Türkiye’de Yükseköğretim Düzeyinde İngilizce Öğretim Dili: Akademisyenlerin Gereksinim ve Algılarının İncelenmesi

Yıl 2020, Sayı: 1, 88 - 95, 01.04.2020

Omer Ozer

Öz

Son yıllarda öğretim dili İngilizce ÖDİ programların yurt içinde ve yurt dışında yaygınlaşması dikkat çekmekle beraber bu konu üzerine yapılan çalışmaların önemli bir kısmı öğrencilerin neden bu programları yeğledikleri ve öğrencilerin bu programlara ilişkin bakış açılarına odaklanmıştır. Öğretim sürecinin temel öğelerinden bir diğeri olan öğretim elemanlarının ÖDİ programların etkililiğine yönelik değerlendirmeleri son yıllarda özellikle odaklanılan bir tartışma alanı olmuştur. Bu çalışma, akademisyenlerin yabancı dil kullanımına ilişkin yaşadıkları güçlüklerden daha çok öğretim elemanlarının öğretim uygulamaları ve pedagojik gereksinimlerini incelemiştir. Bu amaçla çalışma üç temel araştırma sorusuna yanıt aramıştır: 1 Öğretim elemanları hangi öğretim uygulamalarını kullanmaktadırlar? 2 Öğretim elemanlarının ÖDİ’nin uygulanması hakkındaki görüşleri nelerdir? 3 ÖDİ’nin etkililiğinin yükseltilmesi için sağlanacak eğitim neleri kapsamalıdır? Deneysel olmayan nicel araştırma yaklaşımdaki bu çalışmanın verileri, tarama modeliyle Türkiye’nin güneyinde yer alan bir devlet üniversitesinin öğretim dili İngilizce olan lisans programlarında ders veren 113 öğretim elemanından toplanmıştır. Bu amaçla öncelikle uzman görüşleri ve alanyazın ışığında bir anket formu hazırlanmıştır. Araştırma sonucunda, öğretim elemanlarının temel bir takım öğretim yöntemlerini uygulamakla beraber öğrencilerin ders içeriğini anlamakta güçlük çektikleri zamanlarda Türkçe kullanarak ders işledikleri ortaya çıkarılmıştır. Ayrıca katılımcıların önemli bir bölümü ÖDİ programlarda ders veren ve verecek olan öğretim elemanlarına yönelik eğitimlerin gerekliliğine vurgu yapmıştır. ÖDİ programların etkililiği noktasında bölümdeki öğretim elemanları ile yabancı dil hazırlık programında ders veren öğretim görevlileri arasındaki işbirliğinin olası yararı da katılımcılar tarafından ifade edilmiştir. Uygulama sonucunda yabancı dille öğretim yapan lisans programlarındaki öğretim elemanlarına yönelik yürütülecek bir hizmet içi eğitim programının kapsayacağı başlıca alanlar belirlenmiştir

Anahtar Kelimeler

İngilizce öğretim dili, Yükseköğretim, Öğretim elemanları, İhtiyaç analizi, Üniversite dil politikası

English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions

Öz

Universities offering English Medium Instruction EMI programmes have been gaining in popularity in higher education across the globe. The reasons why students favour EMI programmes and how the medium of language affects employment outcomes have been a matter of debate. However, lecturers’ views on the quality of EMI programmes are often ignored, although they are of vital importance as lecturers are key actors in the process itself. This paper both examines the language-related challenges which academics experience when adjusting to the demands of EMI and also provides an overview of teaching practices in EMI undergraduate programmes. To this end, the study seeks to shed light on three research questions: 1 Which teaching practices do EMI lecturers use? 2 What are EMI lecturers’ views on the implementation of EMI? and 3 What areas of improvement can be identified to enhance the effectiveness of EMI through in-service training? The study comprises quantitative and non-experimental research; it was based on the findings of a survey of academics working in a state university in southern Turkey. To investigate the faculty members’ views, a questionnaire was developed based on a literature review and expert opinions and was distributed to 113 faculty members of different academic ranks. Overall, the results show that the content lecturers seemed to be using a variety of methodological teaching practices in class. However, the use of the native language by lecturers to help students’ comprehension needs to be studied carefully. Most of the participants agreed that EMI necessitates tailored training. The faculty members also believed that there has to be a collaboration between the content lecturers and the language teachers in the Preparatory Year Programme PYP . By examining content lecturers’ teaching practices and views on the implementation of EMI, the findings of this study can help university administrators to evaluate and enhance the effectiveness of EMI programmes

Anahtar Kelimeler

English medium education, Higher education, Lecturers, Needs analysis, University language policy

Kaynakça

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