EFL Learners and EFL Teaching in Türkiye: Native English-speaking Teachers’ Views

Yıl 2024, , 1 - 14, 31.03.2024

İlke Menekşe Gerede Hoyland , Zeynep Cumhur Çamlıbel Acar

https://doi.org/10.12984/egeefd.1317878

Öz

Many native English-speaking teachers (NESTs) work in Türkiye. NESTs as well as non-native English-speaking teachers (NNESTs) are the major stakeholders, and thus their views and experiences are worth exploring. Despite the ample research on NNESTs’ views, there is a scarcity of those of NESTs. This qualitative case study with four NESTs working at primary and secondary levels of a private school in Istanbul, aims to provide insights into their experiences with Turkish EFL learners and the EFL teaching and learning context in Türkiye. Data collected through an open-ended questionnaire and semi-structured interviews were analyzed qualitatively using the thematic analysis technique. Findings showed that Turkish EFL students are perceived as motivated, respectful, competitive and product-oriented learners, preferring more conventional practices like memorization and individual study. While oral fluency in English is seen as their strength, accuracy and literacy skills are evaluated as areas in need of development. The overall experience of the NESTs and their views about their work environment and colleagues are positive, yet factors such as the management style of the administrators, attitude of parents and their own incompetence in Turkish affect their views negatively and challenge them.

Anahtar Kelimeler

Native English-speaking teachers, EFL, Teacher experiences, Language education, Turkish context

Türkiye’deki İngilizce Öğrencileri ve İngilizce Öğretimi: Anadili İngilizce Olan Öğretmenlerin Görüşleri

Öz

Türkiye'deki okullarda anadili İngilizce olan birçok öğretmen (NEST) çalışmaktadır. NEST'ler de anadili İngilizce olmayan öğretmenler (NNEST) gibi dil öğretiminin ana paydaşlarındandır ve bu nedenle görüşleri ve deneyimleri araştırılmaya değerdir. NNEST'lerin görüşlerine ilişkin çok sayıda araştırma olmasına rağmen NEST çalışmaları yetersizdir. Bu nedenle bu çalışma, NEST’lerin yabancı dil olarak İngilizce öğrenen Türkler ve Türkiye'deki yabancı dil bağlamı hakkındaki görüşlerine ve deneyimlerine ilişkin içgörü sağlamayı amaçlamaktadır. Bu nitel durum çalışması, İstanbul'da özel bir okulun ilk ve orta kademelerinde görev yapan dört NEST ile gerçekleştirilmiştir. Açık uçlu anket ve yarı yapılandırılmış görüşmeler yoluyla toplanan veriler, tematik analiz tekniği kullanılarak incelenmiştir. Bulgular, İngilizce öğrenen Türk öğrencilerin NEST'ler tarafından motivasyonu yüksek, saygılı, rekabetçi ve sonuç odaklı öğrenciler olarak algılandığını; ezberleme ve bireysel çalışma gibi daha geleneksel öğrenme uygulamalarını tercih ettiklerini göstermektedir. Öğrencilerin İngilizceyi akıcı kullanımı, güçlü yanları olarak görülürken gramerin doğru kullanımı ve okuryazarlık becerileri geliştirilmesi gereken alanlar olarak değerlendirilmiştir. NEST'lerin genel deneyimi, çalışma ortamı ve meslektaşları hakkındaki görüşleri olumlu bulunmuştur. Ancak, yönetici ve velilerin tutumu, yönetim tarzı ve kendilerinin Türkçe bilmemeleri gibi faktörler NEST’lerin görüşlerini olumsuz etkilerken onları çalışma ortamında zorlamaktadır.

Anahtar Kelimeler

Anadili İngilizce olan öğretmenler, Yabancı dil olarak İngilizce, Öğretmen deneyimleri, Dil eğitimi, Türkiye

Kaynakça

• Aydın, İ., Toptaş, B., Güner Demir, T., & Erdemli, Ö. (2019). Being an expatriate teacher in Turkish private schools: Opinions on education, teaching, and administration processes. Education and Science, 44, 1-22. doi: 10.15390/eb.2019.8105
• Behroozizad, S., Nambiar, R. M., & Amir, Z. (2014). Sociocultural theory as an approach to aid EFL learners. Reading, 14(2), 217-226.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
• Cheung, Y. L. (2002). The attitude of university students in Hong Kong towards native and non-native teachers of English. [Unpublished master's thesis]. The Chinese University of Hong Kong.
• Chin, C. (2002). Native English-speaking teachers’ perceptions of learning and teaching EFL in Korea. English Teaching, 57(2), 113-135.
• Choklap, R. (2015). The experiences of native speaking teachers (NSTS) when teaching English as a second language to students (ESLS) in Thailand. [Publication No. 3703518]. [Doctoral dissertation], Northeastern University - Massachusetts.
• Chun, S. Y. (2013). Native English-speaking teachers’ experiences of and attitudes toward teaching children in Korean elementary schools. Foreign Languages Education, 20(4), 29-60.
• Cogo, A. (2012). English as a Lingua Franca: Concepts, use, and implications. ELT Journal, 66, 97-105. doi: 10.1093/elt/ccr069
• Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Sage Publications.
• Demir, B. (2011). Undergraduate FL learners’ perceptions of native and non-native language instructors. The International Journal of Research in Teacher Education, 1, 1-29.
• Devrim, D. Y., & Bayyurt, Y. (2010). Students’ understandings and preferences of the role and place of ‘culture’ in English language teaching: A focus in an EFL context. TESOL Journal, 2, 4- 24.
• Doğançay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24-39. doi: 10.1080/01434639808666340
• Doğançay-Aktuna, S., & Kiziltepe, Z. (2005). English in Turkey. World Englishes, 24(2), 253–265. doi: 10.1111/j.1467-971x.2005.00408.x
• Foley, J. A. (2007). English as a global language: My two satangs’ worth. RELC Journal, 38(1), 7–17. doi: 10.1177/0033688206076155
• Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the Outer Circle. In R. Quirk & H. Widdowson (Eds.), English in the world, teaching and learning the language and literatures (pp. 11–30). Cambridge University Press.
• Kesevan, H. V., Madzlan, N. A., & Kanapathy, K. (2018). Native and non-native English teachers’ classroom ideologies and its implementation in ESL classroom International Journal of Applied Linguistics and English Literature, 7(7), 158. doi: 10.7575/aiac.ijalel.v.7n.7p.158
• Kim, Y. (2004). Teaching overseas: From EFL instructors’ perspective. English Language & Literature Teaching, 10(3), 67-88.
• Kirkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663–684. doi: 10.1177/0895904808316319
• Kirkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228.
• Kung, H. C. (2015). Teaching abroad: Culture impact on NESTs' teaching. [Publication No. 3700640]. [Doctoral dissertation, Indiana State University – Indiana]. ProQuest Dissertations and Theses Global.
• Lasagabaster, D., & Sierra, J. M. (2002). University students' perceptions of native and non-native speaker teachers of English. Language Awareness, 11(2), 132–142. doi: 10.1080/09658410208667051
• Lee, S. R. (2011). A hermeneutic inquiry into the conflicts of native English speaking teachers. [Unpublished doctoral dissertation]. University of Alberta.
• Mahboob, A. (2004). Native or non-native: What do the students think? In L. D. Kamhi Stein (Ed.), Learning and Teaching from Experience (pp 1-31). Ann Arbor, MI: University of Michigan Press.
• Medgyes, P. (1992). Native or non-native: Who's worth more?. ELT Journal, 46(4), 340–349. doi: 10.1093/elt/46.4.340
• Milli Eğitim Gençlik ve Spor Bakanlığına bağlı özel öğretim kurumları yönetmeliği [Regulations for Private Education Institutions Affiliated with Ministry of National Education]. (1985). T.C. Resmi Gazete, 18790, 23 Haziran 1985.
• Nam, H. H. (2011). The challenges native English-speaking teachers face in Korean secondary schools. English Language & Literature Teaching, 17(2), 59-77.
• Okeke, C., & Mtyuda, P. (2017). Teacher job dissatisfaction: Implications for teacher sustainability and social transformation. Journal of Teacher Education for Sustainability, 19(1), 54-68. doi: 10.1515/jtes-2017-0004
• Öztürk, U., & Atay, D. (2010). Challenges of being a nonnative English teacher. Educational Research, 5(1),135-139.
• Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Sciences Research, 34, 1189–1208.
• Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study. Journal of Education and Learning, 1(2), 252–267. doi:10.5539/jel.v1n2p252
• Sarıgül, M. (2018). Native English-speaking teachers in foreign language teaching in Turkey: a brief historical overview. Journal of Multilingual and Multicultural Development, 39(4), 289–300. doi: 10.1080/01434632.2017.1375508
• Spolsky, B. (1998). Sociolinguistics (Vol. 1). Oxford University Press.
• T.C. Çalışma ve Sosyal Güvenlik Bakanlığı [Republic of Türkiye Ministry of Labour and Social Services] (2011). Yabancı çalışma izinleri istatistikler [Statistics of Work Permit of Foreigners]. Retrieved from https://www.ailevecalisma.gov.tr/istatistikler/calisma-hayati-istatistikleri/resmi-istatistik-programi/yabancilarin-calisma-izinleri/
• T.C. Çalışma ve Sosyal Güvenlik Bakanlığı [Republic of Türkiye Ministry of Labour and Social Services] (2018). Yabancı çalışma izinleri istatistikler [Statistics of Work Permit of Foreigners]. Retrieved from https://www.ailevecalisma.gov.tr/istatistikler/calisma-hayati-istatistikleri/resmi-istatistik-programi/yabancilarin-calisma-izinleri/
• Tanaka, R. H. (2008). Canadians who have taught English in Japan: A research study. [Unpublished master's thesis]. University of Regina, Canada.
• Tatar, S. (2015). İngilizce’nin yabancı dil olarak öğretiminde anadili İngilizce olan ve olmayan öğretmenlerin rolü. Boğaziçi Üniversitesi Eğitim Dergisi, 27(2), 49–57. https://dergipark.org.tr/tr/pub/buje/issue/3832/51441
• Tollefson, J., & Tsui, A. B. M. (2014). Language diversity and language policy in educational access and equity. Review of Research in Education, 38(1), 189-214. doi: 10.3102/0091732X13506846
• Üstünlüoglu, E. (2007). University students’ perceptions of native and non‐native teachers. Teachers and Teaching, 13(1), 63–79. doi: 10.1080/13540600601106096
• Vygotsky, L. S. (1986). Thought and language (A. Kozulin, trans.). Cambridge MA: MIT Press.
• Yaman, İ. (2018). Türkiye’de İngilizce öğrenmek: Zorluklar ve fırsatlar. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 161–175. doi: 10.29000/rumelide.417491
• Yılmaz, E. (2014). Evaluation of the views of American teaching assistants on the English language education offered at universities in Turkey. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 449-470.
• Yin, R. K. (1981). The case study as a serious research strategy. Knowledge, 3 (1), 97-114. doi: 10.1177/107554708100300106