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İngilizce Öğretiminde Çevre Eğitiminin Uygulanmasında Bloom’un Yenilenen Sınıflandırması’nın Kullanımı

Year 2018, Issue: 40, 33 - 44, 24.12.2018
https://doi.org/10.21497/sefad.514847

Abstract

Yabancı dil öğrencilerinin küresel problemlerin farkında olmaları gerektiği
inkâr edilemez bir gerçektir.
Çevre bozulması bugün dünyanın en önemli problemlerinden biridir ve eğitsel
uygulamaların çevrenin korunmasına katkı sağlaması gerekmektedir. Gelişmekte
olan bir bilim dalı olan çevre eğitimi, öğrencilerin çevre ile ilgili
problemleri tespit edip, çevreyi korumak için gerekli girişimlerde
bulunmalarını sağlayacak becerileri kazandırmayı amaçlamaktadır. Çevresel
problemlerin çözümünde yer alabilmeleri için, İngilizce öğrencilerinin
özellikle eleştirel düşünme ve eleştirel okuma becerilerine sahip olmaları
gerekmektedir. Bu çalışma, İngilizce öğrencilerinin çevre ile ilgili özgün
metinleri eleştirel okuma becerilerinin ve çevreyle ilgili bilinçlerinin
geliştirilmesinde Bloom’un Yenilenen Sınıflandırması’nın bir çevre eğitimi
modelini esas alarak kullanımını önermektedir. Bu amaçla, öncelikle,
sınıflandırmanın Monroe-Andrews ve diğerlerinin (2007) öne sürdüğü Çevre
Eğitimi Stratejileri Modeli’ndeki uygulaması sunulmuştur. Daha sonra,
sınıflandırmanın çevre eğitimi açısından kullanımını örneklendirmek için,
çevreyi konu alan özgün bir metnin eleştirel olarak okunmasında
kullanılabilecek sorular önerilmiştir. Özgün metin örneği olarak John Kotter ve
Holger Rathgeber tarafından yazılan Our
Iceberg is Melting: Changing and Succeding Under Any Conditions
(2005) adlı
fabl seçilmiştir. Sonuç olarak, önerilen yaklaşımla çevre eğitimi
uygulamalarının eleştirel okuma becerilerinin geliştirilmesi ile İngilizce
öğretimine dahil edilebileceği ve ekoloji ile ilgili özgün metinlerin bu amaçla
sınıf materyali olarak kullanılabileceği öne sürülmüştür.

References

  • Altındiş, Hüseyin (2017). “The world will go on living: Resistance to Eurocentric Epistemology in Lind Hogan’s Power”. Interactions: Ege Journal of British and American Studies 26 (1-2): 15-29.
  • Anderson, Lorin W. & Krathwohl, David R. et al. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition. New York: Longman.
  • Arıkan, Arda (2009). “Environmental peace education in foreign language learners’ English grammar lessons”. Journal of Peace Education 6 (1): 87-99.
  • Arnó-Macià, Elisabet & Mancho-Barés, Guzman (2015). “The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP”. English for Specific Purposes 37: 63-73.
  • Bloom, Benjamin, S. & Engelhart, Max D. et al. (1956). Taxonomy of Educational Objectives: Handbook I Cognitive Domain, New York: David McKay Co.
  • Cates, Kip A. (1990). “Teaching for a better world: Global issues in language education”. The Language Teacher 14 (5): 3-5.
  • Crossley, Scott, A. & Louwerse, Max M. et al. (2007). “A Linguistic Analysis of Simplified and Authentic Texts”. The Modern Language Journal 91 (1): 15-30.
  • Duc, Nguyen C. (2008). “Using Bloom’s revised taxonomy to design in-class reading questions for intermediate students in the context of Vietnam”. VNU Journal of Foreign Studies 24 (3): 175-183.
  • Fien, John & Scott, William et al. (2001). “Education and conservation: Lessons from an evaluation”. Environmental Education Research 7 (4): 379-395.
  • Guariento, William & Morley, John (2001). “Text and task authenticity in the EFL classroom”. ELT Journal 55 (4): 347-353.
  • Gürsoy, Esim & Sağlam, Gülderen T. (2011). “ELT Teacher Trainees’ Attitudes Towards Environmental Education and Their Tendency to Use It in the Language Classroom”. Journal of International Education Research 7(4): 47-52.
  • Hauschild, Staci & Poltavtchenko, Elena et al. (2012). “Going Green: Merging Environmental Education with Language Instruction”. English Teaching Forum 50 (2): 2-13.
  • Huang, Kuei-Min (2011). “Motivating lessons: A classroom-oriented investigation of the effects of content-based instruction on EFL young learners’ motivated behaviours and classroom verbal interaction”. System 39: 186-201.
  • Jacobs, George M. & Cates Kip A. (1999). “Global education in second language teaching”. KATA 1 (1): 44-56.
  • Kotter, John & Rathgeber, Holger (2005). Our Iceberg is Melting: Changing and Succeeding Under Any Conditions. New York: St. Martin’s Press.
  • Lazar, Gillian (1993). Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge: Cambridge University Press.
  • Massler, Ute (2012). “Primary CLIL and Its Stakeholders: What Children, Parents and Teachers Think of the Potential Merits and Pitfalls of CLIL Modules in Primay Teaching”. International CLIL Research Journal 1 (4): 36-46.
  • Minakova, Ludmila Yu (2014). “Critical Thinking Development in Foreign Language Teaching for Non-language-majoring Students”. Procedia-Social and Behavioral Sciences 154: 324-328.
  • Monroe, Martha C. & Andrews, Elaine et al. (2007). “A Framework for Environmental Education Strategies”. Applied Environmental Education and Communication 6: 205-216.
  • Mulcare, Daniel M. & Shwedel, Allan (2017). “Transforming Bloom’s Taxonomy into Classroom Practice: A Practical Yet Comprehensive Approach to Promote Critical Reading and Student Participation”. Journal of Political Science Education 13 (2): 121-137.
  • Nkwetisama, Carlous Muluh (2011). “EFL/ESL and Environmental Education: Towards an Eco-Applied Linguistic Awareness in Cameroon”. World Journal of Education 1 (1): 110-118.
  • Pohl, Michael (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham: Hawker Brownlaw.
  • Riegerová, Jana (2011). Environmental Education in English Lessons. Bachelor Thesis. Brno: Masaryk University. Retrieved from: https://is.muni.cz/th/eesms/Bachelor_thesis_-_Jana_Riegerova_9fv4m.pdf.
  • Sauvé, Lucie (1996). “Environmental Education and Sustainable Development: A Further Appraisal”. Canadian Journal of Environmental Education 1(1): 7-34.
  • Scarff Seatter, Carol (2011). “A Critical Stand of My Own: Complementarity of Responsible Environmental Sustainability Education and Quality Thinking”. The Journal of Educational Thought 45 (1): 21-58.
  • Scott, Willam & Gough, Stephen (2003). “Rethinking relationships between education and capacity-building: Remodelling the learning process”. Applied Environmental Education and Communication 2 (4): 213-219.
  • Setyowati, Lestari & Widiati, Utami (2014). “Integrating Environmental Education into a Genre-Based EFL Writing Class”. English Teaching Forum 52 (4): 20-27.
  • Setyowati, Lestari (2013). “Integrating Character Building into Teaching to Enhance the Students’ Environmental Awareness”. Journal on English as a Foreign Language 3 (1): 1-10.
  • Surjosuseno, Tjahjaning T. & Watts, Vivienne (1999). “Using Bloom’s Taxonomy to teach critical reading in English as a foreign language classes”. Queensland Journal of Educational Research 15 (2): 227-244.
  • Tsekos, Christos A. & Tsekos, Evangelos A. et al. (2012). “Ecology, Literature and Environmental Education”. International Education Studies 5 (3): 187-192.
  • UNESCO. (1980). Environmental education in the light of the Tbilisi Conference. Paris: Unesco.
  • UNESCO. (2006). UNESCO Framework for the UNDESD International Implimentation Scheme. Retrieved from: http://unesdoc.unesco.org/ images/0014/001486/148650E.pdf
  • Veeravagu, Jeyamahla & Muthusamy, Chittra et al. (2010). “Using Bloom’s Taxonomy to Gauge Students’ Reading Comprehension Performance”. Canadian Social Science 6 (3): 205-212.

Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy

Year 2018, Issue: 40, 33 - 44, 24.12.2018
https://doi.org/10.21497/sefad.514847

Abstract

It has become undeniable that
language learners should be aware of global problems. One of the most serious
problems of our globe today is the environmental degradation and education
practices should have a contribution to ecological conservation. Environmental
education, which is a developing field of study, aims to equip learners with
the skills to identify and take action against ecological problems. In order to
be able to take part in this solution process, English language learners should
especially have critical thinking and critical reading skills. This paper
suggests using Bloom’s Revised Taxonomy in an environmental education framework
for fostering English language learners’ skills required for critical reading
of authentic texts related to ecology and increasing their environmental
awareness. In this respect, first, an application of the taxonomy in Monroe
& Andrews et al.’s (2007) Environmental Education Strategies Framework is
presented. Then, in order to exemplify the use of the taxonomy with an
environmental education perspective, a set of reading questions which can be
used for the critical reading of an authentic text is suggested.
Our Iceberg is Melting: Changing and Succeding Under Any
Conditions
(2005), written by John Kotter and Holger
Rathgeber as a fable, has been chosen as the sample authentic text. It is
concluded that environmental education practices can be incorporated in English
language teaching by fostering critical reading skills with the suggested
approach and authentic texts on ecological issues can be used as classroom
material for this purpose.

References

  • Altındiş, Hüseyin (2017). “The world will go on living: Resistance to Eurocentric Epistemology in Lind Hogan’s Power”. Interactions: Ege Journal of British and American Studies 26 (1-2): 15-29.
  • Anderson, Lorin W. & Krathwohl, David R. et al. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition. New York: Longman.
  • Arıkan, Arda (2009). “Environmental peace education in foreign language learners’ English grammar lessons”. Journal of Peace Education 6 (1): 87-99.
  • Arnó-Macià, Elisabet & Mancho-Barés, Guzman (2015). “The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP”. English for Specific Purposes 37: 63-73.
  • Bloom, Benjamin, S. & Engelhart, Max D. et al. (1956). Taxonomy of Educational Objectives: Handbook I Cognitive Domain, New York: David McKay Co.
  • Cates, Kip A. (1990). “Teaching for a better world: Global issues in language education”. The Language Teacher 14 (5): 3-5.
  • Crossley, Scott, A. & Louwerse, Max M. et al. (2007). “A Linguistic Analysis of Simplified and Authentic Texts”. The Modern Language Journal 91 (1): 15-30.
  • Duc, Nguyen C. (2008). “Using Bloom’s revised taxonomy to design in-class reading questions for intermediate students in the context of Vietnam”. VNU Journal of Foreign Studies 24 (3): 175-183.
  • Fien, John & Scott, William et al. (2001). “Education and conservation: Lessons from an evaluation”. Environmental Education Research 7 (4): 379-395.
  • Guariento, William & Morley, John (2001). “Text and task authenticity in the EFL classroom”. ELT Journal 55 (4): 347-353.
  • Gürsoy, Esim & Sağlam, Gülderen T. (2011). “ELT Teacher Trainees’ Attitudes Towards Environmental Education and Their Tendency to Use It in the Language Classroom”. Journal of International Education Research 7(4): 47-52.
  • Hauschild, Staci & Poltavtchenko, Elena et al. (2012). “Going Green: Merging Environmental Education with Language Instruction”. English Teaching Forum 50 (2): 2-13.
  • Huang, Kuei-Min (2011). “Motivating lessons: A classroom-oriented investigation of the effects of content-based instruction on EFL young learners’ motivated behaviours and classroom verbal interaction”. System 39: 186-201.
  • Jacobs, George M. & Cates Kip A. (1999). “Global education in second language teaching”. KATA 1 (1): 44-56.
  • Kotter, John & Rathgeber, Holger (2005). Our Iceberg is Melting: Changing and Succeeding Under Any Conditions. New York: St. Martin’s Press.
  • Lazar, Gillian (1993). Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge: Cambridge University Press.
  • Massler, Ute (2012). “Primary CLIL and Its Stakeholders: What Children, Parents and Teachers Think of the Potential Merits and Pitfalls of CLIL Modules in Primay Teaching”. International CLIL Research Journal 1 (4): 36-46.
  • Minakova, Ludmila Yu (2014). “Critical Thinking Development in Foreign Language Teaching for Non-language-majoring Students”. Procedia-Social and Behavioral Sciences 154: 324-328.
  • Monroe, Martha C. & Andrews, Elaine et al. (2007). “A Framework for Environmental Education Strategies”. Applied Environmental Education and Communication 6: 205-216.
  • Mulcare, Daniel M. & Shwedel, Allan (2017). “Transforming Bloom’s Taxonomy into Classroom Practice: A Practical Yet Comprehensive Approach to Promote Critical Reading and Student Participation”. Journal of Political Science Education 13 (2): 121-137.
  • Nkwetisama, Carlous Muluh (2011). “EFL/ESL and Environmental Education: Towards an Eco-Applied Linguistic Awareness in Cameroon”. World Journal of Education 1 (1): 110-118.
  • Pohl, Michael (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham: Hawker Brownlaw.
  • Riegerová, Jana (2011). Environmental Education in English Lessons. Bachelor Thesis. Brno: Masaryk University. Retrieved from: https://is.muni.cz/th/eesms/Bachelor_thesis_-_Jana_Riegerova_9fv4m.pdf.
  • Sauvé, Lucie (1996). “Environmental Education and Sustainable Development: A Further Appraisal”. Canadian Journal of Environmental Education 1(1): 7-34.
  • Scarff Seatter, Carol (2011). “A Critical Stand of My Own: Complementarity of Responsible Environmental Sustainability Education and Quality Thinking”. The Journal of Educational Thought 45 (1): 21-58.
  • Scott, Willam & Gough, Stephen (2003). “Rethinking relationships between education and capacity-building: Remodelling the learning process”. Applied Environmental Education and Communication 2 (4): 213-219.
  • Setyowati, Lestari & Widiati, Utami (2014). “Integrating Environmental Education into a Genre-Based EFL Writing Class”. English Teaching Forum 52 (4): 20-27.
  • Setyowati, Lestari (2013). “Integrating Character Building into Teaching to Enhance the Students’ Environmental Awareness”. Journal on English as a Foreign Language 3 (1): 1-10.
  • Surjosuseno, Tjahjaning T. & Watts, Vivienne (1999). “Using Bloom’s Taxonomy to teach critical reading in English as a foreign language classes”. Queensland Journal of Educational Research 15 (2): 227-244.
  • Tsekos, Christos A. & Tsekos, Evangelos A. et al. (2012). “Ecology, Literature and Environmental Education”. International Education Studies 5 (3): 187-192.
  • UNESCO. (1980). Environmental education in the light of the Tbilisi Conference. Paris: Unesco.
  • UNESCO. (2006). UNESCO Framework for the UNDESD International Implimentation Scheme. Retrieved from: http://unesdoc.unesco.org/ images/0014/001486/148650E.pdf
  • Veeravagu, Jeyamahla & Muthusamy, Chittra et al. (2010). “Using Bloom’s Taxonomy to Gauge Students’ Reading Comprehension Performance”. Canadian Social Science 6 (3): 205-212.
There are 33 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Defne Erdem Mete

Publication Date December 24, 2018
Submission Date September 12, 2018
Published in Issue Year 2018 Issue: 40

Cite

APA Erdem Mete, D. (2018). Incorporating Environmental Education in English Language Teaching through Bloom’s Revised Taxonomy. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi(40), 33-44. https://doi.org/10.21497/sefad.514847

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