Eğitimde Eşitsizlikleri Aşmak: Türkiye'de İngilizce Eğitim Uygulamalarının Kültürlerarası Erişim ve Kapsayıcılık Üzerindeki Etkisi

Öz

Bu çalışma, Türkiye yükseköğretiminde İngilizce Eğitim (English-Medium Instruction, EMI) uygulamalarının eğitimde eşitlik, toplumsal hareketlilik ve kültürlerarası kapsayıcılık üzerindeki çelişkili rolünü eleştirel bir bakış açısıyla incelemektedir. Scopus, SSCI, ERIC ve Google Scholar’da taranan hakemli ampirik çalışmalar tematik literatür taraması yöntemiyle analiz edilmiş; Braun ve Clarke’ın altı aşamalı tematik analiz çerçevesi temel alınmıştır. Dört ana tema öne çıkmaktadır: (1) dilsel sermayeye erişimdeki eşitsizlikler aracılığıyla yeniden üretilen eğitimsel adaletsizlikler, (2) yalnızca İngilizceye dayalı politikalarla beslenen dilsel elitizm, (3) tekdilli EMI ortamlarında öğrenci kimliğiyle ilgili yaşanan gerilimler ve (4) ulusal EMI politikaları ile yerel uygulamalar arasındaki uyumsuzluk. Araştırma, dezavantajlı devlet üniversitelerindeki öğrencilerin yaşadığı sosyodilsel ve duygusal zorluklara odaklanmakta; bu bağlamda resmî olmayan ancak işlevsel pedagojik stratejiler olarak translanguaging (çok dilli geçiş) uygulamalarını vurgulamaktadır. Kuramsal olarak Bourdieu’nün sermaye türleri ve eleştirel çokdillilik yaklaşımlarıyla temellendirilen çalışma, daha kapsayıcı, bağlama duyarlı ve etik temelli bir EMI modeli önermektedir. Türkiye örneği üzerinden EMI’nin politik, pedagojik ve duygusal boyutlarına dair kapsamlı bir değerlendirme sunulmaktadır.

Anahtar Kelimeler

• İngilizce Eğitim (EMI)
• Eğitimde Eşitlik
• Dilsel Sermaye
• Translanguaging Pedagojisi
• Kültürlerarası Kapsayıcılık
• Yükseköğretimde Dil Politikası.

Bridging Educational Inequities: The Impact of English-Medium Instruction on Intercultural Access and Inclusion in Türkiye

Öz

This study critically examines the paradoxical role of English-Medium Instruction (EMI) in shaping educational equity, social mobility, and intercultural inclusion in Turkish higher education. Employing a thematic literature review and Braun and Clarke’s six-phase thematic analysis, the research synthesizes peer-reviewed empirical studies indexed in Scopus, SSCI, ERIC, and Google Scholar. Four interrelated themes emerge: (1) the reproduction of educational inequities via unequal access to linguistic capital, (2) linguistic elitism fostered by English-only policies, (3) identity struggles in monolingual EMI settings, and (4) policy-practice mismatches at institutional levels. The analysis foregrounds the sociolinguistic and emotional challenges of students from under-resourced public universities and highlights translanguaging as an emergent, unofficial pedagogical strategy. Theoretically anchored in Bourdieu’s conceptions of capital and critical multilingualism, the study proposes a context-sensitive EMI model incorporating bilingual pedagogy, faculty development, and participatory policymaking. It contends that Türkiye’s EMI expansion, while globally aspirational, risks exacerbating existing inequalities unless reframed through inclusive, ethically grounded practices. The study offers nuanced insights into the political, pedagogical, and affective dimensions of EMI in stratified educational landscapes.

Anahtar Kelimeler

• English-Medium Instruction (EMI)
• Educational Equity
• Linguistic Capital
• Translanguaging Pedagogy
• Intercultural Inclusion
• Language Policy in Higher Education.

Kaynakça

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