Yükseköğretim Kurumlarında Yabancı Dil Olarak İngilizce Öğreten Öğretim Elemanlarının Çok Kültürlü Öğretim Yetkinliklerinin İncelenmesi

Abstract

Bu çalışma, yabancı dil olarak İngilizce öğreten öğretim görevlilerin çok kültürlü öğretim yeterliliklerine ilişkin algılarını farkındalık, bilgi, tutum ve beceri olmak üzere dört boyut açısından incelemeyi amaçlamıştır. Çalışmada, yakınsayan paralel karma yöntemli bir araştırma deseni ve amaçlı örnekleme yöntemi kullanılarak Türkiye'deki üniversitelerde yabancı dil olarak İngilizce öğreten 114 öğretim elemanı yer almıştır. Nitel veri toplama iki aşamadan oluşmuştur: ilk aşamada ölçüt örnekleme yöntemiyle belirlenen 20 öğretim elemanıyla yarı yapılandırılmış görüşmeler, ardından sınıf içi video ders kayıtları kullanılarak dört gönüllü öğretim elemanıyla video destekli görüşmeler yapılmıştır. Nicel bulgular, öğretim elemanlarının kendilerini farklılıklara yönelik tutumlar konusunda oldukça yetkin olarak algıladıklarını ve farkındalık, bilgi ve beceri boyutlarında orta düzeyde gördüklerini ortaya koymuştur. Bununla birlikte, nitel veriler, çok kültürlü öğretim yeterliliğinin boyutları hakkında daha derin bir inceleme fırsatı sağlamış ve öğretim elemanlarının çok kültürlü yetkinliklerinin yüksek olduğu ortaya çıkmıştır. Ayrıca, çok kültürlü becerileri geliştirmek için farklı kültürlerden gelen öğrencilerin birlikte çalışmalarını sağlama becerisine önemle vurgu yapılmıştır. Çalışma, farklı dil ve kültürlerden gelen öğrencilerin sınıflarda artan sayısına vurgu yaparak, bu çeşitliliğin etkin bir şekilde yönetilebilmesi için yabancı dil olarak İngilizce öğretimi yapan öğretim elemanlarına yönelik hizmet içi eğitimler düzenlenmesini ve öğretmen adayları için mevcut öğretmen yetiştirme eğitim programının güncellenmesini vurgulamıştır.

Keywords

• Dilsel ve kültürel çeşitlilik
• çok kültürlü eğitim
• çok kültürlü öğretim yetkinliği
• kültürlerarası iletişim yetkinliği.

Project Number

SDK-2018-10927

A Study of EFL Instructors’ Multicultural Teaching Competence at Tertiary Level

Abstract

This study aimed to explore English as a foreign language (EFL) instructors’ perceptions concerning their multicultural teaching competence in terms of four dimensions, namely awareness, knowledge, attitude, and skill. The study employed a convergent mixed-method research design, involving 114 EFL instructors across Turkish universities. Qualitative data collection involved two phases: semi-structured interviews with 20 instructors initially, followed by video-stimulated interviews with four instructors using in-class video recordings. The quantitative findings revealed that EFL instructors perceived themselves as highly competent in attitudes toward diversity, moderately high in awareness, knowledge, and skills dimensions. However, the qualitative data provided a deeper insight into the dimensions of multicultural teaching competence, which indicated relatively high competence. The study highlights the need for in-service training among current teachers and curriculum updates for pre-service teachers to effectively manage diversity in classrooms due to the increasing presence of learners from diverse backgrounds

Keywords

• Linguistic and cultural diversity
• multicultural education
• multicultural teaching competence
• intercultural competence

Supporting Institution

Çukurova University Scientific Research Centre (BAP), the project code: SDK-2018-10927.

Project Number

SDK-2018-10927

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