Evaluatıon Of Student Teachers' Opınıons On The Natıve/Non-Natıve Dıchotomy/ Öğretmen Adaylarının Anadil Konuşuru Olan-Olmayan Ayrımına İlişkin Görüşlerinin Değerlendirilmesi

Abstract

Abstract

The launch of MEB's new project has revived the heated debate on whether a native or nonnative speaker makes the ideal language teacher. Those who oppose the recruitment of native speakers believe context-sensitive solutions must be provided rather than importing methods, books and teachers. For this reason, a survey of three open-ended questions were administered to 29 student teachers (METU) with the purposes of investigating their opinions on the differences between native and non-native teachers, specifying their teacher preferences in the context of the practicum school and identifying their needs for professional development. Although language proficiency was the most distinguishing factor, pre-service education was believed to be more decisive in the quality of teaching than accent. While the nonnative teacher was favoured more primarily due to his codeswitching ability, familiarity with the students' culture and background and sensitivity to learner needs, few participants listed improved English proficiency among their professional needs.

Key Words: Native Speaker, Nonnative Teacher, Codeswitching.

MEB'in yeni projesi anadil konuşuru olanın mı olmayanın mı ideal dil öğretmeni olacağı konusundaki hararetli tartışmayı canlandırmıştır. Anadil konuşurlarının istihdamına karşı çıkanlar yöntem, kitap ve öğretmen ithali yerine bağlama duyarlı çözümler sağlanması gerektiğine inanmaktadır. Bu nedenle, üç açık-uçlu sorudan oluşan bir anket 29 öğretmen adayına (ODTÜ) anadil konuşuru olan ve olmayan öğretmenler arasındaki farklılıklara ilişkin görüşlerini araştırmak, uygulama okulundaki durumda öğretmen tercihlerini belirlemek ve mesleki gelişim için gereksinimlerini saptamak amacıyla verilmiştir. Dil yeterliliği en ayırıcı etmen olmakla birlikte, öğretimin niteliğinde hizmet-öncesi eğitimin aksandan daha belirleyici olduğu düşünülmüştür. Anadil konuşuru olmayan öğretmen dil değiştirme yetisi, öğrencilerin kültür ve altyapısına yakınlığı ve öğrenci gereksinimlerine duyarlılığından ötürü daha çok yeğlendiyse de katılımcıların birkaçı iyileştirilmiş İngilizce yeterliliğini mesleki gereksinimleri arasında saymıştır.

Anahtar Kelimeler: Anadil Konuşuru, Anadil Konuşuru Olmayan Öğretmen, Dil Değiştirme.

Keywords

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References

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