi Sosyal Bilimler Dergisi, 9(2), 100-125.
  • Bayraktar, B. (2014). İlkokul İngilizce dersi öğretim programının öğretmen görüşlerine göre değerlendirilmesi (MA Thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Bayyurt, Y. (2013). 4+4+4 Eğitim sisteminde erken yaşta yabancı dil eğitimi. Paper presented at the Hacettepe Workshop. Turkey: Ankara. Best, J. W., & Khan, J. V. (2006). Research in education (10th Edition). Pearson.
  • Bozavlı, E. (2015). İlkokul ikinci sınıf İngilizce programına ilişkin öğretmenlerin görüşlerinin değerlendirilmesi. Uluslararası Eğitim Bilimleri Dergisi, 2(2), 74-83.
  • Bulut, I., & Atabey. E. (2016). An evaluation of the effectiveness of the primary school 2nd grade English language curriculum in practice. Inonu University Journal of the Faculty of Education, 17(3), 257-280.
  • Cameron, L. (2011). Teaching languages to young learners. UK: Cambridge University Press.
  • Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: global perspectives and local realities. TESOL Quarterly, 48(4), 738-762.
  • Çiftçi-Cinkavuk, E. (2017). An evaluation of 2nd grade English language teaching program of primary school: Tokat case (MA Thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative, and mixed methodologies. New York: Oxford University Press.
  • Dörnyei, Z. (2009). The psychology of second language acquisition. China: Oxford University Press.
  • Erarslan, A. (2018). Strengths and weaknesses of primary school English language teaching programs in Turkey: Issues regarding program component. Eurasian Journal of Applied Linguistics 4(2), 325-347.
  • Fişne, F. N. (2016). An integrated language testing program for the 4th grade young EFL learners: An attainment-based perspective (MA Thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Fişne, F. N., Güngör, M. N., Guerra, L., & Goncalves, O. (2018). A CEFR-based comparison of ELT curriculum and course books used in Turkish and Portuguese primary schools. Novitas-Royal (Research on Youth and Language), 12(2), 129-151.
  • Fraenkel, J.R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.) New York: Mc Graw Hill.
  • Grotjahn, R. (1987). On the methodological basis of introspective methods. In C. Faerch & G. Kasper (Eds.), Introspection in second language research (pp. 54-81). Clevedon, England: Multilingual Matters.
  • Güngör, M. N., & Ekşi, G. (2019). A review of research on teaching English to young learners in EFL contexts (2008-2018). In G. Yangın-Ekşi, L. Guerra, D.
  • Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 481- 504). Portugal: University of Evora.
  • Gürsoy, E., & Eken, E. (2018). English teachers’ understanding of the new English language teaching program and their classroom implementations. Journal of Language and Linguistic Studies, 14(2), 18-33.
  • Kennedy, C., & Tomlinson, B. (2013). Implementing language policy and planning through materials development. In B. Tomlinson (Ed), Applied linguistics and materials development (pp. 255-268). India: Bloomsbury Academic.
  • Kırkgöz, Y. (2008). Curriculum innovation in Turkish primary education. Asia‐PacificJournal of Teacher Education, 36(4), 309-322.
  • Kırkgöz, Y. (2014). Türkiye’de yabancı dil eğitim politikaları ve müfredat programı. In S. Akcan & Y. Bayyurt (Eds.), Türkiye’deki yabancı dil eğitimi üzerine görüş ve düşünceler (pp.45-59). Istanbul: Boğaziçi.
  • Kırkgöz, Y., Celik, S., Arıkan, A. (2016). Laying the theoretical and practical foundations for a new elementary English curriculum in Turkey: A prodecural analysis. Kastamonu Eğitim Dergisi 24(3), 1199-1212.
  • Loewen, S. (2015). Introduction to instructed second language acquisition. USA: Routledge.
  • Maviş, F.O., & Bedir, G. (2014). 2nd year students’ and their teachers’ perspectives on English language program applied for the first time in 2012-2013 academic year. International Journal on New Trends in Education and Their Implications, 5(4), 188-198.
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37, 589–613.
  • Orafi, S. M. S., & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 243-253.
  • Özüdoğru, F. (2016). Evaluation of primary school 2nd grade English language teaching curriculum through illuminative evaluation model in line with the common European framework of references for languages (Unpublished doctoral dissertation). Anadolu University: Eskişehir.
  • Pinter, A. (2006). Teaching young language learners. China: Oxford University Press.
  • Sarıçoban, A., & Kuntas, E. (2009). Alternative assessment for young learners. In B. Haznedar & H.H. Uysal (Eds.). Handbook for teaching foreign languages to young learners in primary schools (pp. 351-374). Ankara: Ani.
  • Shin, J.K., & Crandall, J. (2014). Teaching young learners English. USA: National Geographic Learning.
  • Süer, S. (2014). İlkokul 2. Sınıf İngilizce dersi öğretim programının öğretmen görüşlerine göre incelenmesi: Diyarbakır ili örneği (MA Thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • T.C. Milli Eğitim Bakanlığı [Ministry of National Education (MoNE)]. (2014). Pre-school, primary and secondary school regulations. T.C. Resmi Gazete, 29072, 26 July 2014.
  • T.C. Milli Eğitim Bakanlığı [Ministry of National Education (MoNE)]. (2018). İngilizce Dersi Öğretim Programı (İlkokul ve Ortaokul 2, 3, 4, 5, 6, 7 ve 8. sınıflar). [English language teaching program (Primary and Secondary schools the 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade)]. Ankara.
  • Yıldıran, Ç., & Tanrıseven, I. (2015). İngilizce öğretmenlerinin ikinci sınıf İngilizce dersine ilişkin görüşlerinin değerlendirilmesi. International Journal of Language Academy, 3(1), 210-223.
There are 36 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Müzeyyen Nazlı Güngör 0000-0001-5967-3814

Fatıma Nur Fişne This is me 0000-0001-9224-2485

Publication Date March 6, 2020
Submission Date June 18, 2019
Published in Issue Year 2020 Volume: 20 Issue: 1

Cite

APA Güngör, M. N., & Fişne, F. N. (2020). DO EFL TEACHING AND MONITORING PRACTICES MATCH THE CURRICULAR PRINCIPLES? INSIGHTS INTO THE IMPLEMENTATION OF ELT CURRICULUM IN THE 2ND GRADES. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 354-374. https://doi.org/10.17240/aibuefd.2020.20.52925-579314