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AN EVALUATION OF THE "UPSWING ENGLISH" TEXTBOOK FROM THE SOCIOLINGUISTIC PERSPECTIVE

Year 2021, Volume: 7 Issue: 1, 63 - 75, 30.03.2021

Abstract

Since the English language acquires status as the lingua franca, non-native speakers pursue various aims of learning it around the world (Atar & Erdem, 2020). However, countries that are included in The Expanding Circle according to The Concentric Circle Model (Kachru, 1985) like Turkey encounter assorted problems in the process of learning. Even though the unrealistic expectations for learners are outdated thanks to World Englishes (WE), the scarcity of realistic and authentic textbooks that are used in EFL classrooms appears concerning. The rise of World Englishes and acknowledging varieties within the English language across the globe have helped sociolinguistics to gain a vital position in evaluating textbooks that are widely used in language classrooms. Therefore, the present paper aimed to evaluate a textbook that is commonly used in state schools in Turkey from the sociolinguistic perspective. By adopting a qualitative design through The Sociolinguistic Textbook Evaluation Rubric (Atar & Erdem, 2020), the results revealed the insufficiency of the textbook in terms of sociolinguistic aspects for target learners. Additionally, the results are compared to studies that used the same rubric and it is found that the textbooks in Turkey should be developed in areas that should not be overlooked.

References

  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT journal, 56(1), 57-64.
  • Atar, C., & Amir, A. (2020). A Sociolinguistic Analysis of Textbooks in Sweden. In 12th INTERNATIONAL CONFERENCE OF STRATEGIC RESEARCH ON SCIENTIFIC STUDIES AND EDUCATION.
  • Atar, C. & Erdem, C. (2020). A sociolinguistic perspective in the analysis of English textbooks: Development of a checklist. Research in Pedagogy, 10(2), 398-416.
  • Bolton, K., & Kachru, B. B. (Eds.). (2006). World Englishes: Critical concepts in linguistics (Vol. 2). Taylor & Francis.
  • Breslin, P. (2009). Nobody's nation: reading Derek Walcott. University of Chicago Press.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Genç, L. G. & Meral, S. (2020). Evaluation of an English coursebook in Turkey based upon sociolinguistic aspects. PESA Uluslararası Sosyal Araştırmalar Dergisi, (6)2, 171-181.
  • Kachru, B. (1985). Standards, codification and sociolinguistic realism: English language in the outer circle. In R. Quirk and H.
  • Widowson (Eds.), English in the world: Teaching and learning the language and literatures (p. 11-36). Cambridge: Cambridge University Press.
  • Kachru, B. B. (1981). The pragmatics of non-native varieties of English. In English for cross-cultural communication (pp. 15-39). Palgrave Macmillan, London.
  • McKay, S. L. (2011). English as an international lingua franca pedagogy. In Handbook of research in second language teaching and learning (pp. 140-157). Routledge.
  • Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT journal, 51(2), 144-156.
  • Ricento, T. (2012). Political economy and English as a ‘global’language. Critical Multilingualism Studies, 1(1), 31-56.
  • Seidlhofer, B. (2005). English as a lingua franca. ELT journal, 59(4), 339-341.

"UPSWING ENGLISH" Ders Kitabının Toplumdilbilim Bakış Açısıyla Değerlendirilmesi

Year 2021, Volume: 7 Issue: 1, 63 - 75, 30.03.2021

Abstract

İngilizce dili “ortak dil” statüsünü kazandığından, anadili İngilizce olmayan konuşmacılar dünya çapında öğrenmenin çeşitli amaçlarını takip ederler (Atar & Erdem, 2020). Fakat, Türkiye gibi Eşmerkezli Daire Modeli’ne göre (Kachru, 1985) Genişleyen Daire’nin bir parçası olan ülkeler öğrenme sürecinde çeşitli zorluklarla karşı karşıya kalırlar. Dahası, Dünya İngilizceleri (WE) sayesinde öğrencilere karşı gerçekçi olmayan beklentilerin modası geçmiş olduğundan, Yabancı Dil olarak İngilizce (EFL) sınıflarında kullanılan gerçekçi ve otantik ders kitaplarının azlığı endişe verici görünmektedir. Dünya İngilizceleri’nin yükselişi ve dünya çapında İngilizce dilindeki çeşitlerin tanınması, toplumdilbilimin dil sınıflarında yaygın olarak kullanılan ders kitaplarını değerlendirmede hayati bir konum kazanmasına yardımcı olmuştur. Bu nedenle, bu çalışma, Türkiye’deki devlet okullarında yaygın olarak kullanılan bir ders kitabını toplumdilbilim bakış açısıyla değerlendirmeyi amaçlamıştır. Toplumdilbilim Ders Kitabı Değerlendirme Tablosu (Atar & Erdem, 2020) aracılığıyla nitel bir tasarım benimseyen sonuçlar, ders kitabının hedef öğrenciler için bazı toplumdilbilim yönleri açısından yetersizliğini ortaya koymuştur. Ayrıca, sonuçlar aynı değerlendirme formunu kullanan çalışmalarla karşılaştırılmış ve Türkiye’deki ders kitaplarının göz ardı edilmemesi gereken alanlarda geliştirilmesi gerektiği bulunmuştur.

References

  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT journal, 56(1), 57-64.
  • Atar, C., & Amir, A. (2020). A Sociolinguistic Analysis of Textbooks in Sweden. In 12th INTERNATIONAL CONFERENCE OF STRATEGIC RESEARCH ON SCIENTIFIC STUDIES AND EDUCATION.
  • Atar, C. & Erdem, C. (2020). A sociolinguistic perspective in the analysis of English textbooks: Development of a checklist. Research in Pedagogy, 10(2), 398-416.
  • Bolton, K., & Kachru, B. B. (Eds.). (2006). World Englishes: Critical concepts in linguistics (Vol. 2). Taylor & Francis.
  • Breslin, P. (2009). Nobody's nation: reading Derek Walcott. University of Chicago Press.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Genç, L. G. & Meral, S. (2020). Evaluation of an English coursebook in Turkey based upon sociolinguistic aspects. PESA Uluslararası Sosyal Araştırmalar Dergisi, (6)2, 171-181.
  • Kachru, B. (1985). Standards, codification and sociolinguistic realism: English language in the outer circle. In R. Quirk and H.
  • Widowson (Eds.), English in the world: Teaching and learning the language and literatures (p. 11-36). Cambridge: Cambridge University Press.
  • Kachru, B. B. (1981). The pragmatics of non-native varieties of English. In English for cross-cultural communication (pp. 15-39). Palgrave Macmillan, London.
  • McKay, S. L. (2011). English as an international lingua franca pedagogy. In Handbook of research in second language teaching and learning (pp. 140-157). Routledge.
  • Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT journal, 51(2), 144-156.
  • Ricento, T. (2012). Political economy and English as a ‘global’language. Critical Multilingualism Studies, 1(1), 31-56.
  • Seidlhofer, B. (2005). English as a lingua franca. ELT journal, 59(4), 339-341.
There are 14 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Esma Ceren Çakır

Publication Date March 30, 2021
Submission Date February 27, 2021
Acceptance Date March 28, 2021
Published in Issue Year 2021 Volume: 7 Issue: 1

Cite

APA Çakır, E. C. (2021). AN EVALUATION OF THE "UPSWING ENGLISH" TEXTBOOK FROM THE SOCIOLINGUISTIC PERSPECTIVE. PESA Uluslararası Sosyal Araştırmalar Dergisi, 7(1), 63-75.

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