English teachers’ understanding of the new English language teaching program and their classroom implementations

Year 2018, Volume: 14 Issue: 2, 18 - 33, 15.06.2018

Esim Gürsoy , Elif Eken

Abstract

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
English teachers’ understanding of the new English language teaching program and their classroom implementations
Recent changes in Turkish educational system have increased the importance of teaching English, following a global trend to introduce foreign languages at earlier stages of the language teaching program. However, putting the new language program successfully into practice can be challenging. In this regard, this study attempts to investigate teachers’ understanding and their instructional practices on curriculum innovation in teaching English to young learners. For this aim, basic components of the new English Language Teaching Program (ELTP) (MNE, 2013) are taken as the criteria to shed light on teachers’ beliefs with reference to 4+4+4 education reform introduced in 2013 and the implementations of this reformist program in young learners’ foreign language classrooms. In this way, 232 EFL teachers who taught 2nd, 3rd, 4th, 5th, 6th grades in Turkish state schools participated in the study. The data were collected through a questionnaire composed of three parts in an attempt to find teachers’ opinions about the starting grade for language instruction, their understanding about the new language teaching program and the implementations of this program while teaching YLs. Results indicate that teachers share almost the same opinion that foreign language instruction should start at the first grade of the education system. Despite the fact that they have mostly developed theoretically appropriate beliefs about TEYL, teachers, regarding their understanding about the new ELTP, cannot transfer their beliefs into their practices, especially with reading and writing skills in question.
Information about Author(s)*
Author 1
Author (Last name, First name)	Gürsoy, Esim
Affiliated institution (University)	Uludağ University
Country	Turkey
Email address	[e-mail]
Department & Rank	ELT Department
Corresponding author (Yes/No) Write only one corresponding author.	Yes
Author 2
Author (Last name, First name)	Eken, Elif
Affiliated institution (University)	Uludağ University
Country	Turkey
Email address	[e-mail]
Department & Rank	ELT Department
Corresponding author (Yes/No)	No
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Keywords

Primary EFL; foreign language teaching program; foreign language education policy; young learners; ELT

References

• Arslan, R.Ş. (2012). Bridging the gap between policy and practice in teaching English to young learners: The Turkish context. Pamukkale University Faculty of Education Journal, 32, 95-100.
• Blondin, C., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A. & Taeschner, T. (1998). Foreign languages in primary and pre-school education: Context and outcomes. London: CILT.
• Borg, S., & Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29(3), 456-482.
• Brewster, J., Ellis, G., & Girard, D. (2004). The primary English teacher’s guide. London: Penguin.
• Carless, D. R. (1998). A case study of curriculum innovation in Hong Kong. System, 26, 353–368.
• Chang, M. (2011). Factors affecting the implementation of communicative language teaching in Taiwanese college English classes. English Language Teaching. 4(2), 3-12.
• Clark, B. A. (2000). First- and second-language acquisition in early childhood. (pp.181-188) Retrieved from the Eric database. (ED470889).
• Clyne, M., Jenkins, C., Chen, I. Y., R., T. & Wallner, T. (1995). Developing second language from primary school. Canberra: NLLIA.
• Çelik, S. & Karaca, B. (2014). Improving learner outcomes in EFL: Does early instruction lead to greater achievement? Novitas-ROYAL (Research on Youth and Language), 8(1), 1-10.
• Cepik, S. & Sarandi, H. (2012). Early and late language start at private schools in Turkey. Educational Sciences: Theory & Practice, Special Issue, 3199-3209.
• _, Author, & _
• Djigunoviç, J. (2012). Early EFL learning in context: Evidence from a country case study. ELT Research Papers, 5, 3-24.
• Ellis, R. (1985). Understanding second language acquisition. Oxford: OUP.
• Enever, J. & Moon, J. (2009). New global contexts for teaching primary ELT: Change and challenge. In Enever, J., Moon, J. and Raman, U. (Eds.) Young learner English language policy and implementation: International perspectives. Reading: Garnet Education.
• Enever, J. (2011). ELLiE. Early Language Learning in Europe. London: British Council.
• Ersöz, A., Çakır, A., Cephe, P. T., Peker, B. G., Özkan, N., Büge, & D. Ozmen (2006). English language curriculum for primary education grades 4, 5, 6, 7, and 8. Ankara: Devlet Kitapları Müdürlüğü.
• Eurydice (2008). Key data on teaching languages at school in Europe. EACEA. Retrieved from http:// eacea.ec.europa.eu/education/eurydice/documents/key_data_series/095EN.pdf.
• Eurydice (2009). Early childhood education and care in Europe: Tackling social and cultural inequalities. Retrieved from http://eacea.ec.europa.eu/about/eurydice/documents/098EN.pdf.
• Flipp Project (2012). Unsworth, S. de Bot, K., Persson, L. & Prins, T. (2012). Foreign languages in primary schools project. In proceedings of the Foreing Languages in Primary Schools Projects: Presentation results FLIPP- research. Amersfoort, 13 December 2012.
• Fullan, M. (1993). Change forces: Probing the depth of educational reform. London: Palmer Press.
• Gawi, E.M.K. (2012). The effects of age factor on learning English: A case study of learning English in Saudi schools, Saudi Arabia. English Language Teaching, 5(1). Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/13883
• Genesee, F. (2014). Is early second language learning really better? Evidence from research on students in CLIL programs. Babylonia, 1. Retrieved from http://babylonia.ch/fileadmin/user_upload/documents/2014-1/Genesee.pdf
• Giannikas, C. N. (2014). The optimum conditions of foreign languages in primary education. Learning Languages, 19(2), 22-24.
• Gimenez, T, Tanaca, J.J.C, Peres, R.C.V. & Oliveira, A.V. (2013). The introduction of English language learning at early stages of schooling: The experience of Londrina Global. Linguagem & Ensino, Pelotas, 16(2), 343-362.
• Goh, C. (1999). Nationwide curriculum innovation: How do we manage? In P. Goh, P. Doyle & C. Kennedy (Eds.), Exploring change in English language teaching (pp. 5-18). Oxford: Macmillan.
• Graddol, D. (2006). English next. London: British Council.
• Author (2011).
• Author (2013).
• Harley, B. (1986). Age in second language acquisition. Clevedon, UK: Multilingual Matters.
• Hu, Y. (2007). China’s foreign language policy on primary English education: From policy rhetoric to implementation reality. Unpublished dissertation, Purdue University.
• İnal, D. (2009). “The early bird catches the worm”: The Turkish case. In J. Enever, J. Moon & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp.71-78). Reading, UK: Garnet Education.
• Johnstone, R. M. (2002). Addressing 'the age factor': some implications for languages policy. Strasbourg: Council of Europe.
• Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In J. Enever, J. Moon & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 31-41). Reading, UK: Garnet Publishing.
• Kennedy, C. (1996). Teacher roles in curriculum reform. English Language Teacher Education and Development, 2(1), 77–88.
• Keys, P. (2007). A knowledge filter model for observing and facilitating change in teachers’ beliefs. Journal of Educational Change, 8(1), 41-60.
• Kırkgöz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24, 1859-1875.
• Kırkgöz, Y. (2009). English language teaching in Turkish primary education. In J. Enever, J. Moon & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives. (pp.189-195). Reading, UK: Garnet Education.
• Klippel, F. (2008). Early language learning: Chances and challenges. International Conference- ELT in Primary education, Brastislava.
• Lenneberg, E. (1967). Biological foundations of language. New York: Wiley.
• Long, M. (1990). Maturational constraints on language development. Studies in Second Language Acquisition, 12, 251-285.
• McLaughlin, W., & Mitra, D. (2001). Theory-based change and change-based theory: Going deeper, going broader. Journal of Educational Change, 2(4), 301-323.
• Millî Eğitim Bakanlığı [Republic of Turkey, Ministry of National Education (MoNE)]. (2006). English language curriculum for primary education grades 4, 5, 6, 7 and 8. Ankara: T.C. Millî Eğitim Bakanlığı.
• Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı [Republic of Turkey, Ministry of National Education (MNE)]. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi (2, 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [elementary (primary and lower secondary) English language teaching program (grades 2-8)]. Ankara: T.C. Millî Eğitim Bakanlığı.
• Moon, J. (2000). Children learning English. Oxford: Macmillan Heinemann.
• Nikolova, D. (2008) English-teaching in elementary schools in Japan: A review of a current government survey. Asian EFL Journal, 10(1). Retrieved from http://www.asian-efl-journal.com/March_08_dn.php.
• Nikolov, M & Curtain, H (Eds.) (2000). An early start: Young learners and modern languages in Europe and beyond. Strasbourg: Council of Europe.
• NR (2010).Nuremberg recommendations on early foreign language learning. München: Goethe Institute.
• Orafi, S. & Borg, S. (2009). Intensions and realities in implementing communicative curriculum reform. System, 37, 243 – 253.
• Orafi, S. M. S. (2013). Effective factors in the implementation of ELT curriculum innovations. Scientific Research Journal (SCIRJ), 1(5), 14-21.
• Paul, D. (2003). Teaching English to children in Asia. Hong Kong: Pearson Longman.
• Pinter, A. (2006). Teaching young language learners, Oxford: Oxford University Press.
• Pufahl, L., Rhodes, N.C. & Christian, D. (2001). Foreign language teaching: What the United States can learn from other countries. Foreign Language Annals, 34(3), 281-283.
• Spillane, J., Reiser, B., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 378-431.
• Tinsley, T. & T. Comfort (2012). Lessons from abroad: International review of primary languages. Retrieved from http://tiny.cc/Lessons_from_abroad.
• Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press.