Ne okuyorsak oyuz: İngiliz dili eğitimi öğrencilerinin okuma kimliği

Öz

Okuma, öğrenmede önemli bir role sahiptir. Okuma eğitim ve sosyal hayattaki deneyimlerinde kaynağıdır. Okuma kimliği, öğrencilerin kendilerini okuyucu olarak nasıl gördükleri olarak ifade edilir. Okuma kimliği üniversite düzeyi de dâhil olmak üzere eğitimin tüm seviyelerinde bilgi ve becerilerin gelişimini etkileyebilmektedir. Bu çalışma, Türkiye’de bir üniversitede İngiliz Dili Eğitimi okuyan 45 öğrencinin raporları, günlükleri ve röportajları aracılığıyla okuma kimliklerini incelemektedir. Yapılan analizler; öğrencilerin ne okuduklarını, ne kadar iyi okuduklarını ve kendilerini diğer okuyuculara, farklı metinlere, birinci ve ikinci dillerinde kendi duygularına göre nasıl konumlandırdıklarını göstermektedir. Bu çalışma için toplanan verilerde Açık İfade Kimliği (Manifest State Identity), İçe Yansıtılmış İfade Kimliği (Introjected State Identity), ve Tarafsız İfade Kimliği (Neutral State Identity) olarak üç tür okuma kimliği tespit edilmiştir. Açık ifade kimliği, okumanın öğrencinin hayatında önemli bir yere sahip olduğu kimliktir. İçe yansıtılmış ifade kimliğinde öğrenci okumayı profesyonel bir İngilizce öğretmeni olarak hayatının bir yönü ile güçlü bir şekilde ilişkilendirmektedir. Son olarak tarafsız ifade kimliğinde ise okuma belirli durumlarda anlamı aktarmak için kullanılan bir araçtır. Bulgular müfredat içeriği ve metodolojisi için çıkarımlara sahiptir ve okumanın öğrencilerin eğitim hayatlarındaki rolüne dair içgörüler sağladığını da ortaya çıkarmıştır.

Anahtar Kelimeler

• Okuma kimliği
• açık
• içe yansıtılmış
• ve tarafsız kimlik
• edebiyat dersi
• İngiliz dili eğitimi

We are what we read: reading identity of university students of English language teaching

Abstract

Reading plays an important role in learning and is a source of educational, social and life experiences. How learners see themselves as readers can be viewed as reading identity, and reading identity is likely to affect the development of knowledge and skills at all levels of education, including university level. This paper looks at the reading identity of 45 students of English Language Teaching (ELT) at a university in Turkey expressed through written reports, learner diaries and interview data that were collected while they were taking a course in English literature. Analysis shows how the students presented themselves in terms of what they read, how well they read and how they positioned themselves in relation to other readers, to different texts and to their own feelings about reading in their first and second languages. Three types of reading identity were found in the data: manifest state identity, where reading is an important part of the student’s life, introjected state identity where reading is strongly associated with one aspect of the student’s life as a professional English teacher and neutral state identity where reading is limited to being a tool for communicating meaning in certain situations. Findings have implications for curriculum content and methodology and provide insights into the role of reading in the students’ educational lives.

Keywords

• Reading identity
• manifest
• introjected and neutral identity
• literature course
• ELT

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