ELF-awareness in Pre-service English Language Teacher Education: A Case Study from Turkey

Year 2020, Volume: 35 Issue: 2, 270 - 284, 30.04.2020

Esma Biricik Deniz Yonca Özkan Yasemin Bayyurt

Abstract

The ‘English as a lingua franca’ paradigm holds significant implications for language teaching and teacher education. The role of language teacher education programs is pivotal to equip future English language teachers with the necessary theoretical knowledge and practical implications of ELF. This descriptive multiple case study presents the impact and implementation of an ELF-aware teacher education course developed to apply the first phase of a two-phase ELF-aware teacher education model combining an intensive theoretical course with real classroom practices. The aim is to investigate how the ELF-aware teacher education model originally developed and applied in the in-service teacher education context has been adapted and implemented in pre-service teacher education programs and its impact on pre-service teachers. The ultimate goal of this model is to intensively train pre-service language teachers, studying as senior undergraduates in the ELT Department of a state university in Turkey, on theoretical aspects of ELF while raising their critical awareness of ELF-related pedagogical practices. Participants reported that the theoretical course allowed them to critically reflect on the ELF paradigm by providing them the platform to question their existing assumptions mostly associated with the dominance of Standard English and native norms in ELT.

Keywords

English as a lingua franca (ELF), English language teacher education, ELF-aware language teacher education, ELF-aware pedagogy

Hizmet Öncesi İngilizce Öğretmeni Yetiştirme Programında Ortak Dil İngilizce (ODİ) Farkındalığı: Türkiye’de Yapılmış Bir Durum Çalışması

Abstract

İngilizcenin dünya dili olarak taşıdığı rol hiç kuşkusuz ki İngiliz Dili Eğitimi ve İngiliz Dili Eğitimi öğretmen yetiştirme programları gibi birçok alanda son derece önem taşımaktadır. İngilizce öğretiminde geleneksel yaklaşımların yanı sıra İngilizcenin günümüzde edinmiş olduğu ortak dil rolüne uygun yeni yaklaşımlara ihtiyaç duyulmaktadır. Bu ihtiyaç İngilizce öğretmeni yetiştirme programında da doğrudan yeni yaklaşımlar edinilmesi gerektiğini ortaya koymaktadır. Öğretmen adaylarının İngilizceyi “standart dil” olarak öğretmek yerine “ortak dil” olarak öğretmeleri ve bu konunun gerektirdiği birtakım yaklaşımları edinmeleri ve bu bağlamda farkındalık kazanmaları, öğretmen yetiştirme programında yeni bakış açıları kazanılması ihtiyacını beraberinde getirmiştir. Bu çalışma, hizmet öncesi İngilizce öğretmeni yetiştirme programı bünyesinde bulunan yabancı dil öğretmen adaylarının Ortak Dil Olarak İngilizce (ODİ) yaklaşımının farkındalığını yaratarak, beraberlerinde getirdikleri kalıplaşmış inanç sistemlerini yansıtıcı öğrenme teknikleri vasıtasıyla sorgulayarak global ve sosyal farkındalıklarını geliştirmeyi hedeflemektedir. Bu bağlamda, daha önce hizmet içi eğitim programında uygulanmış olan bir modelin hizmet öncesi öğretmen yetiştirme programındaki yansımaları incelenmiştir. Çalışmanın bulguları göstermektedir ki, öğretmen adaylarının ODİ eğitim öncesi ve sonrası algıları göze çarpan oranda değişiklik göstermiştir. Sonuçlar göstermektedir ki, yabancı dil öğretmen yetiştirme programları ODİ bilincini yaratmaya ve geliştirmeye yönelik ders içeriklerini adapte etme veya bu hususla ilgili ders ekleyerek bu konunun önemini müfredatlarına yansıtmaları son derece önemlidir. Bu hususta başka hizmet öncesi öğretmen yetiştirme programlarında da benzer çalışmalar da yürütülebilir.

Keywords

İngilizcenin ortak dil olarak kullanılması (ODİ), İngilizce öğretmeni yetiştirme programı, ODİ farkındalığı ve öğretmen yetiştirme, ODİ pedagojisi

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