İngilizce Eğitiminde Neoliberalizme ve Sosyal Sınıfın Görünmez Kılınmasına Karşı Mücadele: Sosyal ve Kültürlerarası Farkındalığa Sahip İngilizce Öğretmeni Eğitimi

Öz

Neoliberalizm, sosyal sınıfı ve buna bağlı eşitsizlikleri eğitim söylemlerinden silmeye çalışarak bireyleri yalnızca kendi başarısından ya da başarısızlığından sorumlu, çıkar odaklı özneler olarak çerçeveler. Rekabetçilik, istihdam edilebilirlik ve hareketlilik gibi neoliberal söylemlerle yakından bağlantılı olan İngilizce dil eğitimi, özellikle İngilizcenin küresel statüsü ve toplumsal eşitsizlikleri yeniden üretmedeki rolü düşünüldüğünde, bu sınıf silinmesi sürecinin dışında değerlendirilemez. Ancak sosyal sınıfın dil öğrenimi ve öğretimi üzerindeki derin etkisine rağmen, İngilizce öğretmeni eğitimi (İÖE) programlarında sosyal sınıf farkındalığı sınırlı bir ilgi görmüştür. Bu boşluğu gidermek amacıyla, bu kavramsal makale İÖE programlarının yapısal eşitsizliklere ve eşitsiz toplumsal konumlara dair farkındalık geliştirmesine yönelik yollar önermektedir. Sosyal sınıfın kavramsallaştırılmasından hareketle, makale İÖE müfredatına Freireci diyalog ve eleştirel kültürlerarasılığın entegrasyonunun önemini vurgulamaktadır. Bu kavramlar aracılığıyla, makale öğretmen adaylarının hem eleştirel kültürlerarası repertuarlar geliştirmelerine hem de sosyal sınıfın dil öğrenme ve öğretme fırsatlarını nasıl şekillendirdiğine dair daha derin bir farkındalık kazanmalarına katkıda bulunmayı amaçlamaktadır. Geleceğin dil öğretmenleri böylece, sınıfa dayalı eşitsizlikleri azaltmaya yardımcı olacak eğilimleri ve becerileri edinebilir, toplumsal adalet odaklı eğitim uygulamalarına katkı sunabilirler.

Anahtar Kelimeler

• İngilizce öğretmeni eğitimi
• sosyal sınıf
• Freireci diyalog
• eleştirel kültürlerarasılık
• neoliberalizm

Countering Neoliberalism and Class Erasure in English Language Education: Socially and Interculturally Aware English Language Teacher Education

Abstract

Neoliberalism attempts to erase class and associated inequalities from educational discourses, framing individuals as self-interested and solely responsible for their own success or failure. English language education, closely tied to neoliberal discourses of competitiveness, employability, and mobility, cannot be considered outside this process of class erasure, particularly given the global status of English and its role in reproducing social inequalities. Yet, despite the profound influence of social class on language learning and teaching, social class awareness has received limited attention in English language teacher education (ELTE). To address this gap, this conceptual article proposes ways for ELTE programs to foster awareness of structural inequalities and unequal social positions. Building on a conceptualization of social class, the article emphasizes the integration of Freirean dialogue and critical interculturality into initial ELTE curricula. Through these concepts, the article seeks to help teacher candidates develop both critical intercultural repertoires and a deeper recognition of how social class shapes opportunities for language learning and teaching. In turn, future language teachers can acquire the dispositions and skills necessary to help alleviate class-based inequalities and contribute to socially just educational practices.

Keywords

• English language teacher education
• social class
• Freirean dialogue
• critical interculturality
• neoliberalism

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