Eleştirel pedagoji ve dil öğretmenlerinin dil yeterliliği: Eleştirel dil yeterliliğine doğru

Year 2022, Issue: 31, 1507 - 1514, 21.12.2022

Eser Ordem

https://doi.org/10.29000/rumelide.1222344

Abstract

Yabancı dil öğretmenlerinin dil yeterlilikleri üzerine yapılan çalışmalar son yıllarda büyük ilgi uyandırmıştır. Ancak eleştirel bakış açılarını göz ardı eden geleneksel yaklaşımlar çerçevesine uygun olarak sadece ana akım temel beceriler öne sürülmüştür. Marx'ın fikirlerinden kaynaklanan eleştirel teori, bireylerin herhangi bir soruna veya konuya sosyo-politik bir bakış açısıyla yaklaşmasını sağlamayı amaçlayan eleştirel pedagoji üretmiş olsa da, dil öğretmeni eğitimi alanındaki uygulamaları yeterince gözlemlenmemiştir. Bu çalışma, dil öğretmenlerine geçici bir müfredatla uygulama örneği sağlayarak kritik dil yeterliliğini geliştirmelerine yardımcı olmayı amaçlamaktadır. Böyle bir örnek kullanmanın yararı,öğretmenlerin dili yalnızca eleştirellikten yoksun bir araç olarak değil, kendi içinde bir amaç olarak algılamalarını sağlayabilir. Bu nedenle, temel becerilerden oluşan ana dil yeterliliğine eleştirellik boyutunu eklemek, eleştirel dil öğretmenlerini, yakın sosyal çevrelerini dönüştürmeye ve içsel motivasyonun benimsenmesine vurgu yaparak anlamlı değişiklikler yaratmaya çalışan entelektüeller olarak üretebilir. Eleştirel okuryazarlık ve eleştirel bilincin dil yeterliliğinin içeriğine dahil edilmesi, dil öğretmenlerini, çıktıya dönüşebilen otantik, anlamlı ve anlaşılır girdi sağlayan otantik sosyo-politik meseleleri ele alabilmeleri açısından güçlendirebilir. Bu anlamda eleştirellik ve yansıtma, dil öğretmenleri için dil yeterliliğinin vazgeçilmez iki unsuru olabilir.

Keywords

Critical pedagogy, language proficiency, language teacher education, criticality

Critical pedagogy and language teachers` language proficiency: Towards critical language proficiency

Abstract

Studies on language proficiency of foreign language teachers have evoked considerable interest in recent decades. However, only mainstream core skills have been propounded in line with the framework of conventional approaches that have ignored critical perspectives. Although critical theory emanating from the ideas of Marx has produced critical pedagogy that aims to enable individuals to approach any subject or issue from a socio-political perspective, its applications have been insufficiently observed in the realm of language teacher education. This study aims to help language teachers improve critical language proficiency by providing them with an example of practice with a tentative syllabus. The benefit of using such an example might enable them to perceive language as an aim in itself rather than merely a tool that is devoid of criticality. Therefore, adding the dimension of criticality to mainstream language proficiency composed of core skills may produce critical language teachers as intellectuals attempting to transform their immediate social circles and create meaningful changes with an emphasis on the adoption of intrinsic motivation. The incorporation of critical literacy and critical consciousness into the content of language proficiency can empower language teachers in that they can address authentic socio-political issues that provide authentic, meaningful and comprehensible input which can turn into output. In this sense, criticality and reflection can be two indispensable elements of language proficiency for language teachers.

Keywords

Critical pedagogy, language proficiency, language teacher education, criticality

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