İngilizce Öğretmenlerinin Bakış Açılarından İçerik ve Dil Entegreli Öğrenme

Year 2022, , 418 - 431, 20.06.2022

Abdullah Coşkun

https://doi.org/10.14686/buefad.1068230

Cited By: 1

Abstract

Bu çalışmanın amacı, İngilizce öğretmenlerinin dil odaklı içerik ve dil entegreli öğrenme (İDEÖ) yaklaşımı doğrultusunda ders planları ve beraberindeki materyalleri hazırladıktan sonra İDEÖ hakkındaki bakış açılarını ortaya çıkarmaktır. Katılımcılar, Türkiye’de bir devlet üniversitesinin İngiliz Dili Eğitimi (İDE) bölümünde yüksek lisans programına kayıtlı beş İngilizce öğretmenidir. Yeterli teorik altyapıyı aldıktan sonra, katılımcılara bir ders şablonunun adımlarını takip ederek dil odaklı üç İDEÖ ders planı geliştirmeleri için zaman verilmiştir. Katılımcılar seçtikleri içeriklere göre her ders planını tamamladıklarında akranlarından geri bildirim almış ve ders planlarını bu doğrultuda revize etmişlerdir. Tüm ders planlama sürecinin sonunda, içerik açısından İDEÖ ders planı tercihlerini ortaya çıkarmak için ders planları analiz edilmiştir. Ayrıca yarı yapılandırılmış görüşmeler aracılığıyla katılımcıların ders planlama sürecine bakış açıları ve sürecin gelişimlerine ne şekilde katkı sağladığı ortaya konulmuştur. İDEÖ ders planlama sürecinin ve sürecin belirli alanlarda gelişimlerine katkısının genel olarak olumlu algılandığı tespit edilmiştir. Bu nedenle, İngilizce öğretmenlerinin İDEÖ ders planları geliştirmeye teşvik edilmesi önerilebilir.

Keywords

İngilizce öğretmenleri, İçerik ve dil entegreli öğrenme, ders planlama

Content and Language Integrated Learning from the Perspectives of English Language Teachers

Abstract

The aim of the study is to explore the perspectives of English language teachers about content and language integrated learning (CLIL) after their preparation of lesson plans and accompanying materials in line with the language-driven CLIL approach. The participants are five English language teachers who are enrolled in the MA program in the department of English Language Teaching (ELT) at a state university in Turkey. After receiving adequate theoretical background, they were given time to develop three language-driven CLIL lesson plans following the steps of a lesson template. When the participants completed each lesson plan based on the contents they chose, they received feedback from their peers and revised their lesson plans accordingly. At the end of the whole lesson planning procedure, their lesson plans were analyzed to uncover their CLIL lesson plan preferences in terms of content. Also, by means of semi-structured interviews, their perspectives about the lesson planning process and in what ways the process contributed to their improvement were revealed. It was found that the CLIL lesson planning process and its contribution to their improvement in certain areas were generally perceived positively. Thus, it can be suggested that English language teachers should be encouraged to develop CLIL lesson plans.

Keywords

English language teachers, content and language integrated learning, lesson planning

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