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Yabancı dil öğretmeni yeterliklerinde kültür öğesi: Türkiye ve Çin karşılaştırması

Year 2013, Volume: 3 Issue: 2, 91 - 106, 01.10.2013

Kadriye Dilek Akpınar Filiz Mete

Abstract

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Keywords

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References

  • Alptekin, C. (2005). Dual language instruction: Multiculturilism through a lingua franka. İstanbul: TESOL Boğaziçi University.
  • Agar, M. (1994). Language shock: Understanding the culture of conversation. New York: William Morrow and Co.
  • Allwright, D. & Bailey, K. (1991). Focus on the language classroom. Cambridge, UK: Cambridge University Press.
  • Association of Teacher Educators. (1996). Certification of master teacher educators: Final report of the Task Force on the Certification of Teacher Educators. Reston, VA: Association of Teacher Educators. Barcelona European Council. 15-16 March 2002 Available at: http://ue.eu.int/ueDocs/cms_Data/docs/pressData/en/ec/71025.pdf. İndirme Tarihi: 13.07.2013.
  • Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York: Cambridge University Press. Bejing Education. (2003, February 23). Guójiā kèchéng biāozhǔn zhuānjí. http://www.being.org.cn/ncs/eng/eng.htm. İndirme Tarihi: 27.06.2013.
  • Byram, M. (1989). Cultural studies in foreign language education. Philadelphia: Multilingual Matters
  • Byram, M. (1991). Teaching culture and language: Towards an integrated model. Mediating languages and cultures. (Eds: D. Buttjes & M. Byram). Clevedon: Multilingual Matters. pp. 17-30.
  • Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. UK: Cambridge University Press.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River , NJ: Pearson Education.
  • Danoff, C. J. (2010). English language curriculum in China. Unpublished Paper. Indiana University, Bloomington, IN, USA.
  • Eurydice (2001). Foreign language teaching in schools in Europe. Belgeum, Eurydice, 7.02.2006. from the World Wide. http://www.eurydice.org/Documents/FLT/En/FrameSet.htm. İndirme Tarihi: 04.06.2013.
  • Eurydice (2005). Citizenship education at school in Europe. EURYDICE, Brussels. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/139EN.pd f. İndirme Tarihi: 08.07. 2013. Generic Teacher Competencies (2007). Öğretmenlik Mesleği Genel Yeterlikleri. otmg.meb.gov.tr/belgeler/otmg/Generic_Teacher_Competencies.pdf. İndirme Tarihi: 08.07. 2013.
  • Hymes, D. (1971). Pidginisation and creolization of languages: Proceedings of a conference held at the University of the West Indies, April 1968. New York: Cambridge University Press.
  • Isıkoglu, N., Basturk, R. & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish perspective. Teaching and Teacher Education, 25, 350-356.
  • Khamhi-Stein, L. D. (2009). Teacher preparation and nonnative English-speaking educators. The Cambridge guide to second language teacher education. (Eds: A. Burns & J. C Richards). Cambridge: Cambridge University Press. pp. 91-101.
  • Kim J. (2004). Coping with cultural obstacles to speaking English in the Korean secondary school journal.com/september_04_ksj.php. İndirme Tarihi: 14.05.2013. Asian EFL Journal, 6 (3).
  • http://www.asian-efl
  • Kubow, P. K. & Fossum, P. R. (2007). Comparative education. New York: Pearson Education.
  • Labov, W. (1969). Contraction, deletion and inherent variability of the English copula. Language, 45, 715-762.
  • Maastricht Treaty. (1992). Provisions amending the treaty establishing the European Economic Community http://www.eurotreaties.com/maastrichtec.pdf. İndirme Tarihi: 03.10.2013. a view to establishing the European community.
  • Miller, J. (2009). Teacher identity. The Cambridge guide to second language teacher education. (Eds: A. Burns & J. C. Richards). Cambridge: Cambridge University Press. pp. 172- 181.
  • MoNE (2008). Öğretmen Yeterlikleri. http://otmg.meb.gov.tr/YetGenel.html. İndirme Tarihi: 12.03.2013.
  • MoNE (2002). Anadolu Lisesi (Hazırlık Sınıfı Ve 9, 10, 11. Sınıflar İngilizce Dersi Öğretim Programı. İndirme Tarihi:12.03.2013.
  • MoNE (2002). Avrupa Birliği’ne Üye Adaylığımız. http://www.meb.gov.tr/Stats/Apk 2002 /2. htm. İndirme Tarihi:12.03.2013.
  • MoNE (2005). İkinci yabancı dil programı. http://ttkb.meb.gov.tr/indir/ttkb/programlar/ ikinci yabancidil/ortogrt2yabdilfransızca.pdf. İndirme Tarihi:12.03.2013.
  • MoNE (2007). (http://otmg.meb.gov.tr/YetGenel.html). National Board for Professional Teaching Standards 2001. Early Childhood/Generalist Standards [for teachers of students ages 3-8]. Second Edition. >http://www.nbpts.org<
  • Richards, J. C (2011). Exploring teacher competence in language teaching. The Language Teacher, 35 (4). jalt-publications.org/tlt. İndirme Tarihi:13.03.2013.
  • Risager, K. (2005). Foreword. In L. Sercu et al. Foreign Language Teachers and Intercultural Competence. An International Investigation (pp. vii-ix). Clevedon: Multilingual Matters.
  • TESOL (English to Speakers of Other Languages). (2010). TESOL/NCATE standards for the recognition of initial TESOL programs in P–12 ESL teacher education [Revised December 2009]. Alexandria, VA: TESOL. http://www.tesol.org/s_tesol/ seccss.asp? CID =219 & DID=1689. İndirme Tarihi:12.03.2011.
  • Training and Development Agency for Schools (TDA). (2007). The professional standards for teachers. http://www.tda.gov.uk/. İndirme Tarihi:27.03.2013.

Domain of Culture in Foreign Language Teachers’ Competency: A Comparison of Turkey and China

Year 2013, Volume: 3 Issue: 2, 91 - 106, 01.10.2013

Kadriye Dilek Akpınar Filiz Mete

Abstract

This study reviews comparatively Foreign Language (FL) teacher competency studies conducted both in Turkey and China. The main concern is to reveal how culture as an important domain of language education is handled both in Turkish and Chinese contexts. Document analysis through a survey of literature is conducted to investigate the similarities and differences between the Turkish and the Chinese standards set for FL teachers. Online databases of Ministry of National Education (MONE) and Beijing Education for Chinese Government were analyzed comparatively for documentation. As a result both similarities and differences were found between the two countries’ FL teacher education competencies and qualities regarding to their cultural, social, historical, geographical, political and economic contexts. Moreover, the study reveals that different educational policies of the countries mutually affect each other in improving the quality of education in general

Keywords

Teachers’ competency Foreign language teachers Culture in foreign language

References

  • Alptekin, C. (2005). Dual language instruction: Multiculturilism through a lingua franka. İstanbul: TESOL Boğaziçi University.
  • Agar, M. (1994). Language shock: Understanding the culture of conversation. New York: William Morrow and Co.
  • Allwright, D. & Bailey, K. (1991). Focus on the language classroom. Cambridge, UK: Cambridge University Press.
  • Association of Teacher Educators. (1996). Certification of master teacher educators: Final report of the Task Force on the Certification of Teacher Educators. Reston, VA: Association of Teacher Educators. Barcelona European Council. 15-16 March 2002 Available at: http://ue.eu.int/ueDocs/cms_Data/docs/pressData/en/ec/71025.pdf. İndirme Tarihi: 13.07.2013.
  • Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York: Cambridge University Press. Bejing Education. (2003, February 23). Guójiā kèchéng biāozhǔn zhuānjí. http://www.being.org.cn/ncs/eng/eng.htm. İndirme Tarihi: 27.06.2013.
  • Byram, M. (1989). Cultural studies in foreign language education. Philadelphia: Multilingual Matters
  • Byram, M. (1991). Teaching culture and language: Towards an integrated model. Mediating languages and cultures. (Eds: D. Buttjes & M. Byram). Clevedon: Multilingual Matters. pp. 17-30.
  • Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. UK: Cambridge University Press.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River , NJ: Pearson Education.
  • Danoff, C. J. (2010). English language curriculum in China. Unpublished Paper. Indiana University, Bloomington, IN, USA.
  • Eurydice (2001). Foreign language teaching in schools in Europe. Belgeum, Eurydice, 7.02.2006. from the World Wide. http://www.eurydice.org/Documents/FLT/En/FrameSet.htm. İndirme Tarihi: 04.06.2013.
  • Eurydice (2005). Citizenship education at school in Europe. EURYDICE, Brussels. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/139EN.pd f. İndirme Tarihi: 08.07. 2013. Generic Teacher Competencies (2007). Öğretmenlik Mesleği Genel Yeterlikleri. otmg.meb.gov.tr/belgeler/otmg/Generic_Teacher_Competencies.pdf. İndirme Tarihi: 08.07. 2013.
  • Hymes, D. (1971). Pidginisation and creolization of languages: Proceedings of a conference held at the University of the West Indies, April 1968. New York: Cambridge University Press.
  • Isıkoglu, N., Basturk, R. & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish perspective. Teaching and Teacher Education, 25, 350-356.
  • Khamhi-Stein, L. D. (2009). Teacher preparation and nonnative English-speaking educators. The Cambridge guide to second language teacher education. (Eds: A. Burns & J. C Richards). Cambridge: Cambridge University Press. pp. 91-101.
  • Kim J. (2004). Coping with cultural obstacles to speaking English in the Korean secondary school journal.com/september_04_ksj.php. İndirme Tarihi: 14.05.2013. Asian EFL Journal, 6 (3).
  • http://www.asian-efl
  • Kubow, P. K. & Fossum, P. R. (2007). Comparative education. New York: Pearson Education.
  • Labov, W. (1969). Contraction, deletion and inherent variability of the English copula. Language, 45, 715-762.
  • Maastricht Treaty. (1992). Provisions amending the treaty establishing the European Economic Community http://www.eurotreaties.com/maastrichtec.pdf. İndirme Tarihi: 03.10.2013. a view to establishing the European community.
  • Miller, J. (2009). Teacher identity. The Cambridge guide to second language teacher education. (Eds: A. Burns & J. C. Richards). Cambridge: Cambridge University Press. pp. 172- 181.
  • MoNE (2008). Öğretmen Yeterlikleri. http://otmg.meb.gov.tr/YetGenel.html. İndirme Tarihi: 12.03.2013.
  • MoNE (2002). Anadolu Lisesi (Hazırlık Sınıfı Ve 9, 10, 11. Sınıflar İngilizce Dersi Öğretim Programı. İndirme Tarihi:12.03.2013.
  • MoNE (2002). Avrupa Birliği’ne Üye Adaylığımız. http://www.meb.gov.tr/Stats/Apk 2002 /2. htm. İndirme Tarihi:12.03.2013.
  • MoNE (2005). İkinci yabancı dil programı. http://ttkb.meb.gov.tr/indir/ttkb/programlar/ ikinci yabancidil/ortogrt2yabdilfransızca.pdf. İndirme Tarihi:12.03.2013.
  • MoNE (2007). (http://otmg.meb.gov.tr/YetGenel.html). National Board for Professional Teaching Standards 2001. Early Childhood/Generalist Standards [for teachers of students ages 3-8]. Second Edition. >http://www.nbpts.org<
  • Richards, J. C (2011). Exploring teacher competence in language teaching. The Language Teacher, 35 (4). jalt-publications.org/tlt. İndirme Tarihi:13.03.2013.
  • Risager, K. (2005). Foreword. In L. Sercu et al. Foreign Language Teachers and Intercultural Competence. An International Investigation (pp. vii-ix). Clevedon: Multilingual Matters.
  • TESOL (English to Speakers of Other Languages). (2010). TESOL/NCATE standards for the recognition of initial TESOL programs in P–12 ESL teacher education [Revised December 2009]. Alexandria, VA: TESOL. http://www.tesol.org/s_tesol/ seccss.asp? CID =219 & DID=1689. İndirme Tarihi:12.03.2011.
  • Training and Development Agency for Schools (TDA). (2007). The professional standards for teachers. http://www.tda.gov.uk/. İndirme Tarihi:27.03.2013.
There are 30 citations in total.

Details

Other ID JA76NB77TY
Journal Section Research Article
Authors

Kadriye Dilek Akpınar This is me

Filiz Mete This is me

Publication Date October 1, 2013
Published in Issue Year 2013 Volume: 3 Issue: 2

Cite

APA Akpınar, K. D., & Mete, F. (2013). Yabancı dil öğretmeni yeterliklerinde kültür öğesi: Türkiye ve Çin karşılaştırması. Eğitim Bilimleri Araştırmaları Dergisi, 3(2), 91-106.
AMA Akpınar KD, Mete F. Yabancı dil öğretmeni yeterliklerinde kültür öğesi: Türkiye ve Çin karşılaştırması. EBAD - JESR. October 2013;3(2):91-106.
Chicago Akpınar, Kadriye Dilek, and Filiz Mete. “Yabancı Dil öğretmeni Yeterliklerinde kültür öğesi: Türkiye Ve Çin karşılaştırması”. Eğitim Bilimleri Araştırmaları Dergisi 3, no. 2 (October 2013): 91-106.
EndNote Akpınar KD, Mete F (October 1, 2013) Yabancı dil öğretmeni yeterliklerinde kültür öğesi: Türkiye ve Çin karşılaştırması. Eğitim Bilimleri Araştırmaları Dergisi 3 2 91–106.
IEEE K. D. Akpınar and F. Mete, “Yabancı dil öğretmeni yeterliklerinde kültür öğesi: Türkiye ve Çin karşılaştırması”, EBAD - JESR, vol. 3, no. 2, pp. 91–106, 2013.
ISNAD Akpınar, Kadriye Dilek - Mete, Filiz. “Yabancı Dil öğretmeni Yeterliklerinde kültür öğesi: Türkiye Ve Çin karşılaştırması”. Eğitim Bilimleri Araştırmaları Dergisi 3/2 (October 2013), 91-106.
JAMA Akpınar KD, Mete F. Yabancı dil öğretmeni yeterliklerinde kültür öğesi: Türkiye ve Çin karşılaştırması. EBAD - JESR. 2013;3:91–106.
MLA Akpınar, Kadriye Dilek and Filiz Mete. “Yabancı Dil öğretmeni Yeterliklerinde kültür öğesi: Türkiye Ve Çin karşılaştırması”. Eğitim Bilimleri Araştırmaları Dergisi, vol. 3, no. 2, 2013, pp. 91-106.
Vancouver Akpınar KD, Mete F. Yabancı dil öğretmeni yeterliklerinde kültür öğesi: Türkiye ve Çin karşılaştırması. EBAD - JESR. 2013;3(2):91-106.