Yabancı Dil Eğitimi ve Yabancı Dil Öğretmenliği Eğitim Politikaları: Türkiye, Singapur, Norveç ve Hollanda Karşılaştırması

Year 2025, Issue: 3, 284 - 336, 30.12.2025

Osman Özdemir , Zeynep Elmaz

https://doi.org/10.71270/istanbulegitim.istj.1781041

Abstract

Bu çalışmada Türkiye, Hollanda, Singapur ve Norveç’in ilköğretim yabancı dil eğitim programları ve İngilizce öğretmen yetiştirme sistemleri karşılaştırmalı olarak incelenmiş; ülkelerin sistemlerindeki benzerlik ve farklılıkların ortaya konması amaçlanmıştır. Çalışma, Türkiye’nin yabancı dil yeterliliğinin düşük olmasının nedenlerini anlamaya ve uluslararası düzeyde başarılı ülkelerin uygulamalarından çıkarımlar yapmaya yöneliktir. Çalışmada karşılaştırmalı eğitim modeli uygulanmıştır. Araştırma kapsamında ilgili ülkelerin yabancı dil eğitimi programları incelenirken kullanılan genel karşılaştırma ölçütleri; yapı ve işleyiş, hedefler ve davranışlar, içerik ve müfredat, ölçme ve değerlendirmedir. Araştırmada nitel veri toplama yöntemlerinden doküman incelemesi kullanılmış ve veriler betimsel analiz yöntemiyle açıklanmıştır. İlgili ülkelerin 2024 yılında English Proficiency Index’ten (EPI) aldıkları dereceler doğrultusunda yabancı dil eğitiminin ve öğretmen yetiştirme politikalarının mevcut durumu analiz edilmiştir. Araştırmanın sonucunda Hollanda’nın yabancı dil eğitimine en erken başladığı, Norveç ve Hollanda’da eğitim programlarında esneklik sağlandığı, bunun yanı sıra Singapur ve Türkiye’de ise merkezi bir sistemin uygulandığı ortaya konmuştur. Öğretmen yetiştirmede ise Türkiye dışında tüm ülkelerin öğretmenlik uygulaması dersine çok daha fazla zaman ayırdığı görülmüştür. Ele alınan ülkeler üzerine yapılan araştırma sonucu doğrultusunda EPI testinden başarılı sonuçlar elde eden Hollanda, Singapur ve Norveç eğitim sistemlerinden yola çıkılarak Türkiye’de ilköğretim yabancı dil eğitimi ve İngilizce öğretmen yetiştirme programları için çeşitli öneriler geliştirilmiştir. Bu yönüyle çalışma, yabancı dil politikalarının iyileştirilmesine katkı sağlayabilecek karşılaştırmalı bir eğitim analizi niteliği taşımaktadır.

Keywords

Karşılaştırmalı eğitim , yabancı dil eğitimi , eğitim politikaları , yabancı dil öğretmenliği

Ethical Statement

“Yabancı Dil Eğitimi ve Yabancı Dil Öğretmenliği Eğitim Politikaları: Türkiye, Singapur, Norveç ve Hollanda Karşılaştırması” başlıklı makalenin özgün bir araştırma olduğunu; bu araştırmanın bütün aşamalarında (hazırlık, literatür taraması, veri toplama, veri analizi, sunum) bilimsel etik, ilke ve kurallara uygun davrandığımızı; bu çalışma kapsamında yararlanılan eserlerin tamamına kaynakçada yer verdiğimizi; kullanmadığımız hiçbir kaynağı kaynakçaya eklemediğimizi; verileri kullanırken veriler üzerinde bir değişiklik yapmadığımızı; araştırmanın intihal içermediğini; Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi ile Yayın Etiği Komitesi (COPE) İlkelerinin tüm şartlarını ve koşullarını kabul ederek etik görev ve sorumluluklara riayet ettiğimizi; araştırmamızla ilgili burada yazılı ifadelerimize aykırı herhangi bir durumun saptanması durumunda ortaya çıkabilecek ahlaki ve hukuki bütün sonuçları kabul edeceğimizi beyan ederiz.

Supporting Institution

Araştırma için herhangi bir destek beyanı bulunmamaktadır.

Thanks

Araştırma için herhangi bir teşekkür beyanı bulunmamaktadır.

Foreign Language Education and Foreign Language Teacher Training Policies: A Comparison of Türkiye, Singapore, Norway and the Netherlands

Abstract

This study comparatively examines the primary school foreign language education curricula and English teacher education systems of Türkiye, Singapore, Norway and the Netherlands, and aims to identify the similarities and differences among these countries’ systems. The study seeks to understand the reasons for Türkiye’s low level of foreign language proficiency and draw implications from the practices of countries that achieve success at the international level. The study adopts a comparative education research model. Within the scope of the research, the general comparison criteria used to examine the foreign language education curricula of the selected countries include structure and administration, objectives and learning outcomes, content and curriculum, and assessment and evaluation. The study employs document analysis as a qualitative data collection method, and the data are analyzed using descriptive analysis. The study analyzes the current state of foreign language education and teacher education policies in the selected countries based on their rankings in the 2024 English Proficiency Index (EPI). The findings indicate that the Netherlands introduces foreign language education at the earliest stage, while Norway and the Netherlands provide flexibility in their education curricula. In contrast, Singapore and Türkiye implement centralized education systems. With regard to teacher education, the study finds that all countries except Türkiye allocate significantly more time to teaching practicum courses. Based on the findings obtained from the examined countries, the study develops several recommendations for primary school foreign language education and English teacher education programs in Türkiye, drawing on the education systems of the Netherlands, Singapore, and Norway, which achieve high performance in the EPI. In this respect, the study constitutes a comparative education analysis that contributes to the improvement of foreign language policies.

Keywords

Comparative education , foreign language education , education policy , foreign language teaching

Ethical Statement

The article titled “Foreign Language Education and Foreign Language Teacher Training Policies: A Comparison of Türkiye, Singapore, Norway and the Netherlands” is original research; we hereby state that we have acted in accordance with scientific ethics, principles, and rules at all stages of this research (preparation, literature review, data collection, data analysis, and presentation); that all sources consulted in the course of this study have been duly included in the reference list; that no sources not consulted have been included; that no alterations have been made to the data during their use; that the research does not contain any form of plagiarism; and that we have complied with our ethical duties and responsibilities by fully accepting all the terms and conditions of the Scientific Research and Publication Ethics Directive of Higher Education Institutions and the Committee on Publication Ethics (COPE) Principles. We further state that we accept full moral and legal responsibility for any consequences that may arise should any situation contrary to the statements made herein be identified in relation to our research.

Supporting Institution

There is no statement of support for the article.

Thanks

There is no statement of acknowledgement for the article.

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