The Implementation of Educational Projects in Social-action-based Learning

Year 2020, , 599 - 617, 26.10.2020

Ahmet Acar

https://doi.org/10.17569/tojqi.767559

Abstract

CEFR (Common European Framework of Reference for Languages) sets the goal of training social actors in language teaching, which implies a shift from the communication paradigm to the social action paradigm or from training successful communicators, who are involved in exchange of information in contact situations, to training social actors, who can live together harmoniously and act together effectively in their multilingual and multicultural societies, but the same CEFR does not elaborate on how to realize this rupture in and/or outside the classroom. This paper proposes that there are two ways of training social actors: mini-projects, which can be employed by language textbooks or curricula, and educational projects, in which the students are involved as autonomously as possible in their design, implementation, and evaluation. The paper focuses on the distinctive characteristics of educational projects which differentiate them from the communicative tasks and then presents the stages of the application of educational projects in social-action-based learning (the action-oriented approach).

Keywords

CEFR, social-action-based learning,, communicative tasks,, educational projects

Sosyal-eylem-odaklı Öğrenmede Eğitimsel Projelerin Uygulaması

Abstract

Öz
ADOÇP (Avrupa Dilleri Ortak Çerçeve Programı), iletişimsel paradigmadan sosyal eylem paradigmasına veya iletişim durumlarında bilgi alışverişinde bulunan başarılı iletişimcilerin eğitiminden, birlikte uyum içinde yaşayabilen ve etkili bir şekilde çalışabilen sosyal aktörlerin eğitimine geçişi işaret eden dil öğretiminde sosyal aktörlerin eğitimi hefedini koymaktadır ancak aynı ADOÇP bu kırılmanın sınıf içinde ve/veya dışında nasıl gerçekleştirileceğini ayrıntıları ile incelememektedir. Bu makale sosyal aktörleri eğitmenin iki yolu olduğunu önermektedir: Dil ders kitaplarında veya müfredatlarda kullanılabilecek mini-projeler, ve öğrencilerin tasarım, uygulama ve değerlendirmelerinde mümkün olduğunca özerk bir şekilde yer aldığı eğitimsel projeler. Bu makale, eğitimsel projelerin kendilerini iletişimsel görevlerden ayıran ayırt edici özelliklerine odaklanmakta ve daha sonra sosyal-eylem-odaklı öğrenmede (eylem-odaklı yaklaşım) eğitimsel projelerin uygulama aşamalarını sunmaktadır.

Keywords

ADOÇP, sosyal-eylem-odaklı öğrenme, iletişimsel görevler, eğitimsel projeler

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