Çocuklara Yabancı Dil Öğretimi İlkeleri: Çocuklara Yabancı Dil Öğretimi Sınıflarında Öğretmen Adaylarının Uygulamaları

Year 2024, Issue: 60, 114 - 137, 15.01.2024

Selma Kara

https://doi.org/10.9779/pauefd.1206738

Abstract

Çocuklara yabancı dil öğretiminin başarısı, çocuklara dil öğretecek öğretmenlerin mesleki hazırlığının başarısına bağlıdır, dolayısıyla; öğretmen eğitimi programlarının incelenmesi önemlidir. Bu çalışmada, öğretmen adaylarının çocuklara yabancı dil öğretme ilkelerine ilişkin algıları, etkinlik kullanımları ve öğretim uygulamalarının öğretmen eğitimi programlarında öğrendikleri teori ve ilkelerle uyumluluğu araştırılmıştır. Araştırmaya yabancı dil öğretmenliği bölümünde öğrenim gören ve “Öğretmenlik Uygulaması” dersi kapsamında ilkokullarda öğretim uygulaması yapan 50 öğretmen adayı katılmıştır. Veriler, öğretmen adaylarının algı ve uygulamalarına yönelik bir anket, öğretmen adayları ile görüşmeler, ders planları incelemeleri ve ders anlatımı gözlemleri yoluyla toplanmıştır. Çalışmanın geçerlik ve güvenirliliğini artırmak için veriler karşılaştırılmış ve çapraz kontroller yapılmıştır. Sonuçlar, öğretmen adaylarının, çocukların fiziksel, gelişimsel ve öğrenmeye ilişkin özelliklerinin farkında olduklarını, çocuklara yabancı dil öğretimi ilkelerini bildiklerini ve öğretim uygulamalarında görseller, oyunlar, bulmacalar uyguladıklarını ortaya koymuştur. Ancak öykü anlatımı ve rol yapma etkinliklerini uygulamadıkları bulunmuştur. Çalışma, öğretmen adaylarının teori ve ilkeleri bildiklerini, öğretim uygulamalarında güçlükler yaşadıklarını belirtmiştir. Çalışmada, öğretmen adaylarının çocuklara dil öğretimi teori ve ilkelerini uygulamalarından yola çıkarak öğretmen eğitimcilerinin, öğretmen eğitim programlarını daha iyi tasarlayabilecekleri sonucuna varılmıştır.

Keywords

çocuklara yabancı dil öğretimi ilkeleri, öğretmen adaylarının öğretim uygulamaları, öğretmen eğitimi

Principles of Teaching English to Young Learners: Preservice Teachers’ Applications in Young Learner Classrooms

Abstract

The success of teaching foreign languages to children depends on teachers’ professional preparation; therefore, it is important to view teacher education programs. The current study investigated the preservice teachers’ perceptions of the principles of teaching a foreign language to young learners, their stated activity usage, and the compatibility of their teaching practices with the theory and principles that they learned in their teacher education program. The participants were 50 preservice teachers who were studying at a foreign language teaching department and practicing teaching at primary schools. Data was obtained through a questionnaire, interviews, lesson plans, and observations, which were compared and cross-checked to verify reliability and validity. The results revealed that preservice teachers are aware of the characteristics of young learners; they know the principles of teaching a foreign language to young learners and implement visuals, games, and puzzles in their teaching practice. However, they do not implement storytelling or role-play activities. The study found that preservice teachers know the theory and principles but have difficulties with their implementation during their practice teaching. It is concluded that by gaining insights into preservice teachers’ implementations of the theory and principles of teaching young learners, teacher educators may better design teacher training programs.

Keywords

principles of teaching English to young learners, preservice teachers’ practice, teacher education

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