A PRESCHOOL BILINGUAL PROGRAM EVALUATION BY ENGLISH LANGUAGE TEACHERS

Year 2025, Volume: 7 Issue: 1, 29 - 56, 04.07.2025

Hatice Elif Kalaycıoğlu

https://doi.org/10.35452/caless.1700976

Abstract

This mixed-method case study evaluated an English-Turkish bilingual preschool program in Türkiye from the perspective of English teachers, using the Illumination Evaluation Model. Data were collected from 83 English teachers through a program evaluation scale, interviews with 12 teachers, and analysis of institutional documents. The program included separate but parallel Turkish and English curricula for 4- and 5-year-olds, following a theme-based curriculum with CLIL and eclectic approaches. Findings showed that teachers were highly positive about the program’s overall structure and aims, but gave only moderate approval to its content, assessment strategies, and teaching methods. Teachers highlighted various benefits of the program, such as linguistic, academic, socio-cultural, and psychological advantages, but also noted challenges including curriculum overload, material deficiencies, instructional difficulties, and teacher recruitment issues. The teachers offered several recommendations for program improvement. This study provides insights that can inform future evaluations and development of bilingual programs in Türkiye.

Keywords

bilingual program evaluation , early childhood education , preschool english teaching , illumination evaluation model

İNGİLİZCE ÖĞRETMENLERİ TARAFINDAN BİR ANAOKULU ÇİFT DİLLİ PROGRAM DEĞERLENDİRMESİ

Abstract

Bu karma-metot vaka analizi, İngilizce-Türkçe çift dilli bir anaokul programını İngilizce öğretmenlerinin bakış açısından Aydınlatıcı Program Değerlendirme Modeli kullanarak değerlendirmiştir. Veriler, kurum dokümanlarından, Program Değerlendirme Ölçeği ile 83 İngilizce öğretmeninden ve mülakat yoluyla 12 İngilizce öğretmeninden toplanmıştır. Çift dilli anaokul programının, 4 ve 5 yaş için Türkçe ve İngilizce olmak üzere iki ayrı fakat CLIL ve eklektik yaklaşımlarla tema bazlı paralel müfredatlar yürüttüğü saptanmıştır. Sonuç olarak, öğretmenler programın genel özellikleri, hedefleri hakkında son derece pozitif iken içerik, değerlendirme, öğrenim ve öğretim süreçleri hakkında kısmen pozitif görüşlere sahiptir. İngilizce öğretmenleri programın; dilsel, akademik, duygusal, sosyal, kültürel, psikolojik, bilişsel, ekonomik ve kimlik gelişimi açılarından avantajları olduğunu ifade etmiştir fakat programın yüklü içerik, materyal, öğretim ve öğrenim süreci problemleri ve öğretmen etkinliği ile alakalı personel alım problemleri olduğunu belirtmiştir, son olarak programın geliştirilmesi için bazı öneriler vermişlerdir. Bu çalışma, Türkiye’deki gelecek çift dilli program geliştirme ve değerlendirme çalışmalarına ışık tutmaktadır.

Keywords

Çiftdilli program değerlendirmesi , erken çocukluk eğitimi , Anaokul İngilizce Öğretimi , Aydınlatıcı Program Değerlendirme Modeli

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