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Türkiye’de Yükseköğretim Düzeyinde İngilizce Öğretim Dili: Akademisyenlerin Gereksinim ve Algılarının İncelenmesi

Year 2020, Issue: 1, 88 - 95, 01.04.2020

Abstract

Son yıllarda öğretim dili İngilizce ÖDİ programların yurt içinde ve yurt dışında yaygınlaşması dikkat çekmekle beraber bu konu üzerine yapılan çalışmaların önemli bir kısmı öğrencilerin neden bu programları yeğledikleri ve öğrencilerin bu programlara ilişkin bakış açılarına odaklanmıştır. Öğretim sürecinin temel öğelerinden bir diğeri olan öğretim elemanlarının ÖDİ programların etkililiğine yönelik değerlendirmeleri son yıllarda özellikle odaklanılan bir tartışma alanı olmuştur. Bu çalışma, akademisyenlerin yabancı dil kullanımına ilişkin yaşadıkları güçlüklerden daha çok öğretim elemanlarının öğretim uygulamaları ve pedagojik gereksinimlerini incelemiştir. Bu amaçla çalışma üç temel araştırma sorusuna yanıt aramıştır: 1 Öğretim elemanları hangi öğretim uygulamalarını kullanmaktadırlar? 2 Öğretim elemanlarının ÖDİ’nin uygulanması hakkındaki görüşleri nelerdir? 3 ÖDİ’nin etkililiğinin yükseltilmesi için sağlanacak eğitim neleri kapsamalıdır? Deneysel olmayan nicel araştırma yaklaşımdaki bu çalışmanın verileri, tarama modeliyle Türkiye’nin güneyinde yer alan bir devlet üniversitesinin öğretim dili İngilizce olan lisans programlarında ders veren 113 öğretim elemanından toplanmıştır. Bu amaçla öncelikle uzman görüşleri ve alanyazın ışığında bir anket formu hazırlanmıştır. Araştırma sonucunda, öğretim elemanlarının temel bir takım öğretim yöntemlerini uygulamakla beraber öğrencilerin ders içeriğini anlamakta güçlük çektikleri zamanlarda Türkçe kullanarak ders işledikleri ortaya çıkarılmıştır. Ayrıca katılımcıların önemli bir bölümü ÖDİ programlarda ders veren ve verecek olan öğretim elemanlarına yönelik eğitimlerin gerekliliğine vurgu yapmıştır. ÖDİ programların etkililiği noktasında bölümdeki öğretim elemanları ile yabancı dil hazırlık programında ders veren öğretim görevlileri arasındaki işbirliğinin olası yararı da katılımcılar tarafından ifade edilmiştir. Uygulama sonucunda yabancı dille öğretim yapan lisans programlarındaki öğretim elemanlarına yönelik yürütülecek bir hizmet içi eğitim programının kapsayacağı başlıca alanlar belirlenmiştir

References

  • Aguilar, M. (2017). Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism, 20(6), 722-735. doi: 10.1080/13670050.2015.1073664
  • Airey, J., Lauridsen, K. M., Rasanen, A., Salö, L., & Schwach, V. (2017). The expansion of English-Medium Instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals? Higher Education, 73(4), 561-576. doi: 10.1007/s10734-015-9950-2
  • Akar, H. (2010). Globalization and its challenges for developing countries: The case of Turkish higher education. Asia Pacific Education Review, 11(3), 447–457. doi: 10.1007/s12564-010- 9086-0
  • Aksu-Ataç, B., Özgan Sucu, H., Eriçok, B., & Bulut, M. (2018). The identification of difference between achievement levels of optional and compulsory English preparatory class students. Journal of Language and Linguistic Studies, 14(3), 269-280
  • Aslan, M. (2018). The debate on English-Medium Instruction and globalisation in the Turkish context: A sociopolitical perspective. Journal of Multilingual and Multicultural Development, 39(7), 602-616. doi: 10.1080/01434632.2017.1417413
  • Başıbek, N., Dolmacı, M., Cengiz, B. C., Bür, B., Dilek, Y., & Kara, B. (2014). Lecturers’ perceptions of English Medium Instruction at engineering departments of higher education: A study on partial English Medium Instruction at some state universities in Turkey. Procedia - Social and Behavioral Sciences, 116, 1819- 1825. doi: 10.1016/j.sbspro.2014.01.477
  • Bolton, K., & Kuteeva, M. (2012). English as an academic language at a Swedish university: Parallel language use and the ‘threat’ of English. Journal of Multilingual and Multicultural Development, 33(5), 429-447. doi: 10.1080/01434632.2012.670241
  • British Council- TEPAV. (2015). The state of English in higher education in Turkey: A baseline study. Ankara: British Coun- cil. Retrieved from https://www.britishcouncil.org.tr/sites/ default/files/he_baseline_study_book_web_-_son.pdf
  • Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English-medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62(4), 431–449. doi: 10.1007/s10734-010-9397-4
  • Cho, D. W. (2012). English-Medium Instruction in the university context of Korea: Tradeoff between teaching outcomes and media-initiated university ranking. The Journal of Asia TEFL, 9(4), 135-163. Retrieved from http://www.asiatefl.org/main/ download_pdf.php?i=84&c=1419299249&fn=9_4_06.pdf
  • Costa, F., & Coleman, J. A. (2013). A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16(1), 3-19. doi: 10.1080/13670050.2012.676621
  • Dafouz, E. (2018). English-medium instruction and teacher education programmes in higher education: ideological forces and imagined identities at work. International Journal of Bilingual Education and Bilingualism, 21(5), 540-552. doi: 10.1080/13670050.2018.1487926
  • Dearden, J., & Macaro, E. (2016). Higher education teachers’ attitudes towards English medium instruction: A three- country comparison. Studies in Second Language Learning and Teaching, 6(3), 455-486. doi: 10.14746/ssllt.2016.6.3.5
  • Ozer, O., & Bayram, N. (2019). Students’ experiences of English- Medium courses at tertiary level: A case in Turkey. International Online Journal of Educational Sciences, 11(1), 61-70. doi: 10.15345/iojes.2019.01.005
  • Özer, M. (2012). Türkiye’de uluslararası öğrenciler. Yükseköğretim ve Bilim Dergisi, 2(1), 10-13. doi: 10.5961/jhes.2012.027
  • Rowland, L., & Muray, N. (2019). Finding their feet: lecturers’ and students’ perceptions of English as a medium of instruction in a recently-implemented Master’s programme at an Italian university. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2019.1614186
  • Selvi, A. F. (2011). World Englishes in the Turkish sociolinguistic context. World Englishes, 30(2), 182-199. doi: 10.1111/j.1467- 971X.2011.01705.x
  • Selvi, A. F. (2014). The medium-of-instruction debate in Turkey: Oscillating between national ideas and bilingual ideals, Current Issues in Language Planning, 15(2), 133-152, doi: 10.1080/14664208.2014.898357
  • Soruç, A., & Griffiths, C. (2018). English as a medium of instruction: students’ strategies. ELT Journal, 72(1), 38-48. doi: 10.1093/ elt/ccx017
  • Tange, H. (2010). Caught in the Tower of Babel: University lec- turers’ experiences with internationalisation. Language and Intercultural Communication, 10(2), 137–149. doi: 10.1080/14708470903342138.
  • Toh, G. (2014). English for content instruction in a Japanese higher education setting: Examining challenges, contradictions and anomalies. Language and Education, 28(4), 299-318. doi: 10.1080/09500782.2013.857348
  • Turhan, B., & Kırkgöz, Y. (2018). Motivation of engineering students and lecturers toward English Medium Instruction at tertiary level in Turkey. Journal of Language and Linguistic Studies, 14(1), 261-277
  • Wächter, B., & Maiworm, F. (2014). English-Taught programmes in European Higher Education: The state of play in 2014. Bonn: Lemmens. Retrieved from http://www.aca-secretariat.be/ fileadmin/aca_docs/images/members/ACA-2015_English_ Taught_01.pdf
  • Werther, C., Denver, L., Jensen, C., & Mees, I. M. (2014). Using English as a medium of instruction at university level in Denmark: the lecturer’s perspective. Journal of Multilingual and Multicultural Development, 35(5), 443-462, doi:10.1080/ 01434632.2013.868901
  • Yang, W. (2015). Content and Language Integrated Learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382. doi: 10.1080/13670050.2014.904840.
  • Zaif, F., Karapınar, A., & Eksi, G. Y. (2017). A comparative study on the effectiveness of English-medium and Turkish-medium accounting education: Gazi University case. Journal of Education for Business, 92(2), 73-80. doi:10.1080/08832323. 2017.1279117
  • Zhang, Z. (2018). English-medium instruction policies in China: Internationalisation of higher education. Journal of Multilingual and Multicultural Development, 39(6), 542-555. doi: 10.1080/01434632.2017.1404070

English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions

Year 2020, Issue: 1, 88 - 95, 01.04.2020

Abstract

Universities offering English Medium Instruction EMI programmes have been gaining in popularity in higher education across the globe. The reasons why students favour EMI programmes and how the medium of language affects employment outcomes have been a matter of debate. However, lecturers’ views on the quality of EMI programmes are often ignored, although they are of vital importance as lecturers are key actors in the process itself. This paper both examines the language-related challenges which academics experience when adjusting to the demands of EMI and also provides an overview of teaching practices in EMI undergraduate programmes. To this end, the study seeks to shed light on three research questions: 1 Which teaching practices do EMI lecturers use? 2 What are EMI lecturers’ views on the implementation of EMI? and 3 What areas of improvement can be identified to enhance the effectiveness of EMI through in-service training? The study comprises quantitative and non-experimental research; it was based on the findings of a survey of academics working in a state university in southern Turkey. To investigate the faculty members’ views, a questionnaire was developed based on a literature review and expert opinions and was distributed to 113 faculty members of different academic ranks. Overall, the results show that the content lecturers seemed to be using a variety of methodological teaching practices in class. However, the use of the native language by lecturers to help students’ comprehension needs to be studied carefully. Most of the participants agreed that EMI necessitates tailored training. The faculty members also believed that there has to be a collaboration between the content lecturers and the language teachers in the Preparatory Year Programme PYP . By examining content lecturers’ teaching practices and views on the implementation of EMI, the findings of this study can help university administrators to evaluate and enhance the effectiveness of EMI programmes

References

  • Aguilar, M. (2017). Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism, 20(6), 722-735. doi: 10.1080/13670050.2015.1073664
  • Airey, J., Lauridsen, K. M., Rasanen, A., Salö, L., & Schwach, V. (2017). The expansion of English-Medium Instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals? Higher Education, 73(4), 561-576. doi: 10.1007/s10734-015-9950-2
  • Akar, H. (2010). Globalization and its challenges for developing countries: The case of Turkish higher education. Asia Pacific Education Review, 11(3), 447–457. doi: 10.1007/s12564-010- 9086-0
  • Aksu-Ataç, B., Özgan Sucu, H., Eriçok, B., & Bulut, M. (2018). The identification of difference between achievement levels of optional and compulsory English preparatory class students. Journal of Language and Linguistic Studies, 14(3), 269-280
  • Aslan, M. (2018). The debate on English-Medium Instruction and globalisation in the Turkish context: A sociopolitical perspective. Journal of Multilingual and Multicultural Development, 39(7), 602-616. doi: 10.1080/01434632.2017.1417413
  • Başıbek, N., Dolmacı, M., Cengiz, B. C., Bür, B., Dilek, Y., & Kara, B. (2014). Lecturers’ perceptions of English Medium Instruction at engineering departments of higher education: A study on partial English Medium Instruction at some state universities in Turkey. Procedia - Social and Behavioral Sciences, 116, 1819- 1825. doi: 10.1016/j.sbspro.2014.01.477
  • Bolton, K., & Kuteeva, M. (2012). English as an academic language at a Swedish university: Parallel language use and the ‘threat’ of English. Journal of Multilingual and Multicultural Development, 33(5), 429-447. doi: 10.1080/01434632.2012.670241
  • British Council- TEPAV. (2015). The state of English in higher education in Turkey: A baseline study. Ankara: British Coun- cil. Retrieved from https://www.britishcouncil.org.tr/sites/ default/files/he_baseline_study_book_web_-_son.pdf
  • Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English-medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62(4), 431–449. doi: 10.1007/s10734-010-9397-4
  • Cho, D. W. (2012). English-Medium Instruction in the university context of Korea: Tradeoff between teaching outcomes and media-initiated university ranking. The Journal of Asia TEFL, 9(4), 135-163. Retrieved from http://www.asiatefl.org/main/ download_pdf.php?i=84&c=1419299249&fn=9_4_06.pdf
  • Costa, F., & Coleman, J. A. (2013). A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16(1), 3-19. doi: 10.1080/13670050.2012.676621
  • Dafouz, E. (2018). English-medium instruction and teacher education programmes in higher education: ideological forces and imagined identities at work. International Journal of Bilingual Education and Bilingualism, 21(5), 540-552. doi: 10.1080/13670050.2018.1487926
  • Dearden, J., & Macaro, E. (2016). Higher education teachers’ attitudes towards English medium instruction: A three- country comparison. Studies in Second Language Learning and Teaching, 6(3), 455-486. doi: 10.14746/ssllt.2016.6.3.5
  • Ozer, O., & Bayram, N. (2019). Students’ experiences of English- Medium courses at tertiary level: A case in Turkey. International Online Journal of Educational Sciences, 11(1), 61-70. doi: 10.15345/iojes.2019.01.005
  • Özer, M. (2012). Türkiye’de uluslararası öğrenciler. Yükseköğretim ve Bilim Dergisi, 2(1), 10-13. doi: 10.5961/jhes.2012.027
  • Rowland, L., & Muray, N. (2019). Finding their feet: lecturers’ and students’ perceptions of English as a medium of instruction in a recently-implemented Master’s programme at an Italian university. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2019.1614186
  • Selvi, A. F. (2011). World Englishes in the Turkish sociolinguistic context. World Englishes, 30(2), 182-199. doi: 10.1111/j.1467- 971X.2011.01705.x
  • Selvi, A. F. (2014). The medium-of-instruction debate in Turkey: Oscillating between national ideas and bilingual ideals, Current Issues in Language Planning, 15(2), 133-152, doi: 10.1080/14664208.2014.898357
  • Soruç, A., & Griffiths, C. (2018). English as a medium of instruction: students’ strategies. ELT Journal, 72(1), 38-48. doi: 10.1093/ elt/ccx017
  • Tange, H. (2010). Caught in the Tower of Babel: University lec- turers’ experiences with internationalisation. Language and Intercultural Communication, 10(2), 137–149. doi: 10.1080/14708470903342138.
  • Toh, G. (2014). English for content instruction in a Japanese higher education setting: Examining challenges, contradictions and anomalies. Language and Education, 28(4), 299-318. doi: 10.1080/09500782.2013.857348
  • Turhan, B., & Kırkgöz, Y. (2018). Motivation of engineering students and lecturers toward English Medium Instruction at tertiary level in Turkey. Journal of Language and Linguistic Studies, 14(1), 261-277
  • Wächter, B., & Maiworm, F. (2014). English-Taught programmes in European Higher Education: The state of play in 2014. Bonn: Lemmens. Retrieved from http://www.aca-secretariat.be/ fileadmin/aca_docs/images/members/ACA-2015_English_ Taught_01.pdf
  • Werther, C., Denver, L., Jensen, C., & Mees, I. M. (2014). Using English as a medium of instruction at university level in Denmark: the lecturer’s perspective. Journal of Multilingual and Multicultural Development, 35(5), 443-462, doi:10.1080/ 01434632.2013.868901
  • Yang, W. (2015). Content and Language Integrated Learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382. doi: 10.1080/13670050.2014.904840.
  • Zaif, F., Karapınar, A., & Eksi, G. Y. (2017). A comparative study on the effectiveness of English-medium and Turkish-medium accounting education: Gazi University case. Journal of Education for Business, 92(2), 73-80. doi:10.1080/08832323. 2017.1279117
  • Zhang, Z. (2018). English-medium instruction policies in China: Internationalisation of higher education. Journal of Multilingual and Multicultural Development, 39(6), 542-555. doi: 10.1080/01434632.2017.1404070
There are 27 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Omer Ozer This is me

Publication Date April 1, 2020
Published in Issue Year 2020 Issue: 1

Cite

APA Ozer, O. (2020). English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions. Yükseköğretim Ve Bilim Dergisi(1), 88-95.
AMA Ozer O. English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions. J Higher Edu Sci. April 2020;(1):88-95.
Chicago Ozer, Omer. “English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions”. Yükseköğretim Ve Bilim Dergisi, no. 1 (April 2020): 88-95.
EndNote Ozer O (April 1, 2020) English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions. Yükseköğretim ve Bilim Dergisi 1 88–95.
IEEE O. Ozer, “English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions”, J Higher Edu Sci, no. 1, pp. 88–95, April 2020.
ISNAD Ozer, Omer. “English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions”. Yükseköğretim ve Bilim Dergisi 1 (April 2020), 88-95.
JAMA Ozer O. English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions. J Higher Edu Sci. 2020;:88–95.
MLA Ozer, Omer. “English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions”. Yükseköğretim Ve Bilim Dergisi, no. 1, 2020, pp. 88-95.
Vancouver Ozer O. English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions. J Higher Edu Sci. 2020(1):88-95.