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

Year 2020, Volume: 11 Issue: 4, 599 - 617, 26.10.2020
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).

References

  • Acar, A. (2020a). Transforming communicative tasks into mini-projects. Elementary Education Online, 19 (3), 1660-1668. doi:10.17051/ilkonline.2020.734694
  • Acar, A. (2020b). An Analysis of the English textbook ‘let’s learn English’ in terms of the action-oriented approach. Turkish Studies - Education, 15(3), 1449-1458. https://dx.doi.org/10.29228/TurkishStudies.42832
  • Council of Europe (CoE). (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
  • Council of Europe (CoE). (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.
  • Demirezen, M. (2011). The Foundations of the communicative approach and three of its applications. Journal of Language and Linguistic Studies, 7(1), 57-71.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. Estaire, S., & Zanon, J. (1994). Planning classwork: A task-based approach. Oxford: Heinemann.
  • Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes, (Eds.), Sociolinguistics (pp. 269- 93). Harmondsworth: Penguin.
  • Kırkgöz, Y., Çelik, S., & Arıkan, A. (2016). Laying the Theoretical and Practical Foundations for a New Elementary English Curriculum in Turkey: A Procedural Analysis. Kastamonu Eğitim Dergisi, 24(3), 1199-1212.
  • Milli Eğitim Bakanlığı ̧ (MEB) [Turkish Ministry of National Education]. (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) İngilizce Dersi (2, 3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı [Elementary (Primary and Lower Secondary) English Language Teaching Prog-ram (Grades 2-8)]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Milli Eğitim Bakanlığı ̧ (MEB) [Turkish Ministry of National Education]. (2018). İngilizce Dersi Öğretim Programı (İlkokul ve Ortaokul 2,3,4,5,6,7 ve 8. Sınıflar) [English Language Teaching Program (Primary and Secondary Schools Grades 2,3,4,5,6,7 and 8)]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
  • Piccardo, E., & North, B. (2019). The Action-oriented Approach: a dynamic vision of language education. Bristol: Multilingual Matters. DOI https://doi.org/10.21832/PICCAR4344
  • Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
  • Puren, C. (2002). Perspectives actionnelles et perspectives culturelles en didactique des langues-cultures: vers une perspective co-actionnelle co-culturelle. Retrieved from https://www.christianpuren.com/mes-travaux/2002b/
  • Puren, C. (2004). De l'approche par les tâches à la perspective co-actionnelle. Retrieved from https://www.christianpuren.com/mes-travaux/2004a/
  • Puren, C. (2006). De l’approche communicative à la perspective actionnelle. À propos de l’évolution parallèle des modèles d’innovation et de conception en didactique des langues-cultures et en management d’entreprise. Retrieved from https://www.christianpuren.com/mes-travaux/2006f/
  • Puren, C. (2009). La nouvelle perspective actionnelle et ses implications sur la conception des manuels de langue. Retrieved from https://www.christianpuren.com/mes-travaux/2009g/
  • Puren, C. (2011). Mises au point de/sur la perspective actionnelle. Retrieved from file:///C:/Users/User/Downloads/PUREN_2011e_Mises_au_point_de_sur_PA%20(3).pdf
  • Puren, C. (2014a). Approche communicative et perspective actionnelle, deux organismes méthodologiques génétiquement opposés… et complémentaires. Retrieved from https://www.christianpuren.com/mes-travaux/2014a/
  • Puren, C. (2014b). La pédagogie de projet dans la mise en œuvre de la perspective actionnelle. Retrieved from https://www.christianpuren.com/mes-travaux/2014b/
  • Puren, C. (2014c) Différents niveaux de l’ « agir » en classe de langue-culture: corrigé du tp sur la notion de « compétence » Retrieved from file:///C:/Users/user/Downloads/054-2_Niveaux_agir__notion_comp%C3%A9tence_corrig%C3%A9_TP.pdf
  • Puren, C. (2017). Opérations cognitives (proaction, métacognition, régulation) et activités fonda-mentales (rétroactions, évaluations) de la démarche de projet. Retrieved from https://www.christianpuren.com/mes-travaux/2017a/
  • Puren, C. (2019a). The stages of a project. Unpublished document.
  • Puren, C. (2019b). De la tâche finale au mini-projet: Un exemple concret d’analyse et de manipulation didactiques. Retrieved from file:///C:/Users/User/Downloads/PUREN_2019f_Tache_finale_a_mini-projet%20(1).pdf
  • Puren, C. (2020). From an internationalized communicative approach to contextualised plurimethodological approaches. Retrieved from https://www.christianpuren.com/mes-travaux/2020c-en/ Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38‒62. https://doi.org/10.1093/applin/17.1.38.
  • Van, Ek J.A. (1975). The threshold level. Strasbourg: Council of Europe.
  • Willis, J. (1996). A framework for task-based learning. Harlow: Longman.
  • Yeni-Palabiyik, P., & Daloğlu, A. (2016). English Language Teachers' Implementation of Curriculum with Action-Oriented Approach in Turkish Primary Education Classrooms. Journal on English Language Teaching, (6)2, 45-57. https://doi.org/10.26634/jelt.6.2.5980
  • Zorba M.G., & Arıkan A., (2016). A study of Anatolian high schools’ 9th grade English language curriculum in relation to the CEFR. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2(2), 13-24. https://doi.org/10.29065/usakead.232436

Sosyal-eylem-odaklı Öğrenmede Eğitimsel Projelerin Uygulaması

Year 2020, Volume: 11 Issue: 4, 599 - 617, 26.10.2020
https://doi.org/10.17569/tojqi.767559

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.

References

  • Acar, A. (2020a). Transforming communicative tasks into mini-projects. Elementary Education Online, 19 (3), 1660-1668. doi:10.17051/ilkonline.2020.734694
  • Acar, A. (2020b). An Analysis of the English textbook ‘let’s learn English’ in terms of the action-oriented approach. Turkish Studies - Education, 15(3), 1449-1458. https://dx.doi.org/10.29228/TurkishStudies.42832
  • Council of Europe (CoE). (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
  • Council of Europe (CoE). (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.
  • Demirezen, M. (2011). The Foundations of the communicative approach and three of its applications. Journal of Language and Linguistic Studies, 7(1), 57-71.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. Estaire, S., & Zanon, J. (1994). Planning classwork: A task-based approach. Oxford: Heinemann.
  • Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes, (Eds.), Sociolinguistics (pp. 269- 93). Harmondsworth: Penguin.
  • Kırkgöz, Y., Çelik, S., & Arıkan, A. (2016). Laying the Theoretical and Practical Foundations for a New Elementary English Curriculum in Turkey: A Procedural Analysis. Kastamonu Eğitim Dergisi, 24(3), 1199-1212.
  • Milli Eğitim Bakanlığı ̧ (MEB) [Turkish Ministry of National Education]. (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) İngilizce Dersi (2, 3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı [Elementary (Primary and Lower Secondary) English Language Teaching Prog-ram (Grades 2-8)]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Milli Eğitim Bakanlığı ̧ (MEB) [Turkish Ministry of National Education]. (2018). İngilizce Dersi Öğretim Programı (İlkokul ve Ortaokul 2,3,4,5,6,7 ve 8. Sınıflar) [English Language Teaching Program (Primary and Secondary Schools Grades 2,3,4,5,6,7 and 8)]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
  • Piccardo, E., & North, B. (2019). The Action-oriented Approach: a dynamic vision of language education. Bristol: Multilingual Matters. DOI https://doi.org/10.21832/PICCAR4344
  • Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
  • Puren, C. (2002). Perspectives actionnelles et perspectives culturelles en didactique des langues-cultures: vers une perspective co-actionnelle co-culturelle. Retrieved from https://www.christianpuren.com/mes-travaux/2002b/
  • Puren, C. (2004). De l'approche par les tâches à la perspective co-actionnelle. Retrieved from https://www.christianpuren.com/mes-travaux/2004a/
  • Puren, C. (2006). De l’approche communicative à la perspective actionnelle. À propos de l’évolution parallèle des modèles d’innovation et de conception en didactique des langues-cultures et en management d’entreprise. Retrieved from https://www.christianpuren.com/mes-travaux/2006f/
  • Puren, C. (2009). La nouvelle perspective actionnelle et ses implications sur la conception des manuels de langue. Retrieved from https://www.christianpuren.com/mes-travaux/2009g/
  • Puren, C. (2011). Mises au point de/sur la perspective actionnelle. Retrieved from file:///C:/Users/User/Downloads/PUREN_2011e_Mises_au_point_de_sur_PA%20(3).pdf
  • Puren, C. (2014a). Approche communicative et perspective actionnelle, deux organismes méthodologiques génétiquement opposés… et complémentaires. Retrieved from https://www.christianpuren.com/mes-travaux/2014a/
  • Puren, C. (2014b). La pédagogie de projet dans la mise en œuvre de la perspective actionnelle. Retrieved from https://www.christianpuren.com/mes-travaux/2014b/
  • Puren, C. (2014c) Différents niveaux de l’ « agir » en classe de langue-culture: corrigé du tp sur la notion de « compétence » Retrieved from file:///C:/Users/user/Downloads/054-2_Niveaux_agir__notion_comp%C3%A9tence_corrig%C3%A9_TP.pdf
  • Puren, C. (2017). Opérations cognitives (proaction, métacognition, régulation) et activités fonda-mentales (rétroactions, évaluations) de la démarche de projet. Retrieved from https://www.christianpuren.com/mes-travaux/2017a/
  • Puren, C. (2019a). The stages of a project. Unpublished document.
  • Puren, C. (2019b). De la tâche finale au mini-projet: Un exemple concret d’analyse et de manipulation didactiques. Retrieved from file:///C:/Users/User/Downloads/PUREN_2019f_Tache_finale_a_mini-projet%20(1).pdf
  • Puren, C. (2020). From an internationalized communicative approach to contextualised plurimethodological approaches. Retrieved from https://www.christianpuren.com/mes-travaux/2020c-en/ Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38‒62. https://doi.org/10.1093/applin/17.1.38.
  • Van, Ek J.A. (1975). The threshold level. Strasbourg: Council of Europe.
  • Willis, J. (1996). A framework for task-based learning. Harlow: Longman.
  • Yeni-Palabiyik, P., & Daloğlu, A. (2016). English Language Teachers' Implementation of Curriculum with Action-Oriented Approach in Turkish Primary Education Classrooms. Journal on English Language Teaching, (6)2, 45-57. https://doi.org/10.26634/jelt.6.2.5980
  • Zorba M.G., & Arıkan A., (2016). A study of Anatolian high schools’ 9th grade English language curriculum in relation to the CEFR. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2(2), 13-24. https://doi.org/10.29065/usakead.232436
There are 29 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ahmet Acar 0000-0001-8940-4359

Publication Date October 26, 2020
Submission Date July 10, 2020
Published in Issue Year 2020 Volume: 11 Issue: 4

Cite

APA Acar, A. (2020). The Implementation of Educational Projects in Social-action-based Learning. Turkish Online Journal of Qualitative Inquiry, 11(4), 599-617. https://doi.org/10.17569/tojqi.767559
AMA Acar A. The Implementation of Educational Projects in Social-action-based Learning. TOJQI. October 2020;11(4):599-617. doi:10.17569/tojqi.767559
Chicago Acar, Ahmet. “The Implementation of Educational Projects in Social-Action-Based Learning”. Turkish Online Journal of Qualitative Inquiry 11, no. 4 (October 2020): 599-617. https://doi.org/10.17569/tojqi.767559.
EndNote Acar A (October 1, 2020) The Implementation of Educational Projects in Social-action-based Learning. Turkish Online Journal of Qualitative Inquiry 11 4 599–617.
IEEE A. Acar, “The Implementation of Educational Projects in Social-action-based Learning”, TOJQI, vol. 11, no. 4, pp. 599–617, 2020, doi: 10.17569/tojqi.767559.
ISNAD Acar, Ahmet. “The Implementation of Educational Projects in Social-Action-Based Learning”. Turkish Online Journal of Qualitative Inquiry 11/4 (October 2020), 599-617. https://doi.org/10.17569/tojqi.767559.
JAMA Acar A. The Implementation of Educational Projects in Social-action-based Learning. TOJQI. 2020;11:599–617.
MLA Acar, Ahmet. “The Implementation of Educational Projects in Social-Action-Based Learning”. Turkish Online Journal of Qualitative Inquiry, vol. 11, no. 4, 2020, pp. 599-17, doi:10.17569/tojqi.767559.
Vancouver Acar A. The Implementation of Educational Projects in Social-action-based Learning. TOJQI. 2020;11(4):599-617.