Öğretmenlerin Dil ve İletişim Algılarına Eleştirel bir Yaklaşım

Year 2023, Volume: 40-2 Issue: 1, 121 - 138, 10.10.2023

Martin Dewey

https://doi.org/10.52597/buje.1363321

Abstract

Son yıllarda, Ortak Dil Olarak İngilizce (ODİ) ilkeleri ve araştırmaları konusunda farkındalığın arttığına ve ODİ’nin her türden eğitim ortamındaki önemine dair kapsamlı tartışmaların gerçekleştiğine tanık olmaktayız. Bununla birlikte, dil farkındalığı ve analizine yönelik yaklaşımlarda hala tek dillilik ve dil ideolojilerinin baskın olduğu da açıkça görülmektedir. Bu makale hem pedagojik bir model hem de dil yeterliliğini belirleme aracı olarak Anadil olarak konuşulan İngilizcenin algılanan rolü hakkında dil eğitiminde uzun süredir devam eden bazı varsayımları yeniden incelemektedir. Bunu yaparken, dil öğretim metodolojisinde geçerlilik kazanan ve giderek daha etkili bir fikir olan “gelişmekte olan dil” kavramı eleştirel bir şekilde ele alınmaktadır. Daha önce de tartıştığım gibi sahadaki dil öğretmenleri tarafından ODİ pedagojik ilkelerinin daha fazla benimsenmesini teşvik etmek için, dil öğretmeni eğitimi müfredatında ODİ'nin pedagojik etkisine dair eleştirel tartışmaları içeren çalışmalara yer vermelidir. Alışılmışın ötesine geçmeyi ve öğretmenlerin ODİ bakış açısını benimsemelerini, ancak eleştirel farkındalığa olanak sağlayarak mümkün kılınabilir. O nedenle bu makale öncelikle iki anahtar soruyla ilgilenmektedir: “Öğretmenlerin dil hakkında ne bilmesi gerekiyor?”; ve “Öğretmenler sınıfta kullanılan öğrenci diline nasıl tepki veriyorlar?”. Bu makalede, bu iki ana soru ele alınırken, ODİ bakış açısıyla çerçevelendirildiğinde önemli ölçüde eleştirel katılım gerektiren dil öğretmenliği eğitiminde, dil hakkındaki bilginin yaygın olarak yönlendirilme biçimini sorgulanacak ve buna alternatifler sunulacaktır.

Keywords

Ortak Dil olarak İngilizce (ODİ), Anadil olarak Konuşulan İngilizce, yabancı dil öğretmenliği eğitimi, eleştirel katılım

Critical Engagement with Teacher Perceptions of Language and Communication

Abstract

In recent years, we have seen growing awareness of ELF principles and research, with extensive discussion of the relevance of ELF in all manner of educational settings. Nevertheless, it is also apparent that approaches to language awareness and analysis continue to be underscored by monolingualism and language ideologies. This paper re-examines some long-standing assumptions in language education about the perceived role of Native Speaker English (NSE), both as a pedagogic model and as a means of determining language competence. In doing so, I critically appraise the concept of emergent language, an increasingly influential idea gaining currency in language teaching methodology. As I have argued for some time now, to promote greater uptake of ELF pedagogic principles among practising language teachers, we must engage in critical discussion of the pedagogic impact of ELF in the curriculum for language teacher education. Only by facilitating the development of critical awareness can we hope to move beyond convention and enable teachers to adopt an ELF perspective. This paper is thus primarily concerned with two key questions: what do teachers need to know about language, and how do they respond to student language in the classroom? In order to address this, I will interrogate and offer alternatives to the manner in which knowledge about language is broadly oriented in language teacher education, which, when framed from an ELF perspective, is in need of substantial critical engagement.

Keywords

English as a Lingua Franca (ELF), Native Speaker English (NSE), language teacher education, critical engagement

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