Utilising Stories to Develop an Understanding Towards Cultural Coexistence

Year 2022, Volume: 10 Issue: 1, 48 - 64, 30.03.2022

Arzu Kamar

Abstract

The need to coexist culturally is obvious as there are several obstacles that hinder people to live a meaningful life in the world where global interaction is its utmost ubiquity. In this article, displaying how possible is to make an impact on children’s opinionsby using convenient and precise stories as teaching a second language was aimed. A second language teaching programme utilising stories written by separate authors for native speaking children that have a moral in terms of cultural coexistence was prepared via an independent story reading method. This study was applied on learners whose mother tongue is Turkish and who have been learning English as a target language in a primary school in Turkey. Having read and discussed all the selected 9 storiesin 9 weeks with the subjected learners, the opinions of the learners were measured and it's found out that the stories which were selected for the programme have a significant difference in terms of learners' opinions on cultural coexistence. The aim of this study is to show that certain stories in foreign or second language teaching can contribute to the development of the cultural coexistence, which is an implicit goal other than targeted language outcomes. In this way, it can be ensured that also education programmes become possible for a more effective education through curriculum regulation and development.

Keywords

multiculturalism, English Language Teaching, storytelling, cultural coexistence, Second Language Teaching, Foreign Language Education

Bir Arada Yaşama Kültürüne Yönelik Bir Anlayış Geliştirmek İçin Öykülerden Yararlanma

Abstract

Küresel etkileşimin son derece yaygın olduğu dünyada insanların anlamlı bir yaşam sürmesini engelleyen çeşitli engeller olduğu için kültürel olarak bir arada yaşama ihtiyacı açıktır. Bu makalede, ikinci bir dil öğretimi olarak uygun ve duyarlı hikayeler kullanarak çocukların görüşleri üzerinde bir etki yaratmanın ne kadar mümkün olduğu göstermek amaçlandı. Ana dili İngilizce olan çocuklar için farklı yazarlar tarafından yazılmış, ana fikri birlikte yaşama anlayışı olan öyküler içeren ikinci bir dil öğretim programı bağımsız bir hikaye işleme yöntemiyle hazırlandı. Bu çalışma, İngilizceyi hedef dil olarak öğrenen ana dili Türkçe olan Türkiye’deki bir ilkokulda öğrenim gören öğrenciler üzerinde uygulandı. Seçilen tüm 9 öyküyü 9 haftada mevzu öğrencilerle okuduktan ve tartıştıktan sonra öğrencilerin görüşleri ölçüldü ve program için seçilen öykülerin öğrencilerin bir arada yaşama konusundaki görüşleri açısından anlamlı bir farklılık gösterdiği saptandı. Bu çalışmanın amacı, yabancı dil veya ikinci dil öğretiminde belirli öykülerin, hedef dil kazanımları haricinde bir örtük hedef olan birlikte yaşama kültrünün gelişimine katkı sağlayabileceğini göstermektir. Böylelikle, müfredat düzenleme ve geliştirmeyle eğitim programlarının daha etkili bir eğitim için olanaklı hale gelmesi de sağlanabilir.

Keywords

çok kültürlülük, İngilizce Öğretimi, hikaye anlatıcılığı, bir arada yaşama, İkinci Dil Eğitimi, Yabancı Dil Eğitimi

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