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Moldova Gagauzya’da İngilizce Öğretim Perspektifleri

Year 2021, , 25 - 38, 31.01.2021
https://doi.org/10.47139/balted.799025

Abstract

Moldova’daki Gagauzya çok dilli özerk bir bölgedir. Bu bölge, İngilizce dil öğrencileri- nin yanı sıra Rusça, Rumence ve Gagauzca dillerinin konuşulduğu çok dilli bir bölgedir.
Son zamanlarda, okullarda çalışılan yabancı dillerin oranı İngilizce lehine önemli ölçüde değişmiştir. Yeni dil politikası ayrıca, öğrenciler arasında birden fazla dil öğrenmenin ko- rumalı bir perspektifte gerçekleşmesini ve onlar için olumlu bir sonuç yaratmasını sağla- malıdır. Ayrıca, EFL eğitimcileri çok dilli topluma etkili bir şekilde entegre olması gereken çeşitli dil becerilerine sahip öğrencileri etkili bir şekilde hazırlamalarını sağlamalıdır. Bu, bireylerin, etkileşim kurdukları diğer insanların hassas dilsel ve kültürel ihtiyaçlarına uy- gun şekilde cevap vermeleri için eğitilerek başarılabilir. İnsanların çok dilli bir toplumda yaşadığını kabul etmek önemlidir. Bu nedenle, bireylerin dil öğretme ve öğrenme süreci- ni nasıl geliştirdikleri, gerçek dünyanın çok dilli bakış açılarını dikkate almalıdır. Bu ma- kalede, çokdilliliğin tanımı ve bağlamı, bireylerin ağırlıklı olarak İngilizce kullanırken ve çokdilliliğin hayatlarımız üzerinde büyük bir etkisi olduğu gerçeğini kabul ederken diğer- leriyle etkili bir şekilde etkileşime girme yolları tartışılmaktadır. Makale ayrıca, kitlesel göçü çeken bölgelerdeki gelişmekte olan çok dilli kalıplarla eşleşmek için mevcut eğitim yaklaşımlarını ve hükümet politikalarını değiştirmenin önemini de tartışıyor. Her şeyden önce, makale bu fikirlerin gelecekteki dil öğrenimi, öğretimi ve değerlendirmesine tüm dil öğrenimi öğrencilerine daha iyi öğrenme sonuçları sağlamak için uygulanabileceği yeni yollar geliştirmeyi dört gözle bekliyor.

References

  • Ayvazyan, N., & Pym, A. (2018). Mediation choice in immigrant groups: A study of Russian speakers in southern Catalonia. Language Problems and Language Planning, 42(3), 344-364.
  • Benton, B. (2020). Training International Public Relations Teams: Active Learning in a Multinational Context. Public Relations Education, 6(1), 1-32.
  • Bischof, L., & Tofan, A. (2018). Moldova: Institutions Under Stress—The Past, the Present and the Future of Moldova’s Higher Education System. In 25 Years of Transformations of Higher Education Systems in Post-Soviet Countries (pp. 311-335). Palgrave Macmillan, Cham.
  • Campbell, A. (2016). International Scholarship Programs and Home Country Economic and Social Development: Comparing Georgian and Moldovan Alumni Experiences of Giving Back"".
  • Ciscel, M. H. (2017). Multilingual Cahul: language attitudes and practices of students in a Moldovan town on the border with Romania. In Perspectiveleşi Problemele Integrăriiîn Spaţiul Europeanal Cercetăriişi Educaţiei (Vol. 2, pp. 371-380).
  • Diaconu, L. (2017). Multilingualism and the multilingual pedagogical approach as an important tool for the European integration. In Competitivitateaşiinovareaîneconomiacunoaşterii (Vol. 4, pp. 150-155).
  • Diaconu, L. (2017). Multilingualism As A Contemporary Phenomenon; Its Potential for Teachers And Learners. Centre for Studies in European Integration Working Papers Series, (7), 20-24.
  • Diaconu, L. (2019). Multilingual approach and the problem of cultural misunderstanding in teaching foreign languages. In Competitivitateaşiinovareaîneconomia cunoaşterii (pp. 346-351).
  • Faneca, R. M., Araújo e Sá, M. H., & Melo-Pfeifer, S. (2016). Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools?. Language and Intercultural Communication, 16(1), 44-68.
  • Grotelueschen, G. (2015). Moldovan Public Libraries Emerge to Address the Needs of a Multicultural Population.
  • Hammer, S., Viesca, K. M., & Commins, N. L. (2019). Teaching Content and Language in the Multilingual Classroom: International Research on Policy, Perspectives, Preparation and Practice. Routledge.
  • Kartika-Ningsih, H., & Rose, D. (2018). Language shift: analysing language use in multilingual classroom interactions. Functional Linguistics, 5(1), 9.
  • Knott, E. (2015). What does it mean to be a kin majority? Analyzing Romanian identity in Moldova and Russian identity in Crimea from below. Social Science Quarterly, 96(3), 830-859.
  • Krulatz, A., & Iversen, J. (2019). Building inclusive language classroom spaces through multilingual writing practices for newly-arrived students in Norway. Scandinavian Journal of Educational Research, 1-17.
  • Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications.
  • Macías, D. F. (2018). Classroom management in foreign language education: An exploratory review. Profile Issues in TeachersProfessional Development, 20(1), 153-166.
  • Marian, S. (2017). Russia's Foreign Policy in Eastern Europe: The Moldovan Question (Doctoral dissertation, Virginia Tech).
  • Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), 23-48.. Morrison, C., Sacchetto, D., & Croucher, R. (2019). Migration, ethnicity and solidarity:‘multinational workers’ in the former Soviet Union. British Journal of Industrial Relations.
  • Muhonen, R. (2015). When identity becomes political: the Russophone population of Moldova in social media.
  • Norton, B. (2013). Identity, literacy, and the multilingual classroom. In The multilingual turn (pp. 113-132). Routledge
  • Pogorevici, C. (2019). Entrepreneurship in the Republic of Moldova. Challenges and Recommendations.
  • Rabbidge, M. (2019). Translanguaging in EFL Contexts: A Call for Change. Routledge.
  • Schmidtke, O., & Yekelchyk, S. (2016). Europe's last frontier?: Belarus, Moldova, and Ukraine between Russia and the European Union. Springer.
  • Sun, L. (2017, February). Discussion on the Reform of Foreign Language Teaching in College. In 2016 7th International Conference on Education, Management, Computer and Medicine(EMCM 2016). Atlantis Press.
  • Turner, S. F., Cardinal, L. B., & Burton, R. M. (2017). Research design for mixed methods: A triangulation-based framework and roadmap. Organizational Research Methods, 20(2), 243-267..
  • Wielgosz, M. K. M. (2014). Roles of the Polish, Russian and Romanian Languages in the Polish Diaspora in Moldova. International Journal of Communication Research, 4(3), 209.

Perspectives of Teaching in English in Gagauzia in Moldova

Year 2021, , 25 - 38, 31.01.2021
https://doi.org/10.47139/balted.799025

Abstract

Gagauzia in Moldova is an multilingual autonomous region. This region is a multilingual region where besides of English language pupils study Russian, Romanian and Gagauzian languages. Recently, the ratio of foreign languages studied at the schools has changed dramatically in favor of the English language. The new language policy should also ensure that learning of multiple languages among students takes place in a protected perspective and create a positive outcome for them. Furthermore, EFL educators must ensure that they effectively prepare learners with various language skills that need to integrate into the multilingual society effectively. This can be accomplished through training individuals to respond appropriately to the sensitive linguistic and cultural needs of other people that they interact with. It is considerable to acknowledge that people live in a multilingual society. Therefore, how individuals cultivate the process of teaching and learning language must take into account the multilingual perspectives of the real world. This article discusses the definition and context of multilingualism, ways in which individuals can effectively interact with others while predominantly using English and accepting the reality that multilingualism has a massive impact on our lives. The article also discusses the importance of changing the current educational approaches and government policies to match the developing multilingual patterns in regions that attract mass migration. Above all, the article looks forward to developing new ways in which these ideas can be applied to help future language learning, teaching, and assessment to provide improved learning outcomes for all language learning students.

References

  • Ayvazyan, N., & Pym, A. (2018). Mediation choice in immigrant groups: A study of Russian speakers in southern Catalonia. Language Problems and Language Planning, 42(3), 344-364.
  • Benton, B. (2020). Training International Public Relations Teams: Active Learning in a Multinational Context. Public Relations Education, 6(1), 1-32.
  • Bischof, L., & Tofan, A. (2018). Moldova: Institutions Under Stress—The Past, the Present and the Future of Moldova’s Higher Education System. In 25 Years of Transformations of Higher Education Systems in Post-Soviet Countries (pp. 311-335). Palgrave Macmillan, Cham.
  • Campbell, A. (2016). International Scholarship Programs and Home Country Economic and Social Development: Comparing Georgian and Moldovan Alumni Experiences of Giving Back"".
  • Ciscel, M. H. (2017). Multilingual Cahul: language attitudes and practices of students in a Moldovan town on the border with Romania. In Perspectiveleşi Problemele Integrăriiîn Spaţiul Europeanal Cercetăriişi Educaţiei (Vol. 2, pp. 371-380).
  • Diaconu, L. (2017). Multilingualism and the multilingual pedagogical approach as an important tool for the European integration. In Competitivitateaşiinovareaîneconomiacunoaşterii (Vol. 4, pp. 150-155).
  • Diaconu, L. (2017). Multilingualism As A Contemporary Phenomenon; Its Potential for Teachers And Learners. Centre for Studies in European Integration Working Papers Series, (7), 20-24.
  • Diaconu, L. (2019). Multilingual approach and the problem of cultural misunderstanding in teaching foreign languages. In Competitivitateaşiinovareaîneconomia cunoaşterii (pp. 346-351).
  • Faneca, R. M., Araújo e Sá, M. H., & Melo-Pfeifer, S. (2016). Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools?. Language and Intercultural Communication, 16(1), 44-68.
  • Grotelueschen, G. (2015). Moldovan Public Libraries Emerge to Address the Needs of a Multicultural Population.
  • Hammer, S., Viesca, K. M., & Commins, N. L. (2019). Teaching Content and Language in the Multilingual Classroom: International Research on Policy, Perspectives, Preparation and Practice. Routledge.
  • Kartika-Ningsih, H., & Rose, D. (2018). Language shift: analysing language use in multilingual classroom interactions. Functional Linguistics, 5(1), 9.
  • Knott, E. (2015). What does it mean to be a kin majority? Analyzing Romanian identity in Moldova and Russian identity in Crimea from below. Social Science Quarterly, 96(3), 830-859.
  • Krulatz, A., & Iversen, J. (2019). Building inclusive language classroom spaces through multilingual writing practices for newly-arrived students in Norway. Scandinavian Journal of Educational Research, 1-17.
  • Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications.
  • Macías, D. F. (2018). Classroom management in foreign language education: An exploratory review. Profile Issues in TeachersProfessional Development, 20(1), 153-166.
  • Marian, S. (2017). Russia's Foreign Policy in Eastern Europe: The Moldovan Question (Doctoral dissertation, Virginia Tech).
  • Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), 23-48.. Morrison, C., Sacchetto, D., & Croucher, R. (2019). Migration, ethnicity and solidarity:‘multinational workers’ in the former Soviet Union. British Journal of Industrial Relations.
  • Muhonen, R. (2015). When identity becomes political: the Russophone population of Moldova in social media.
  • Norton, B. (2013). Identity, literacy, and the multilingual classroom. In The multilingual turn (pp. 113-132). Routledge
  • Pogorevici, C. (2019). Entrepreneurship in the Republic of Moldova. Challenges and Recommendations.
  • Rabbidge, M. (2019). Translanguaging in EFL Contexts: A Call for Change. Routledge.
  • Schmidtke, O., & Yekelchyk, S. (2016). Europe's last frontier?: Belarus, Moldova, and Ukraine between Russia and the European Union. Springer.
  • Sun, L. (2017, February). Discussion on the Reform of Foreign Language Teaching in College. In 2016 7th International Conference on Education, Management, Computer and Medicine(EMCM 2016). Atlantis Press.
  • Turner, S. F., Cardinal, L. B., & Burton, R. M. (2017). Research design for mixed methods: A triangulation-based framework and roadmap. Organizational Research Methods, 20(2), 243-267..
  • Wielgosz, M. K. M. (2014). Roles of the Polish, Russian and Romanian Languages in the Polish Diaspora in Moldova. International Journal of Communication Research, 4(3), 209.
There are 26 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Halil Küçükler 0000-0002-7674-540X

Aliona Curdoglo 0000-0002-1250-8405

Publication Date January 31, 2021
Published in Issue Year 2021

Cite

APA Küçükler, H., & Curdoglo, A. (2021). Perspectives of Teaching in English in Gagauzia in Moldova. Balkanlarda Türk Dili Ve Edebiyatı Araştırmaları, 3(1), 25-38. https://doi.org/10.47139/balted.799025

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