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Strengths and Weaknesses of Primary School English Language Teaching Programs in Turkey: Issues Regarding Program Components

Yıl 2018, Cilt: 4 Sayı: 2, 325 - 347, 26.09.2018
https://doi.org/10.32601/ejal.464194

Öz



















Today, the ability to communicate
in English is a need brought about by the globalization process encompassing
developments in many fields such as science and technology. To address this
need, English language teaching programs in Turkey (henceforth ELTP) underwent
substantial changes within the larger curriculum reform movements taking place
in 1997, 2006 and 2013, the last of which is also called the 4+4+4 education
system. In these ELTPs, major differences were based on primary school English
language teaching and learning.  However,
there is a growing claim that these ELTPs did not achieve the intensions in
equipping primary school students with the necessary communicative skills in
English. Thus, this integrative literature review study aims to explore the
results of the evaluation studies so as to understand the strengths and
weaknesses of each ELTP regarding such program components as aims and outcomes,
content, materials, and testing and assessment. In line with this, studies
conducted to evaluate the 1997, 2006 and 2013 ELTPs were examined thoroughly,
and their findings were identified for the analysis. The analysis of the
studies showed that problems with the ELTPs under evaluation included not
carefully written aims and outcomes failing to include all domains. It also
reveals problems with the selection and design of the content and materials
which failed to be adequate and effective. Lastly, reliance on paper-based
assessment even failing to include productive skills is seen to be another
problem. All these issues seem to be persistent over all the ELTPs, thus they
call for careful consideration and action for the improvement of further
program changes.

Kaynakça

  • Alkan, M. F., & Arslan, M. (2014). Evaluation of the 2nd Grade English Language Curriculum, Uluslararası Eğitim Programları ve Öğretim Dergisi, 4 (7), 87-100.
  • Alparslan, A. M. (2014). The Antecedent of Job Satisfaction from the University and Extra-Role Behavior: A Survey on Mehmet Akif Ersoy University. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6 (11), 82-101.
  • Arı, A. (2014). Teacher Opinions about Evaluation of 6th Grade English Lesson Curriculum in Primary Schools. Kuramsal Eğitimbilim Dergisi, 7 (2), 172-194.
  • Arıbaş, S., & Tok, H. (2004). Evaluating the Problems Encountered in Foreign Language Instruction in the First Level of Elementary School. In XIII. Ulusal Eğitim Bilimleri Kurultayı (pp. 6–9). Malatya.
  • Aslan, Y. (2016). Comparison of Primary School Foreign Language Curricula of Turkey, Germany and the Netherlands. Journal of Education and Training Studies, 4(8), 34–43. https://doi.org/10.11114/jets.v4i8.1581
  • Aybek, B. (2015). An Evaluation of Primary Education Second Grade English Course Based Upon the Views of English Teachers. International Periodical for the Languages, Literature and History of Turkish or Turkic Volume, 10 (15), 67–84.
  • Bayraktar, B. (2014). Evaluation of the English Curriculum for Second Classes in Primary Schools according to Teachers’ Opinions. Uludağ Üniversitesi, Eğitim Bilimleri Enstitüsü, Bursa.
  • Bozavlı, E. (2015). Evaluation of Foreign Language Teaching in 2nd Year of Primary School according to Teachers’ Opinions. Uluslararası Eğitim Bilimleri Dergisi, 2 (2), 74-83.
  • Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9 (2), 27-40.
  • Brown, J. (1995). The elements of language curriculum A Systematic Approach to Program Development. Boston: Heinle & Heinle Publishers.
  • Bulut, İ., & Atabey, E. (2016). An evaluation of the effectiveness of the primary school 2nd grade English language curriculum in practice. İnönü University Journal of the Faculty of Education, 17(3), 257-280. https://doi.org/10.17679/INUEFD.17366404
  • Büge, B. C. (2005). An Examination of the Comparison of Turkey’s Primary School English Curriculum and Finland’s Foreign Language Curriculum (Unpublished Master’s Thesis). Hacettepe University, Social Sciences Institution, Ankara.
  • Büyükduman, F. İ. (2005). The Opinions’ of Elementary Schools English Teachers on the English Curriculum for Elementary Schools. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 55-64.
  • Cihan,T. & Gürlen, E. (2009). Teachers’ Opinions on the English Language Curriculum of the 5th Grade of Primary Education. Anadolu University Journal of Social Sciences, 13 (1), 131- 146.
  • Çelik, S., & Kasapoğlu, H. (2014). Implementing the recent curricular changes to English language instruction in Turkey: opinions and concerns of elementary school administrators. South African Journal of Education, 34(2), 842.
  • Çelen, G. (2011). An Evaluation of the Sixth-Grade English Syllabus in Primary School (Unpublished Master’s Thesis). Mehmet Akif Ersoy Üniversitesi, Sosyal Bilimler Enstitüsü, Burdur.
  • Demirel, M., Gümüştekin, M., & Yazgünoğlu, S. (2010). Comparison of Primary School 4th Grade English Language Teaching Programs of Turkey and Germany (Bremen Sample). 1. Ulusal Eğitim Programları ve Öğretim Kongresi. 1. Ulusal Eğitim Programları ve Öğretim Kongresi Tam Metinler, 387-392.
  • Demirlier, H. (2010). Students' and teachers' attitudes towards the newly developed curriculum of primary schools (Unpublished Master’s Thesis). Muğla Üniversitesi, Sosyal Bilimler Enstitüsü, Muğla.
  • Dinçer, A. (2016). Evaluation of Primary School 2nd and 3rd Grade English Language Teaching Programs Based on Teachers’ Opinions. Paper presented in The 4th International Congress on Curriculum and Instruction, 27-30 October (pp. 1–14). Antalya.
  • Dogancay-Aktuna, S. (1998). The Spread of English in Turkey and its Current Sociolinguistic Profile. Journal of Multilingual and Multicultural Development, 19, 24–39. https://doi.org/10.1080/01434639808666340
  • Douglah, M. (1998). Developing a concept of Extension program evaluation. Program Development and Evaluation, Series G3658-7. University of Wisconsin-Extension. Retrieved from https://learningstore.uwex.edu/Assets/pdfs/G3658-07.pdf
  • Dönmez, Ö. (2010). Implementation of the new eighth grade English language curriculum from the perspectives of teacher and students (Unpublished Master’s Thesis). OrtadoğuTeknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Ekuş, B., & Babayiğit, Ö. (2014). Investigation of Primary School Teachers’ and English Teachers' Views About from Second Grade Primary School to be on Foreign Language Education About. Researcher: Social Science Studies, 1 (1), 40–49.
  • Er, K. O. (2006). Evaluation of English Curricula in 4th and 5th Grade Primary Schools. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39, 1-25.
  • Erarslan, A. (2016). An Evaluation of the Second Grade English Language Curriculum: Teachers’ Perceptions and Issues in Implementation (Unpublished Doctoral Thesis). Çanakkale Onsekiz Mart University, Institute of Educational Sciences. Çanakkale.
  • Erdoğan, V. (2005). An Evaluation of the English Curriculum Implemented at the 4th and 5th Grade Primary State Schools: The Views of the Teachers and the Students. Mersin University, Institute of Social Sciences.
  • Erkan, M. A. (2009). Investigation of the matters confronted in application of the new English teachering curriculum for primary schools? 4th and 5th grades (A case study in Gaziantep) (Unpublished Master’s Thesis). Gaziantep University, Gaziantep.
  • Erkan, S.S.S. (2015). Evaluation primary school students’ achievement of objectives in English lessons. Academic Journals: Educational Research and Reviews, 10 (15), 2153-2163.
  • Fitzpatrick, J., Sanders, J. & Worthen, B. (2004). Program Evaluation: Alternative Approaches and Practical Guidilines. Pearson Publishing.
  • Gökler, Z. S., Aypay, A., & Arı, A. (2012). Evaluation of English Lesson Objectives Functions SBS Questions and Exam Questions in Primary School According to Revised Bloom Taxonomy.Eğitimde Politika Analizi Dergisi, 1(2), 115–133. https://doi.org/10.1017/CBO9781107415324.004.
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  • Güneş, N. (2007). An Analysis of the Revised English Curriculum for Primary School Grade 4 from a Cross-Curricular Standpoint: Compatibility with the Social Sciences Curriculum (Unpublished Master’s Thesis). İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
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  • İğrek, G. E. (2001). Teachers’ opinions about primary schools English program (Unpublished Master’s Thesis). Hacettepe University, Ankara.
  • İnam (Çelik), G. (2009). Teacher opinions about 4th classes English programme in primary schools (Unpublished Master’s Thesis). Adnan Menderes Üniversitesi, Sosyal Bilimler Enstitüsü, Aydın.
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Yıl 2018, Cilt: 4 Sayı: 2, 325 - 347, 26.09.2018
https://doi.org/10.32601/ejal.464194

Öz

Kaynakça

  • Alkan, M. F., & Arslan, M. (2014). Evaluation of the 2nd Grade English Language Curriculum, Uluslararası Eğitim Programları ve Öğretim Dergisi, 4 (7), 87-100.
  • Alparslan, A. M. (2014). The Antecedent of Job Satisfaction from the University and Extra-Role Behavior: A Survey on Mehmet Akif Ersoy University. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6 (11), 82-101.
  • Arı, A. (2014). Teacher Opinions about Evaluation of 6th Grade English Lesson Curriculum in Primary Schools. Kuramsal Eğitimbilim Dergisi, 7 (2), 172-194.
  • Arıbaş, S., & Tok, H. (2004). Evaluating the Problems Encountered in Foreign Language Instruction in the First Level of Elementary School. In XIII. Ulusal Eğitim Bilimleri Kurultayı (pp. 6–9). Malatya.
  • Aslan, Y. (2016). Comparison of Primary School Foreign Language Curricula of Turkey, Germany and the Netherlands. Journal of Education and Training Studies, 4(8), 34–43. https://doi.org/10.11114/jets.v4i8.1581
  • Aybek, B. (2015). An Evaluation of Primary Education Second Grade English Course Based Upon the Views of English Teachers. International Periodical for the Languages, Literature and History of Turkish or Turkic Volume, 10 (15), 67–84.
  • Bayraktar, B. (2014). Evaluation of the English Curriculum for Second Classes in Primary Schools according to Teachers’ Opinions. Uludağ Üniversitesi, Eğitim Bilimleri Enstitüsü, Bursa.
  • Bozavlı, E. (2015). Evaluation of Foreign Language Teaching in 2nd Year of Primary School according to Teachers’ Opinions. Uluslararası Eğitim Bilimleri Dergisi, 2 (2), 74-83.
  • Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9 (2), 27-40.
  • Brown, J. (1995). The elements of language curriculum A Systematic Approach to Program Development. Boston: Heinle & Heinle Publishers.
  • Bulut, İ., & Atabey, E. (2016). An evaluation of the effectiveness of the primary school 2nd grade English language curriculum in practice. İnönü University Journal of the Faculty of Education, 17(3), 257-280. https://doi.org/10.17679/INUEFD.17366404
  • Büge, B. C. (2005). An Examination of the Comparison of Turkey’s Primary School English Curriculum and Finland’s Foreign Language Curriculum (Unpublished Master’s Thesis). Hacettepe University, Social Sciences Institution, Ankara.
  • Büyükduman, F. İ. (2005). The Opinions’ of Elementary Schools English Teachers on the English Curriculum for Elementary Schools. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 55-64.
  • Cihan,T. & Gürlen, E. (2009). Teachers’ Opinions on the English Language Curriculum of the 5th Grade of Primary Education. Anadolu University Journal of Social Sciences, 13 (1), 131- 146.
  • Çelik, S., & Kasapoğlu, H. (2014). Implementing the recent curricular changes to English language instruction in Turkey: opinions and concerns of elementary school administrators. South African Journal of Education, 34(2), 842.
  • Çelen, G. (2011). An Evaluation of the Sixth-Grade English Syllabus in Primary School (Unpublished Master’s Thesis). Mehmet Akif Ersoy Üniversitesi, Sosyal Bilimler Enstitüsü, Burdur.
  • Demirel, M., Gümüştekin, M., & Yazgünoğlu, S. (2010). Comparison of Primary School 4th Grade English Language Teaching Programs of Turkey and Germany (Bremen Sample). 1. Ulusal Eğitim Programları ve Öğretim Kongresi. 1. Ulusal Eğitim Programları ve Öğretim Kongresi Tam Metinler, 387-392.
  • Demirlier, H. (2010). Students' and teachers' attitudes towards the newly developed curriculum of primary schools (Unpublished Master’s Thesis). Muğla Üniversitesi, Sosyal Bilimler Enstitüsü, Muğla.
  • Dinçer, A. (2016). Evaluation of Primary School 2nd and 3rd Grade English Language Teaching Programs Based on Teachers’ Opinions. Paper presented in The 4th International Congress on Curriculum and Instruction, 27-30 October (pp. 1–14). Antalya.
  • Dogancay-Aktuna, S. (1998). The Spread of English in Turkey and its Current Sociolinguistic Profile. Journal of Multilingual and Multicultural Development, 19, 24–39. https://doi.org/10.1080/01434639808666340
  • Douglah, M. (1998). Developing a concept of Extension program evaluation. Program Development and Evaluation, Series G3658-7. University of Wisconsin-Extension. Retrieved from https://learningstore.uwex.edu/Assets/pdfs/G3658-07.pdf
  • Dönmez, Ö. (2010). Implementation of the new eighth grade English language curriculum from the perspectives of teacher and students (Unpublished Master’s Thesis). OrtadoğuTeknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Ekuş, B., & Babayiğit, Ö. (2014). Investigation of Primary School Teachers’ and English Teachers' Views About from Second Grade Primary School to be on Foreign Language Education About. Researcher: Social Science Studies, 1 (1), 40–49.
  • Er, K. O. (2006). Evaluation of English Curricula in 4th and 5th Grade Primary Schools. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39, 1-25.
  • Erarslan, A. (2016). An Evaluation of the Second Grade English Language Curriculum: Teachers’ Perceptions and Issues in Implementation (Unpublished Doctoral Thesis). Çanakkale Onsekiz Mart University, Institute of Educational Sciences. Çanakkale.
  • Erdoğan, V. (2005). An Evaluation of the English Curriculum Implemented at the 4th and 5th Grade Primary State Schools: The Views of the Teachers and the Students. Mersin University, Institute of Social Sciences.
  • Erkan, M. A. (2009). Investigation of the matters confronted in application of the new English teachering curriculum for primary schools? 4th and 5th grades (A case study in Gaziantep) (Unpublished Master’s Thesis). Gaziantep University, Gaziantep.
  • Erkan, S.S.S. (2015). Evaluation primary school students’ achievement of objectives in English lessons. Academic Journals: Educational Research and Reviews, 10 (15), 2153-2163.
  • Fitzpatrick, J., Sanders, J. & Worthen, B. (2004). Program Evaluation: Alternative Approaches and Practical Guidilines. Pearson Publishing.
  • Gökler, Z. S., Aypay, A., & Arı, A. (2012). Evaluation of English Lesson Objectives Functions SBS Questions and Exam Questions in Primary School According to Revised Bloom Taxonomy.Eğitimde Politika Analizi Dergisi, 1(2), 115–133. https://doi.org/10.1017/CBO9781107415324.004.
  • Gün, F., & Atanur, G. (2014). New Education System in Turkey (4+4+4): A Critical Outlook. Procedia - Social and Behavioral Sciences, 131, 229–235.
  • Güneş, T. (2009). Teachers’ opinions on the English language curriculum of the 5th grade of primary education (Unpublished Master’s Thesis). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Güneş, N. (2007). An Analysis of the Revised English Curriculum for Primary School Grade 4 from a Cross-Curricular Standpoint: Compatibility with the Social Sciences Curriculum (Unpublished Master’s Thesis). İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Harman, K. (1999). Teaching English problems in primary schools in Şanlıurfa (Unpublished Master’s Thesis). Harran Üniversitesi, Institute of Social Sciences.
  • İğrek, G. E. (2001). Teachers’ opinions about primary schools English program (Unpublished Master’s Thesis). Hacettepe University, Ankara.
  • İnam (Çelik), G. (2009). Teacher opinions about 4th classes English programme in primary schools (Unpublished Master’s Thesis). Adnan Menderes Üniversitesi, Sosyal Bilimler Enstitüsü, Aydın.
  • İnceçay, G. (2012). Turkey’s foreign language policy at primary level: Challenges in practice. ELT Research Journal, 1 (1), 53–62.
  • İyitoğlu, O., & Alci, B. (2015). A Qualitative Research on 2nd Grade Teachers ’ Opinions about 2nd Grade English Language Teaching Curriculum. Elementary Education Online, 14(2), 682–696.
  • Kalkan, A. D. (2010). In the Light of the EU’s Language Policy, English Language Teaching in the Turkish Primary Schools (Unpublished Master’s Thesis). Marmara University, Institutue of European Union, Istanbul.
  • Kandemir, A. (2016). An evaluation of 2nd grade English curriculum within a participant oriented program evaluation approach (Unpublished Master’s Thesis). Pamukkale University, Denizli.
  • Kirkgoz, Y. (2007). English Language Teaching in Turkey: Policy Changes and their Implementations. RELC Journal, 38(2), 216–228. https://doi.org/10.1177/0033688207079696
  • Koydemir, F. (2001). Erken yaşta yabancı dil öğretiminin bazı değişkenler açısından değerlendirilmesi (Unpublished Doctoral Thesis). Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Küçük, Ö. (2008). An Evaluation of English Language Teaching Program At Key Stage I and the Opinions of Teachers regarding the Program (Unpublished Master’s Thesis). Çanakkale 18 Mart University, Institute of Social Sciences. Çanakkale.
  • Küçüktepe, C., Küçüktepe, S. E., & Baykın, Y. (2014). An Investigation of Teachers’ Views on the Second Grade English Course and Curriculum. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 11(22), 55–78.
  • Janmaat, G., McCowan, T., & Rao, N. (2016). Different stakeholders in education. Compare:A Journal of Comparative and International Education, 46 (2), 169–171.
  • Lunenburg, F. C. (2011). Curriculum Development: Inductive Models. Schooling, 2(1), 1–8.
  • Lynch, B. K. (1996). Language program evaluation: Theory and practice. Melbourne Australia: Cambridge University Press.
  • Mede, E., & Akyel, A. S. (2014). Design of a Language Preparatory Program : A Case Study. Journal of Theory and Practice in Education, 10 (3), 643–666.
  • Mersinligil, G. (2004). Evaluation of the English language curriculum for the fourth and fifth grade students in elementary education: (A Sample of Adana province) (Unpublished Master’s Thesis). Fırat University, Elazığ.
  • Merter, F., Şekerci, H., & Bozkurt, E. (2014). Assessment of the English Teachers’ Opinions on the Second Grade English Classes. Asos Journal, 2 (5), 199–210.
  • Mirici, İ. H. (2000). A research on foreign language (English) curriculum of primary school 4th & 5th graders in our country. Gazi University Journal of Gazi Education Faculty. 20 (1), 107-118.
  • Nasman, D. (2003). The Comparison of the English curricula for primary education in Turkey and France. Unpublished MA Thesis. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Ocak, G., Kızılkaya, H., & Boyraz, S. (2013). Evaluation of 6th grade English curriculum in terms of speaking skills and identifying causes of speaking problems students face. Journal of Modern Science, 2 (17), 35–49.
  • Orakçı, Ş. (2012). Evaluation of 2006 English Language Program for Seventh Grade According to Teachers’ Opinions (Unpublished Master’s Thesis). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Orhan, İ. (2001). A Research compared with fourth grade English courses between government and private primary schools in terms of programme, students success, teachers perceptions and lesson tools (Unpublished Master’s Thesis). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Örmeci, D. (2009). An Evaluation of English Language Curricula Implemented at the 4th , 5th , and 6th Grades in Respect of Teachers ’ Opinions (Unpublished Master’s Thesis). Trakya University, Institute of Social Sciences.
  • Örücü, D., & Şimşek, H. (2011). The State of Educational Administration Scholarship in Turkey from the Scholars’ Perspectives: A Qualitative Analysis. Kuram ve Uygulamada Eğitim Yönetimi, 2 (2), 167–197. Retrieved from http://dergipark.ulakbim.gov.tr/kuey/article/view/5000050525
  • Özbay, A. F. (2009). English Teachers’ Opinions on Teaching English upon Constructivist Approach in English Lessons (Unpublished Master’s Thesis). Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü, Afyon.
  • Özel, R. T. (2011). Determination of Challenges Encountered in the Implementation of English Curricula for Primary Schools (The Sample of Ankara) (Unpublished Master’s Thesis). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Özdemir, S. M. (2009). Curriculum Evaluation in Education and Examination of the Curriculum Evaluation Studies in Turkey. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, VI(II), 126–149.
  • Özüdoğru, F., & Adıgüzel, O. C. (2015). Evaluatıon of Primary school 2nd grade English language teaching curriculum. Turkish Studies, 10(11), 1251–1276.
  • Richards, J. C. (2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. RELC Journal, 44(1), 5–33. https://doi.org/10.1177/0033688212473293.
  • Russell, C. L. (2005). An overview of the integrative research review. Progress in Transplantation. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/15839365
  • Sak, Ö. (2008). Evaluation of the English programme for primary education according to teachers' opinions (Unpublished Master’s Thesis). Abant İzzet Baysal Univeristy, Institute of Social Sciences, Bolu.
  • Salihoglu, U. M. (2012). Pre-Service Teachers’ and Their Instructors’ Beliefs on the Effectiveness of an English Language Teacher Education Program. Procedia - Social and Behavioral Sciences, 46(2008), 3440–3444. https://doi.org/10.1016/j.sbspro.2012.06.081
  • Saricoban, G. (2012). Foreign Language Education Policies in Turkey. Procedia-Social and Behavioral Sciences, 46, 2643–2648. https://doi.org/10.1016/j.sbspro.2012.05.539
  • Seçkin, H. (2010). Evaluation of Fourth Grade English Language Program (Unpublished Doctoral Thesis). Hacettepe University, Ankara.
  • Seçkin, H. (2011). Teachers’ views on primary school English language teaching curriculum for the 4th grade. Journal of Human Sciences, 8(2), 550-577. Retrieved from https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/1721.
  • Souza, M.T., Silva, M.D.D., & Carvalho, R. (2010.) Integrative Review: What Is It? How to Do It? Einstein (São Paulo), 8, 102. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/26761761.
  • Şad, S. N. (2011). The Extent to Which Key Stage 1 English Curriculum Attains the Affective Objectives of Primary EFL (Unpublished Doctoral Thesis). İnonü University, Institute of Educational Sciences, Malatya.
  • Thijs, A., & van den Akker, J. (2009). Curriculum in development. Enschede: Netherlands Institute for Curriculum Development (SLO). Retrieved from https://www.slo.nl/downloads/2009/curriculum-in-development.pdf/
  • Tok, H. (2002). Evaluating the problems encountered in teaching foreign language at primary level of elementary education (Unpublished Master’s Thesis). İnönü University.
  • Tok, Ş., & Kandemir, A. (2015). An Evaluation of 2 nd Grade English Curriculum within a Participant Oriented Program Evaluation Approach. Paper presented in The 3rd International Congress on Curriculum and Instruction, 22-24 October (pp. 460–462). Adana.
  • Topkaya, E. Z., & Küçük, Ö. (2010). An evaluation of 4 th and 5 th grade English language teaching program. Elementary Education Online, 9 (1), 52–65.
  • Tosuncuk, Ö. (2016). Examining English teaching at the primary school according to teacher views (Unpublished Master’s Thesis). Uşak Üniversitesi, Sosyal Bilimler Enstitüsü, Uşak.
  • Üner, G. (2010). A Comparative Analysis of English Curriculum in Primary Schools (4th And 5th Grades) in Turkey and in European Union Countries (Finland and Holland Samples) (Unpublished Master’s Thesis). Ankara University, Institute of Educational Sciences.
  • Yaman, S. (2010). Assessment of English curriculum for primary schools' 4th and 5th grades according to teachers' opinions (A case study in Gaziantep) (Unpublished Master’s Thesis). Fırat Üniversitesi Sosyal Bilimler Enstitüsü, Elazığ.
  • Yanık, A. E. (2007). A study of English language curriculum implementation in 6th, 7th and 8th grades of public primary schools through teachers’ and students’ perceptions (Unpublished Doctoral Thesis). Ortadoğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Yapıcıoğlu, D. K., Kara, D. A., & Sever, D. (2016). Trends and Problems in Curriculum Evaluation Studies in Turkey : The Perspective of Domain Experts. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 6(12), 91-113.
  • Yeni-Palabıyık, P., & Daloğlu, A. (2016). English Language Teachers’ Implementatıon of Curriculum with Action-Oriented Approach in Turkish Primary Education Classrooms. I-Manager’s Journal on English Language Teaching, 6(2), 45-57.
  • Yıldıran, Ç., & Tanrıseven, I. (2015). Teachers ’ Opinions on the English Curriculum of the 2nd Grade Primary Education. International Journal of Language Academy, 3(1), 210–223.
  • Yıldırım, K. (2010). Raising the Quality in Qualitative Research. Elementary Education Online, 9(1), 79–92.
  • Yörü, B. (2012). Opinions of teachers on the eighth grade English language curriculum of primary education: Sample of Eskişehir (Unpublished Master’s Thesis). Eskişehir Osmangazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Yüksel, A. (2001). Evaluation of English teaching programme and implementations in primary schools (4th grade) (Elazığ sample) (Unpublished Master’s Thesis). Fırat University, Elazığ.
  • Yüksel, İ. (2010). How to Conduct a Qualitative Program Evaluation in the Şight of Eisner’s Educational Connoisseurship and Criticism Model. Turkish Online Journal of Qualitative Inquir, 1(2), 78-83.
  • Zincir, B. (2006). 5th grade English teachers’ evaluations of curriculum objectives (Unpublished Master’s Thesis). Anadolu University, Eskisehir.
Toplam 86 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Ali Erarslan

Yayımlanma Tarihi 26 Eylül 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 4 Sayı: 2

Kaynak Göster

APA Erarslan, A. (2018). Strengths and Weaknesses of Primary School English Language Teaching Programs in Turkey: Issues Regarding Program Components. Eurasian Journal of Applied Linguistics, 4(2), 325-347. https://doi.org/10.32601/ejal.464194