Old Wine in a New Bottle: Implementation of Intensive Language Program in the 5th Grade in Turkey

Yıl 2018, Cilt: 4 Sayı: 2, 301 - 324, 26.09.2018

Erdem Aksoy , Derya Bozdoğan , Ufuk Akbaş , Gölge Seferoğlu

https://doi.org/10.32601/ejal.464187

Cited By: 7

Öz

In search of
ways to better the foreign language proficiency levels of their citizens,
governments frequently announce macro foreign language policies. In Turkey, the
latest education reform in 2013 lowered the onset of foreign language learning
to the second grade. The piloting of the latest foreign language policy is in
progress to transform the fifth grade to an English Language Preparation
Program (ELPP). In line with the current changes, this study collects the
secondary school English language teachers’ opinions at the initial stage of
the implementation. This qualitative case study questions the advantages,
disadvantages, success and possible challenges of the implementation, and the necessary
support mechanisms. The secondary school English language teachers reflect on
their past experiences of intensive language programs and hold an overall
positive approach to the new ELLP implementation. All in all, to achieve
success, the findings highlight the need for teacher training on teaching
English to young learners, for a sound integration of communicative language
teaching with authentic materials.

Anahtar Kelimeler

English language policy, intensive language program, English language teachers’ opinions, teaching English to young learners

Kaynakça

• Arıkan, A. (2015). An autoethnography of Teaching English to Young Learners: From Theory to Practice. Anthropologist, 20(1, 2), 77-85.
• Arslan, R. Ş. (2012). Bridging the Gap between Policy and Practice in Teaching English to Young Learners: the Turkish Context. Pamukkale University Journal of Education, 32(2), 95-100.
• Artieda, G., Roquet, H., & Nicolás-Conesa, F. (2017) The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL), International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2017.1373059
• Bayyurt, Y. (2012). 4+4+4 Eğitim Sisteminde Erken Yaşta Yabancı Dil Eğitimi (Foreign Language Learning for Young Learners in 4+4+4 Education System). In Sarıçoban, A. & Öz, H. (Eds.). Proceedings of the 1st National Workshop on Foreign Language Education, 115-125. Ankara: Hacettepe University Publishing House.
• Bayyurt, Y. & Alptekin, C. (2000). EFL Curriculum Design for Turkish Young Learners in Bilingual School Contexts. In J. Moon & M. Nikolov (Eds.), Research into Teaching English to Young Learners: International Perspectives (312-322). Pecs: University Press Pecs.
• Birdsong, D., & Molis, M. (2001). On the Evidence for Maturational Constraints in Second Language Acquisition. Journal of Memory and Language, 44, 235-249.
• Butler, Y. G. (2005). Comparative Perspectives towards Communicative Activities among Elementary School Teachers in South Korea, Japan, and Taiwan. Language Teaching Research, 9, 423-446.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
• Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge.
• Collins, L. and Muñoz, C. (2016) The Foreign Language Classroom: Current Perspectives and Future Considerations. The Modern Language Journal, 100, 133-147. https://doi.org/10.1111/modl.12305
• Collins, L. & White, J. (2011). An intensive look at intensity and language learning. TESOL Quarterly, 45(1), 106-133.
• Collins, L. & White, J. (2012). Closing the gap: Intensity and proficiency. In Muñoz, C. (ed.) Intensive Exposure Experiences in Second Language Learning. UK: Multilingual Matters.
• Curtain, H. & Dahlberg, C. A. (2000). Planning for Success: Common Pitfalls in the Planning of Early Foreign Language Programs. ERIC Digest EDO-FL-11. Washington, DC: Centre for Applied Linguistics.
• De Bot, K. (2014). The Effectiveness of Early Foreign Language Learning in the Netherlands. Studies in Second Language Learning and Teaching, 4(3), 409-418.
• De Segovia, L. P. & Hardison, D. M. (2009). Implementing Education Reform: EFL Teachers’ Perspectives. ELT Journal, 63(2), 154- 162.
• Djigunovic, J. M. (2012). Early EFL learning in context – Evidence from a country case study. ELT Research Papers 12–05, British Council, London, UK.
• Doğançay-Aktuna, S. & Kızıltepe, Z. (2005). English in Turkey. World Englishes, 24(2), 253-265.
• Edelenbos, P, Johnstone, R. & Kubanek, A. (2006). The Main Pedagogical Principles Underlying the Teaching of Languages to very Young Learners. European Commission. Final Report of the EAC 89/04, Lot 1 study.
• Education First (2018). 2018 EF English Proficiency Index. Retrieved from: https://www.ef.com.tr/epi/regions/europe/turkey/ on 12 June 2018.
• Enever, J. & Moon, J. (2009). New Global Contexts for Teaching Primary ELT: Change and Challenge. In Enever, J., Moon, J. and Raman, U. (eds.) Young Learner English Language Policy and Implementation: International Perspectives. Reading: Garnet Education.
• Emery, H. (2012). A Global Study of Primary English Teachers’ Qualification, Training and Career Development. ELT Research Papers, 12-08. UK: British Council.
• Flege, J. & MacKay, I. (2004). Perceiving Vowels in a Second Language. Studies in Second Language Acquisition, 26, 1-34.
• Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw Hill.
• Genç, A. (2004). Türkiye’de İlk ve Ortaöğretim Okullarında Yabancı dil Öğretimi. Kırgızistan-Manas Sosyal Bilimler Dergisi, 10, 107-111.
• Gursoy, E., Korkmaz, S. C., & Damar, E. A. (2017). English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholder. International Education Studies, 10(4), 18-30.
• Haznedar, B. (2012). Perspectives on Preservice Education of English Language Teachers in Turkish Primary Schools. Research Perspectives on Teaching and Learning English in Turkey (39-58). Frankfurt: Peter Lang.
• Jaekel, N., Schurig, M., Florian, M. & Ritter, M. (2017). From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School. Language Learning, 1-34.
• Kırkgöz, Y. (2007). Language Planning and Implementation in Turkish Primary Schools. Current Issues in Language Planning, 8(2), 174-191.
• Kırkgöz, Y. (2009). Globalization and Language Policy in Turkey. Educational Policy, 23(5), 663-684.
• Kırkgöz, Y. (2010). Evaluating Curriculum Reform in Turkish Secondary Education. In L.E. Kattington (Ed.), Handbook of curriculum development (455-463). New York: Nova.
• Kırkgöz, Y. (2017). English Education Policy in Turkey. In R. Kirkpatrick (Ed.), English Language Education Policy in the Middle East and North Africa (235-256), Language Policy 13.Springer International Publishing.
• LeCompte, M. D. & Goetz, J. P. (1982). Problems of Reliability and Validity in Ethnographic Research. Review of Educational Research, 52(1), 31-60.
• Mebpersonel, (2018). 2018 Şubat Öğretmen Atamaları Öncesinde Branş Branş Açık Sayıları Belli Oldu. Retrieved from: http://www.mebpersonel.com/ogretmen-atamalari/2018-subat-ogretmen-atamalari-oncesinde-brans-brans-acik-sayilari-belli-oldu-h220266.html on 11 June 2018.
• MihaljevicDjigunovic, J., &Vilke, M. (2000). Eight years after: Wishful thinking vs the facts of life. In J. Moon & M. Nikolov (Eds.), Research into teaching English to young learners (pp.67-86). Pecs: University Press Pecs.
• Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, California: Sage.
• MoNE. (2017,a). Haftalık Ders Çizelgeleri. Retrieved from: http://ttkb.meb.gov.tr/www/haftalik-ders-cizelgeleri/dosya/6 on 15 August 2017.
• MoNE. (2017,b). Ortaokul 5.Sınıflarda Yabancı Dil Ağırlıklı Eğitim Uygulaması. Retrieved from: http://tegm.meb.gov.tr/www/ortaokul-5-siniflarda-yabanci-dil-agirlikli-egitim-uygulamasi/icerik/471 on 15 August 2017.
• MoNE, (2018, a). Ortaokul 5. Sınıflarda Yabancı Dil Ağırlıklı Eğitim Uygulaması: Uygulama Okulları Listesi. Retrieved from: https://tegm.meb.gov.tr/meb_iys_dosyalar/2017_09/15180821_5._sYnYf_yabancY_dil_talimat_yazYsY.pdf on 12 June 2018.
• MoNE. (2018, b). İngilizce Öğretmeni Olan ve Olmayan İlkokul Sayıları. Data Processing Center of MoNE.
• Muñoz, C. (2006). The effects of age on foreign language learning. In C. Muñoz (Ed.), Age and the Rate of Foreign Language Learning (pp. 1-40). Clevedon: Multilingual Matters Ltd.
• Muñoz, C. (2010). On how age affects foreign language learning. In A. Psaltou-Joycey & M.Mattheoudakis (Eds.), Advances in Research on Language Acquisition and Teaching: Selected Papers, (pp.39–49). Thessaloniki, Greece: Greek Applied Linguistics Association.
• Nikolov, M., & Mihaljevic Djigunovic, J. (2006). Recent Research on Age, Second Language Acquisition, and Early Foreign Language Learning. Annual Review of Applied Linguistics, 26, 234-260.
• Nikolov, M., & Mihaljevic Djigunovic, J. (2011). All Shades of Every Colour: An Overview of Early Teaching and Learning of Foreign Languages. Annual Review of Applied Linguistics, 31, 95-119.
• Okoth, T. A. (2016). Challenges of Implementing a Top-Down Curriculum Innovation in English Language Teaching: Perspectives of Form III English Language Teachers in Kenya. Journal of Education and Practice, 7(3), 169-177.
• Qureshi, M. A. (2016). A meta-analysis: Age and second language grammar acquisition. System, 60, 147-160.
• Read, C. (2003). Is younger better?, English Teaching Professional, 28, 5-7.
• Rixon, S. (1999). Young Learners of English: Some Research Perspectives. Harlow, UK: Longman.
• Scovel, T. (1988). A Time to Speak: A Psycholinguistic Inquiry into the Critical Period for Human Speech. Cambridge: MA: Newbury House.
• Shin, J. K., & Crandall, J. (2014). Teaching Young Learners English: From Theory to Practice. Boston. MA: Heinle Cengage learning.
• Spada, N. & Lightbrown, P.M. (1989). Intensive ESL programs in Quebec primary schools. TESL Canada Journal, 7, 11-32.
• Spolsky, B. (2012). What is Language Policy? In B. Spolsky (Ed.) The Cambridge Handbook of Language Policy. Cambridge: CUP.
• Taylor, C., & Lafayette, R. (2010). Academic Achievement through FLES: A Case Study for Promoting Greater Access to Foreign Language Study among Young Learners. The Modern Language Journal, 94, 22-42.
• Tepav. (2014). Turkey National Needs Assessment of State School English Language Teaching. British Council.
• Tucker, G. R. (1999). A Global Perspective on Bilingualism and Bilingual Education. CAL Digest, Washington, DC: Center for Applied Linguistics.
• Yıldıran, Ç. & Tanrıseven, I. (2015). Teachers’ Opinion on the English Curriculum of the 2nd Grade Primary Education. International Journal of Language Academy, 3(1), 210-223.
• Yıldırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel AraştırmaYöntemleri. Ankara: Seçkin Yayıncılık.
• Zeid, M. S. (2017). Elementary English Education in Indonesia: Policy Developments, Current Practices, and Future Prospects. English Today, 33(1), 53-59.