Araştırma Makalesi
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Dünya İngilizcesi ve Kültürlerarası İletişim Dersi için Müfredat Tasarımı: Anket Araştırması

Yıl 2022, Cilt 42, Sayı 2, 1143 - 1175, 29.08.2022
https://doi.org/10.17152/gefad.976438

Öz

İngilizcenin küreselleşen dünyadaki mevcut konumu sayesinde farklı geçmişlere sahip bireyler, ortak dil işlevi gören İngilizcenin ortak paydasında buluşmaktadır. Bu bağlamda günümüzde çeşitli İngilizceler ortaya çıkmakta ve her konuşmacı kendi kültürel varlığıyla bu varyasyonlara katkıda bulunmaktadır. Dünya İngilizceleri ve kültürlerarasılık alanında müfredat tasarımına odaklanan sınırlı sayıda çalışma göz önüne alındığında, bu çalışma İngiliz Dili Öğretimi (İDÖ) akademisyenleri ve İDÖ lisans öğrencilerinin görüşlerini alarak potansiyel bir dünya İngilizceleri ve kültürlerarası iletişim dersi için bir müfredat tasarlamayı amaçlamaktadır. Mevcut çalışmada tarama araştırma modeli benimsenmiş ve veriler iki çevrimiçi anket aracılığıyla toplanmıştır. Birincil veri toplama aracı olan ilk anket 28 İDÖ akademisyeni ve 25 lisans öğrencisine uygulanmış, takip anketi ise 2 İDÖ öğretim üyesi, 2 öğretim görevlisi ve 3 İDÖ lisans öğrencisine uygulanmıştır. Nicel verileri analiz etmek için betimleyici istatistikler hesaplanmış ve nitel veriler tümevarım yaklaşımı kullanılarak analiz edilmiştir. Her bir gruptaki katılımcıların yarısından fazlasının seçtiği maddeler ders müfredatına dâhil edilmiştir.

Kaynakça

  • Ahmed, F., & Narcy-Combes, M. F. (2011). An analysis of textbooks from a cultural point of view. TESOL Journal, 5, 21-37.
  • Berns, M. (2006). World Englishes and communicative competence. In B. B. Kachru, Y. Kachru, & C. L. Nelson (Eds.), The handbook of world Englishes (pp. 718-731). Oxford: Blackwell.
  • Berns, M. (2019). Expanding on the expanding Englishes of the expanding circle. World Englishes, 38(1-2), 8-17.
  • Cesur, K. & Balaban, S. (2020). Suggested syllabus for World Englishes and culture elective course at ELT departments. Focus on ELT Journal (FELT), 2(1), 37-47.
  • Canagarajah, A. S. (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Çelik, S., & Erbay, Ş. (2013). Cultural perspectives of Turkish ELT Coursebooks: Do standardized teaching texts incorporate intercultural features? Education and Science, 38(167), 336-351.
  • Crystal, D. (2003). English as a global language. London: Longman.
  • Freeman, D., Katz, A., Garcia Gomez., P., & Burns, A. (2015). English-for-teaching: Rethinking teacher language proficiency for the classroom. ELT Journal, 69(2), 129–139.
  • Holliday, A. (2010). Complexity in cultural identity, Language and Intercultural Communication, 10(2), 165-177.
  • Hua, Z. (2014). Exploring intercultural communication: Language in action. UK: Taylor & Francis Group, Routledge Publishing.
  • Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the Outer Circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11–30). Cambridge: Cambridge University Press.
  • Kumaravadivelu, B. (2012). Individual identity, cultural globalization & teaching English as an international language: A case for epistemic break. In L. Alsagoff, S. L. McKay, G. Hu, &W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 9–27). London: Routledge.
  • Laitinen, M. & Levin, M. (2016). On the globalization of English: Observations of subjective progressives in present-day Englishes. In E. Seoane & C. SuárezGómez (Eds.), World Englishes: New Theoretical and Methodological Considerations (pp. 229– 252). Amsterdam: John Benjamins.
  • Matsuda, A. (2019). World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm. World Englishes, 38(1-2), 144-154.
  • Matsumoto, Y. (2018). “Because we are peers, we actually understand”: Third‐party participant assistance in English as a lingua franca classroom interactions. TESOL Quarterly, 52(4), 845-876.
  • Mufwene, S. (2010). Globalization, global English and world English(es): Myths and facts. In N. Coupland (Ed.), The handbook of language and globalization (pp. 31-55). Malden: Wiley-Blackwell.
  • Nation, I.S.P. & Macalister, J. (2010). Language curriculum design. New York and London: Routledge.
  • OECD. (2018). Preparing our youth for an inclusive and sustainable world. The OECD PISA global competence framework. Retrieved from http://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf
  • Pishghadam, R., & Saboori, F. (2011). A qualitative analysis of ELT in the language institutes of Iran in the light of the theory of' world Englishes. Journal of Language Teaching & Research, 2(3), 569-579.
  • Sadeghpour, M., & Sharifian, F. (2019). World Englishes in English language teaching. World Englishes, 38(1-2), 245-258.
  • Sharifian, F. & Sadeghpour, M. (2020). World Englishes and intercultural communication. In J. Jackson (Ed.), The Routledge Handbook of Language and Intercultural Communication (pp. 299-311). London: Routledge.
  • Simpson, A. & Dervin, F. (2019) Global and intercultural competences for whom? By whom? For what purpose?: An example from the Asia Society and the OECD. Compare: A Journal of Comparative and International Education, 49(4), 672-677.
  • Uğurlu, M. & Taş, S. (2020). The representation of cultures in English language textbooks: A comparison of three textbooks used in Turkey. Ahi Evran Akademi, 1(2), 54-67.

Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research

Yıl 2022, Cilt 42, Sayı 2, 1143 - 1175, 29.08.2022
https://doi.org/10.17152/gefad.976438

Öz

With the current position of the English language in the globalized world, individuals from different backgrounds meet on the common ground of English, which serves the function of lingua franca. In this connection, currently, a variety of Englishes are in sight, and each speaker contributes to these varieties with his or her cultural being. Considering the limited number of research studies focusing on curriculum design in the field of world Englishes and interculturality, the present study aims at designing a curriculum for a potential world Englishes and intercultural communication course by obtaining the views of ELT academics and ELT undergraduate students. Survey research model was adopted in the current research study, and data were collected through two online questionnaires. The initial questionnaire was the primary data collection tool and filled by 28 ELT academics and 25 undergraduate students, whereas the follow-up survey was administered to 2 ELT professors, 2 EFL instructors and 3 ELT undergraduate students. Descriptive statistics were computed to analyse the quantitative data, and the qualitative data were analysed using the bottom-up approach. The items selected by more than half of the participants in each group were included in the course curriculum. than half of the participants in each group were included in the course curriculum.

Kaynakça

  • Ahmed, F., & Narcy-Combes, M. F. (2011). An analysis of textbooks from a cultural point of view. TESOL Journal, 5, 21-37.
  • Berns, M. (2006). World Englishes and communicative competence. In B. B. Kachru, Y. Kachru, & C. L. Nelson (Eds.), The handbook of world Englishes (pp. 718-731). Oxford: Blackwell.
  • Berns, M. (2019). Expanding on the expanding Englishes of the expanding circle. World Englishes, 38(1-2), 8-17.
  • Cesur, K. & Balaban, S. (2020). Suggested syllabus for World Englishes and culture elective course at ELT departments. Focus on ELT Journal (FELT), 2(1), 37-47.
  • Canagarajah, A. S. (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Çelik, S., & Erbay, Ş. (2013). Cultural perspectives of Turkish ELT Coursebooks: Do standardized teaching texts incorporate intercultural features? Education and Science, 38(167), 336-351.
  • Crystal, D. (2003). English as a global language. London: Longman.
  • Freeman, D., Katz, A., Garcia Gomez., P., & Burns, A. (2015). English-for-teaching: Rethinking teacher language proficiency for the classroom. ELT Journal, 69(2), 129–139.
  • Holliday, A. (2010). Complexity in cultural identity, Language and Intercultural Communication, 10(2), 165-177.
  • Hua, Z. (2014). Exploring intercultural communication: Language in action. UK: Taylor & Francis Group, Routledge Publishing.
  • Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the Outer Circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11–30). Cambridge: Cambridge University Press.
  • Kumaravadivelu, B. (2012). Individual identity, cultural globalization & teaching English as an international language: A case for epistemic break. In L. Alsagoff, S. L. McKay, G. Hu, &W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 9–27). London: Routledge.
  • Laitinen, M. & Levin, M. (2016). On the globalization of English: Observations of subjective progressives in present-day Englishes. In E. Seoane & C. SuárezGómez (Eds.), World Englishes: New Theoretical and Methodological Considerations (pp. 229– 252). Amsterdam: John Benjamins.
  • Matsuda, A. (2019). World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm. World Englishes, 38(1-2), 144-154.
  • Matsumoto, Y. (2018). “Because we are peers, we actually understand”: Third‐party participant assistance in English as a lingua franca classroom interactions. TESOL Quarterly, 52(4), 845-876.
  • Mufwene, S. (2010). Globalization, global English and world English(es): Myths and facts. In N. Coupland (Ed.), The handbook of language and globalization (pp. 31-55). Malden: Wiley-Blackwell.
  • Nation, I.S.P. & Macalister, J. (2010). Language curriculum design. New York and London: Routledge.
  • OECD. (2018). Preparing our youth for an inclusive and sustainable world. The OECD PISA global competence framework. Retrieved from http://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf
  • Pishghadam, R., & Saboori, F. (2011). A qualitative analysis of ELT in the language institutes of Iran in the light of the theory of' world Englishes. Journal of Language Teaching & Research, 2(3), 569-579.
  • Sadeghpour, M., & Sharifian, F. (2019). World Englishes in English language teaching. World Englishes, 38(1-2), 245-258.
  • Sharifian, F. & Sadeghpour, M. (2020). World Englishes and intercultural communication. In J. Jackson (Ed.), The Routledge Handbook of Language and Intercultural Communication (pp. 299-311). London: Routledge.
  • Simpson, A. & Dervin, F. (2019) Global and intercultural competences for whom? By whom? For what purpose?: An example from the Asia Society and the OECD. Compare: A Journal of Comparative and International Education, 49(4), 672-677.
  • Uğurlu, M. & Taş, S. (2020). The representation of cultures in English language textbooks: A comparison of three textbooks used in Turkey. Ahi Evran Akademi, 1(2), 54-67.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Mustafa UĞURLU>
KIRSEHIR AHI EVRAN UNIVERSITY
0000-0002-4946-1751
Türkiye


Özlem UTKU BİLİCİ> (Sorumlu Yazar)
RECEP TAYYIP ERDOGAN UNIVERSITY, RECTORATE
0000-0001-7978-9195
Türkiye


Ayşegül DALOĞLU>
ORTA DOĞU TEKNİK ÜNİVERSİTESİ
0000-0002-9274-5952
Türkiye

Yayımlanma Tarihi 29 Ağustos 2022
Yayınlandığı Sayı Yıl 2022, Cilt 42, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { gefad976438, journal = {Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi}, issn = {1301-9058}, address = {}, publisher = {Gazi Üniversitesi}, year = {2022}, volume = {42}, number = {2}, pages = {1143 - 1175}, doi = {10.17152/gefad.976438}, title = {Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research}, key = {cite}, author = {Uğurlu, Mustafa and Utku Bilici, Özlem and Daloğlu, Ayşegül} }
APA Uğurlu, M. , Utku Bilici, Ö. & Daloğlu, A. (2022). Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research . Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi , 42 (2) , 1143-1175 . DOI: 10.17152/gefad.976438
MLA Uğurlu, M. , Utku Bilici, Ö. , Daloğlu, A. "Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research" . Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 (2022 ): 1143-1175 <https://dergipark.org.tr/tr/pub/gefad/issue/72357/976438>
Chicago Uğurlu, M. , Utku Bilici, Ö. , Daloğlu, A. "Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 (2022 ): 1143-1175
RIS TY - JOUR T1 - Dünya İngilizcesi ve Kültürlerarası İletişim Dersi için Müfredat Tasarımı: Anket Araştırması AU - MustafaUğurlu, ÖzlemUtku Bilici, AyşegülDaloğlu Y1 - 2022 PY - 2022 N1 - doi: 10.17152/gefad.976438 DO - 10.17152/gefad.976438 T2 - Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 1143 EP - 1175 VL - 42 IS - 2 SN - 1301-9058- M3 - doi: 10.17152/gefad.976438 UR - https://doi.org/10.17152/gefad.976438 Y2 - 2021 ER -
EndNote %0 Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research %A Mustafa Uğurlu , Özlem Utku Bilici , Ayşegül Daloğlu %T Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research %D 2022 %J Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi %P 1301-9058- %V 42 %N 2 %R doi: 10.17152/gefad.976438 %U 10.17152/gefad.976438
ISNAD Uğurlu, Mustafa , Utku Bilici, Özlem , Daloğlu, Ayşegül . "Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 / 2 (Ağustos 2022): 1143-1175 . https://doi.org/10.17152/gefad.976438
AMA Uğurlu M. , Utku Bilici Ö. , Daloğlu A. Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research. GEFAD. 2022; 42(2): 1143-1175.
Vancouver Uğurlu M. , Utku Bilici Ö. , Daloğlu A. Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi. 2022; 42(2): 1143-1175.
IEEE M. Uğurlu , Ö. Utku Bilici ve A. Daloğlu , "Curriculum Design for a World Englishes and Intercultural Communication Course: Survey Research", Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 42, sayı. 2, ss. 1143-1175, Ağu. 2022, doi:10.17152/gefad.976438