The Phenomenon of Consumption and Integration of Consumption as a Subject Matter into English Language Classes

Öz

In content and language integrated English language teaching, raising learners’ awareness of sociological and environmental issues is significant since such pedagogical actions provide learners with meaningful and purposeful content and cause them to both critically reflect on and communicate about their lives and actions and produce individual and/or collective outputs. Consumption is one of those issues learners should be exposed to as it assumes multivariate meanings in today’s world which exceed mere satisfaction of needs and make us feel responsible for our actions. This article analyzes the phenomenon of consumption with regard to i) signs and symbols, ii) desires, iii) sense of self, and iv) the environment, and presents suggestions to integrate this multifarious notion into English language teaching. It is recommended that in English language classes, learners be made aware of the signs and symbols intertwined with the marketing of goods and services. It is also suggested that psychological and ecological impacts of excessive consumption be critically questioned and discussed in English language lessons.

Anahtar Kelimeler

• Consumption
• English language teaching
• Content and language integrated learning
• Critical reflection
• Project-based learning
• Ecological teaching and learning in ELT

Tüketim Olgusu ve Tüketimin bir Konu Olarak İngilizce Dili Sınıflarına Dahil Edilmesi

Öz

İçerik ve dilin entegre edildiği İngilizce dili öğretiminde öğrenicilerin sosyolojik ve çevresel konularda farkındalığının yükseltilmesi önem arz etmektedir zira bu türden pedagojik eylemler öğrenicilere anlamlı ve amaçlı içerikler sunmakta ve onların hayatları ve eylemleri hakkında eleştirel düşünmelerini, iletişim kurmalarını ve bireysel ve/veya kolektif ürünler üretmelerini sağlamaktadır. Tüketim de öğrenicilerin tabi olması gereken konulardan biridir çünkü tüketim günümüz dünyasında salt gereksinim giderilmesini aşan çoklu anlamlar üstlenmektedir ve bizi eylemlerimizle ilgili olarak sorumlu hissettirmektedir. Bu makale tüketim olgusunu i) işaretler ve semboller, ii) arzular, iii) benlik duygusu, iv) çevre açılarından analiz etmekte ve bu çok boyutlu kavramın İngilizce dil öğretimine entegre edilmesi ile ilgili tavsiyeler ortaya koymaktadır. Makalede İngilizce dil sınıflarında öğrencilerin mal ve hizmet pazarlamasıyla iç içe geçmiş işaret ve sembollerle ilgili farkındalığının arttırılması önerilmiştir. Ayrıca aşırı tüketimin psikolojik ve ekolojik etkilerinin İngilizce derslerinde eleştirel biçimde sorgulanması ve tartışılması da tavsiye edilmiştir.

Anahtar Kelimeler

• Tüketim
• İngilizce dil öğretimi
• İçerik ve dilin entegre edildiği öğrenim
• Eleştirel düşünme
• Proje tabanlı öğrenme
• İngilizce dil öğretiminde ekolojik öğretim ve öğrenim
• Consumption
• English language teaching
• Content and language integrated learning
• Critical reflection
• Project-based learning
• Ecological teaching and learning in ELT

Kaynakça

1. Akdemir, N., (2018). Visible expression of social identity: Clothing and fashion. Gaziantep University Journal of Social Sciences, 17(4), 1389-1397.
2. Bălău, M. (2012). Consumer’ freedom of choice and marketing. EuroEconomica, 3(31). Retrieved from https://journals.univ-danubius.ro/index.php/euroeconomica/article/view/1321
3. Baudrillard, J. (1998). The consumer society – myths & structures. London: Sage.
4. Bauman, Z. (1992). Intimations of postmodernity. London: Routledge.
5. Bauman, Z. (1993). Postmodern ethics. Oxford: Basil Blackwell.
6. Begg, D. (1991). Economics. London: Mcgrawhill.
7. Belk, R. W. (1988). Possessions and the extended self. Journal of Consumer Research, 15(2), 139- 168.
8. Bocock, R. (1993). Consumption. London: Routledge.

9. Gras-Velázquez, A. (Ed.). (2020). Project-based learning in second language education: Building communities of practice in higher education. New York: Routledge.
10. Jackson, T. (2014). Sustainable consumption. In G. Atkinson, S. Dietz, E. Neumayer & M. Agarwala (Eds.), Handbook of sustainable development (279-290). London: Elgar. https://doi.org/10.4337/9781782544708.00029
11. Jahan, S. & Mahmud, A. S. (2022). What is capitalism? Retrieved from https://www.imf.org/en/Publications/fandd/issues/Series/Back-to-Basics/Capitalism
12. Kleine, R. R., Kleine S. S. & Kernan, J. B. (1993). Mundane consumption and the self: A social-identity perspective. Journal of Consumer Psychology, 2(3), 209-235.
13. Maciejewski, G. & Lesznik, D. (2022). Consumers towards the goals of sustainable development: Attitudes and typology. Sustainability, 14(17), 10558; https://doi.org/10.3390/su141710558
14. Martín-Sánchez, M., Casares-Ávila, L. & Cáceres-Muñoz, J. (2021). Education and consumption: a critical perspective. Journal for Critical Education Policy Studies, 19(1), 125-157.
15. McMichael, A. J. (1993). Planetary overload. Global environmental change and the health of the human species. Cambridge: Cambridge University Press.
16. Pepermans, R. (1984). The meaning of consumption. Journal of Economic Psychology, 5(3), 281-306.
17. Polanyi, K., Thomasberger, C. & Cangiani, M. (2018). Economy and society: Selected writings. Cambridge: Polity Press.
18. Poplawska, A., Szumowska, E. & Kuś, J. (2021). Why do we need media multitasking? A self-regulatory perspective. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.624669
19. Prónay, S. & Hetesi, E. (2016). Symbolic consumption in case of brand communities. Society and Economy, 38(1), 87-102. https://doi.org/10.1556/204.2016.38.1.6
20. Roach, B., Goodwin, N. & Nelson, J. (2019). Consumption and the consumer society. London: Routledge.
21. Roberts, D. (2022). Climate change: a threat to human well-being and health of the planet. Taking action now can secure our future. Retrieved from https://www.ipcc.ch/2022/02/28/pr-wgii-ar6/
22. Rowley, J. (1997). Principles of price and pricing policy for the information marketplace. Library Review, 46(3), 179-189.
23. Sachdeva, S. Jordan, J. Mazar, N. (2015). Green consumerism: moral motivations to a sustainable future. Current Opinion in Psychology, 6, 60-65. https://doi.org/10.1016/j.copsyc.2015.03.029
24. Sharpe, W. (1995). Production, consumption and market clearing. Retrieved from https://web.stanford.edu/~wfsharpe/mia/prb/mia_prb1.htm
25. Takala, T. (1998), Postmodern business ethics - Is it possible? Is it relevant? Retrieved from www.ivTi.fi/ejbo/arcive/takala.html
26. Thompson, G., & McKinley, J. (2018). Integration of content and language learning. In J. I. Liontas, M. DelliCarpini, & A.H. Shahid (Eds.), TESOL encyclopedia of English language teaching (pp. 1–13). Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118 784235.EELT0634
27. Uusitalo (1996). Consumption and environment. EJBO - Electronic Journal of Business Ethics and Organization Studies, 1(1). Retrieved from http://ejbo.jyu.fi
28. Wijetunga, D. (2015). I am how I consume: The construction of identity through the use of mobile phone. NSBM Journal of Management, 1(2), 41-70. http://doi.org/10.4038/nsbmjm.v1i2.11
29. Wilska, T. A. (2002). Me - A consumer? Consumption, identities and lifestyles in today's Finland. Acta Sociologica, 45(3), 195-210.
30. Wright, R. & Sandlin, J. (2017). (Critical) learning in/through everyday life in a global consumer culture. International Journal of Lifelong Education, 36(1-2), 77-94.