Place of Global Issues in EFL Lecturers’ Teaching Agenda in Türkiye

Abstract

This study examines English as a Foreign Language (EFL) lecturers’ views on integrating global issues into language teaching in Turkish higher education. Using a sequential explanatory mixed-methods design, data were collected from 414 EFL lecturers across 12 universities via a questionnaire, followed by semi-structured interviews with 29 participants. Quantitative results indicate that EFL lecturers generally support the integration of global issues into EFL instruction. While gender, age, or overall teaching experience did not yield significant differences, prior experience specifically with global-issue-based instruction emerged as a significant factor. Among the themes, environmental issues were prioritized due to their perceived familiarity and pedagogical accessibility. In contrast, language imperialism was rated as the least important theme. Qualitative findings further clarify that this reluctance toward language imperialism stems from its ideological sensitivity, despite its relevance to culture and linguistic awareness. The study concludes with practical implications for language teachers, curriculum designers, and materials developers.

Keywords

• global issues
• english as a foreign language
• environmental issues
• language imperialism

Türkiye'de Yüksek Öğretim Düzeyinde İngilizce Eğitimi Veren Öğretim Görevlilerinin Gündeminde Küresel Meselelerin Yeri

Abstract

Bu çalışma, Türkiye’deki yükseköğretimde dil öğretimine küresel konuların entegre edilmesine ilişkin Yabancı Dil Olarak İngilizce (EFL) öğretim görevlilerinin görüşlerini incelemektedir. Sıralı açıklayıcı karma yöntem tasarımı kullanılarak, 12 üniversiteden 414 EFL öğretim görevlisinden anket yoluyla veri toplanmış, ardından 29 katılımcıyla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Nicel sonuçlar, EFL öğretim görevlilerinin genel olarak küresel meselelerin EFL öğretimine entegre edilmesini desteklediklerini göstermektedir. Cinsiyet, yaş veya genel öğretim deneyimi açısından anlamlı farklılıklar görülmezken, özellikle küresel meselelere dayalı öğretimle ilgili önceki deneyim, önemli bir faktör olarak ortaya çıkmıştır. Temalar arasında, algılanan aşinalık ve pedagojik erişilebilirlik nedeniyle çevre meselelerine öncelik verilmiştir. Buna karşılık, dil emperyalizmi en az önemli tema olarak değerlendirilmiştir. Nitel bulgular, dil emperyalizmine yönelik bu isteksizliğin, kültür ve dilsel farkındalıkla ilgisi olmasına rağmen, ideolojik hassasiyetinden kaynaklandığını daha da netleştirmiştir. Çalışma, dil öğretmenleri, müfredat tasarımcıları ve materyal geliştiriciler için pratik çıkarımlarla son bulmaktadır.

Keywords

• küresel meseleler
• yabancı dil olarak ingilizce
• çevresel meseleler
• dil emperyalizmi

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