Dil Öğretmenlerinin Çokdilli Sınıflara Yaklaşımları: Dilsel İdeolojik Bir Perspektif

Year 2022, , 243 - 258, 31.12.2022

Işıl Erduyan , Sezen Bektaş , Hakan Şentürk

https://doi.org/10.52597/buje.1227214

Abstract

Bu çalışma, çevrimiçi bir Sürekli Mesleki Gelişim (SMG) kurs platformunda çok dillilik ile ilgili bir dizi etkinliğe İngilizce öğretmenlerinin verdiği yanıtları araştırmayı amaçlamaktadır. Sözkonusu SMG, beş ülkede hizmet içi İngilizce öğretmenlerine hitap etmek üzere tasarlanan ve çeşitli çevrimiçi modüllerden oluşan ENRICH (Ortak Dil Olarak İngilizce’nin Kapsayıcı Çokdilli Sınıflarda Kullanım Pratikleri) adlı Erasmus+ Projesi çerçevesinde geliştirilmiştir. Bu makalenin odak noktası, Türkiye'deki devlet okullarında çalışan 15 İngilizce öğretmeni tarafından tamamlanan kursun Çokdillilik modülünün Sınıfta Çokdillilik bölümündeki etkinliklerden biri içinde yer alan iki soruya öğretmenlerin verdikleri yanıtlardır. Söylem analizi uygulanarak ele alınan bu yanıtlarda öğretmenlerin öğrencilerinin çok dillilik farkındalığına ilişkin gözlemleri dilbilimsel-ideolojik bir bakış açısıyla incelenmiştir. Ortaya çıkan bulgular, Türk İngilizce öğretmenlerinin yanıtlarını her biri farklı birer çokdillilik anlayışını öneren üç gruba ayırmayı işaret eder: a) göçmen azınlık çokdilliliği, b) bölgesel azınlık çokdilliliği, c) İngilizce dışındaki çokdillilik ve d) okuldaki yabancı dil eğitimin bir sonucu olarak çok dillilik. Analizlerde bu kategorilerin her birinin öğretmenlerin dilsel ideolojileriyle nasıl iç içe geçtiğini gösterilmektedir.

Keywords

Çokdillilik, dil ideolojileri, öğretmen eğitimi

Language Teachers' Responses to Multilingual Classrooms: A Linguistic Ideological Perspective

Abstract

The present study aims to explore English language teachers’ (ELTs) responses to a set of activities regarding multilingualism on an online Continuous Professional Development (CPD) course platform. The CPD was developed in the framework of the Erasmus+ Project, ENRICH (English as a Lingua Franca Practices for Inclusive Multilingual Classrooms) designed to cater for in-service ELTs across five countries and composed of various online modules. Our focus in this paper is on the Multilingualism module of the course that was completed by 15 ELTs working in state schools in Turkey. Taking a linguistic ideological perspective on discourse, we analyzed responses given to two questions embedded in one of the activities in the Multilingualism in the Classroom section of the module regarding teachers’ observations of students’ awareness of multilingualism in their classrooms. As our findings suggest, Turkish ELTs’ responses can be analyzed in three groups each of which suggests a different understanding of multilingualism: a) immigrant minority multilingualism, b) regional minority multilingualism, and c) multilingualism as a result of foreign language instruction at school. We depict in our analyses how each of these categories are intertwined with teachers’ linguistic ideologies.

Keywords

multilingualism, language ideologies, teacher education

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