TRANSFORMATIVE LEARNING IN ENGLISH AS A FOREIGN LANGUAGE EDUCATION

Öz

Transformative learning is the process of how learners construe, validate, and reformulate the meaning of their experience (Cranton, 1994, s. 22). It begins with a disorienting dilemma which results from experience and leads to critical reflection and rational discourse then to a perspective transformation which the individual acts upon (Taylor, 1998, s. 15). The aim of transformative learning is to help individuals challenge the current assumptions on which they act and, if they find them wanting, to change them (Christie, Carey, Robertson, & Grainger, 2015, s. 11).

Every individual has a perspective on understanding and perception of the world. While learning a foreign language, there are also aspects of language learning that play an important role in the process of learning a foreign language, and this perspective has a spontaneous link between foreign language learning and transformative learning (King, 2000, s. 71).

The aim of this study is to identify and present the learning activities that contribute to transformative learning at university foreign language courses, the characteristics of transformative learning environments, and the practices that contribute to the development of tranformative learning environments in universities based on the results obtained from studies on transformative learning and foreign language teaching literature. In this qualitatively designed study, data were obtained using a document analysis method.

In the study, the theoretical studies that have been done up to now on transformative learning and studies on the implementation of the transformative learning in the foreign language classes have been examined by reviewing literature. Transformative learning, the learning experience, critical reflection and rational speech that underlie transformative learning are explained. Theoretical knowledge is provided for the creation of environments to support transformative learning in foreign language teaching. Based on the literature review, the teaching methods and techniques that support transformative learning are emphasized. Suggestions have been made for the use of the transformative learning as an alternative model in foreign language classes.

Some of the major findings of the study suggest that: An activating event which has more than one perspective and suitable for the students area of interest can be selected carefully from films, documentaries, novels, short stories, and poems. The main purpose of using these methods is to prepare the ground for the individual to see and understand the events from a point of view that they have not looked at before. Reflective journals can be used as a critical self-assessment tool. With role play, students can substitute themselves for others and strengthen their efforts to be open to different alternatives. Collaborative learning activities, group works are important contributors of transformative learning environments. Students can organize experiential learning projects in which they behave in accordance with changed perspectives and assumptions.

Anahtar Kelimeler

• Transformative Learning,Transformative Foreign Language Education,Perspective Transformation,Learning Activities.

YABANCI DİL OLARAK İNGİLİZCE EĞİTİMİNDE DÖNÜŞTÜRÜCÜ ÖĞRENME

Öz

Dönüştürücü öğrenme, bireyin deneyimleme ile ikileme düşmesi, bu ikilemi eleştirel yansıtma ve akılcı konuşmanın izlemesi (Taylor, 1998, s. 15) ve bireyin başından geçeni daha iyi yorumlayabilmesi, yaşamına uygun hale getirebilmesi için anlamlı bakış açılarını tekrar düzenlemesi sürecidir (Cranton, 1994, s. 22). Dönüştürücü öğrenmenin amacı, bireyin davranışlarının temelini oluşturan güncel varsayımlarını sorgulamalarına yardımcı olmak ve eğer istiyorlarsa bunları değiştirmektir (Christie, Carey, Robertson, & Grainger, 2015, s. 11).

Her birey dünyayı anlama ve algılamada bakış açılarına sahiptir. Yabancı dil öğrenmede de yabancı dil öğrenme sürecinde önemli rol oynayan dil öğrenmeye bakış açıları vardır ve bu bakış açıları yabancı dil öğrenme ile dönüştürücü öğrenme arasında kendiliğinden oluşan bir bağlantı kurmaktadır (King, 2000, s. 71).

Bu çalışmanın amacı, alan yazında dönüştürücü öğrenme ile yabancı dil öğretimi konularında yapılan çalışmalardan elde edilen verilere dayanarak üniversitelerde yabancı dil öğretiminde dönüştürücü öğrenmeyi destekleyen etkinlikleri, dönüştürücü öğrenme ortamlarının özelliklerini ve dönüştürücü yabancı dil eğitimi ortamlarının sağlanmasında etkili olan uygulamaları belirleyip sunmaktır. Nitel olarak desenlenen bu çalışmada, veriler doküman incelemesi kullanılarak elde edilmiştir.

Çalışmada, literatür taraması ile dönüştürücü öğrenme konusunda şimdiye kadar yapılmış kuramsal çalışmalar ile dönüştürücü öğrenmenin yabancı dil öğretilen sınıflarında uygulanmasına yönelik yapılan çalışmalar incelenmiş, dönüştürücü öğrenme ve dönüştürücü öğrenmenin temelini oluşturan öğrenme deneyimi, eleştirel yansıtma ve akılcı konuşma temaları açıklanmış ve yabancı dil öğretiminde dönüştürücü öğrenmeyi destekleyici ortamların oluşturulmasına yönelik kuramsal bilgilere yer verilmiştir. Yapılan literatür incelemelerine dayanarak, dönüştürücü öğrenmeyi destekleyen öğretim yöntem ve tekniklerinin üzerinde durulmuş ve dönüştürücü öğrenmenin yabancı dil sınıflarında alternatif bir model olarak kullanılmasına yönelik önerilerde bulunulmuştur.

Çalışmada öne çıkan bazı bulgular şunlardır; yabancı dil öğretim ortamlarında, dikkatlice seçilmiş öğrencilerin ilgi alanlarına uygun temalar ile birden fazla bakış açsını kapsayan harekete geçirici bir konu kısa film, belgesel şeklinde izletilebilir, bir hikâye veya bir şiir ile okutulabilir. Bu yöntemlerin kullanılmasındaki asıl amaç, bireyin daha önceden bakmadığı bir bakış açısından olayları görüp anlamaya çalışmasına zemin hazırlamaktır. Yansıtıcı günlükler, eleştirel öz değerlendirme aracı olarak kullanılabilir. Öğrenciler rol canlandırma ile kendilerini başkalarının yerine koyabilir ve bu sayede farklı alternatiflere açık olma çabalarını güçlendirebilirler. İşbirliğine dayalı öğrenme etkinlikleri, grup çalışmaları, dönüştürücü öğrenme ortamlarına önemli katkılar sağlamaktadır. Öğrenciler değişmiş olan bakış açılarına ve varsayımlarına uygun davranışlarda bulundukları deneyimsel öğrenme projeleri düzenleyebilirler.

Anahtar Kelimeler

• Dönüştürücü Öğrenme,Dönüştürücü Yabancı Dil Eğitimi,Bakış Açısı Dönüşümü

Kaynakça

1. Barrot, J. S. (2014). A Macro Perspective on Key Issues in English as Second (ESL) Pedagogy in the Postmethod Era: Confronting Challenges Through SociocognitiveTransformative Approach. Asia-Pacific Edu Res 23(3), 435-449.
2. Brock, S. E. (2010). Measuring the Importance of Precursor Steps to Transformative Learning. Adult Education Quarterly 60(2), 122-142.
3. Brookfield, S. (1990). The skillful teacher. San Francisco: Jossey-Bass.
4. Byram, K., & Kramsch, C. (2008). Why is it so difficult to teach language as culture? The German Quarterly, 81(1), 20.
5. Candy, P. C. (1991). Self-Direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice. San Francisco: Jossey-Bass.
6. Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting Transformative Theory in Practice. Australian Journal of Adult Learning 55(1), 9-30.
7. Cranton, P. (1994). Understanding and Promoting Taransformative Learning. A Guide for Educators and Adults. . San Francisco: Jossey-Bass.
8. Cranton, P. (2002). Teaching for transformation. New Directions for Adult and Continuing Education,93, 63-71.

9. Cranton, P. (2006). Understanding Transformative Learning. A Guide for Educators of Adults. San Francisco CA: Jossey-Bass.
10. Deveci, T. (2014). The Transformative Learning Experiences of Learners of English as a Foreign Language at a University Preparatory Programme. Transformative Dialogues: Teaching & Learning Journal 7(3), 1-19.
11. Foster, E. (1997). Transformative Learning in Adult Second Language Learning. New Directions for Adult and Continuing Education 74, 33-4.
12. Gallager, C. J. (1997). Drama-in-education: Adult teaching and learning for change in understanding and practice. Ph.D. dissertation, University of Wisconsin.
13. Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals, 40, 67-78.
14. Horwitz, E. K. (1988). The Beliefs about Language Learning of Beginning University Foreign Language Students . The Modern Language Journal, Vol. 72, No. 3 , 283-294.
15. Johnson, S. M., & Nelson, B. M. (2010). Above and Beyond the Syllabus. Transformation in an Adult Foreign Language Classroom. Language Awareness 19, 35-50.
16. King, K. P. (2000). The Adult ESL Experience: Facilitating Perspective Transformation in the Classroom. Adult Basic Education 10 (2), 69-89.
17. King, K. P. (2005). Bringing Transformative Learning to Life. Malabar: FL:Krieger.
18. Knutson, E. M. (2006). Cross-Cultural Awareness for Second/Foreign Language Learners. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 62(4), 591-610.
19. Knutson, E. M. (2006). Cross-Cultural Awareness for Second/Foreign Language Learners. Canadian Modern Language Review, 62(4), 591-610.
20. Magro, K. M. (2003). Exploring Teaching Roles and Responsibilities in Adult Literacy Education: Do Teachers See Themselves as Transformative Educators. Perspectives: The New York Journal of Adult Education, 1, 21-33.
21. Manson, B., Poitras, E., & Hong, Y.-Y. (2010). Enhancing Language Skills and Fostering Perspective Transformation in Adult ESL Education: A Transformative Learning Approach. Proceedings of the 51st Annual Adult Education Research Conference (AERC), (s. 311-316).
22. Mazen , A. (2008). Behavioral Assembly Required: Particulary for Quantitative Courses. Journal of Management Education,32, 339-362.
23. Mezirow, J. (1990). How Critical Reflection Triggers Transformative Learning. J. Mezirow içinde, In Jack Mezirow and Associates, Fostering Critical Reflection in Adulthood, A Guide to Transformative and Emancipatory Learning (s. 1-21). San Francisco: Jossey-Bass.
24. Mezirow, J. (1990). How critical reflection triggers transformative learning. . Fostering critical reflection in adulthood., 1-20.
25. Mezirow, J. (1991). Transformative Dimensions of Adult Learning . San Francisco: Jossey-Bass.
26. Mezirow, J. (1995). Transformation Theory of Adult Learning. M. R. Welton içinde, In Defense of the Lifeworld (s. 39-70). New York: SUNY Press.
27. Mezirow, J. (1995). Transformation Theory of Adult Learning. M. R. Welton içinde, In Defense of the Lifeworld (s. 39-70). New York: SUNY Press.
28. Mezirow, J. (1997). Transformative Learning: Theory to Practice. P. Cranton içinde, Transformative Learning in Action. New Directions for Adult and Continuing Education. (s. 5-12). San Francisco:CA: Jossey-Bass.
29. Mezirow, J. (2000). Learning as Transformation. Critical Perspectives on a Theory in Progress. San Francisco: Jossey-Bass .
30. Mezirow, J. (2012). Learning to think like adult. Core Concepts of Transformation Theory. E. W. Taylor, P. Cranton, & Associates içinde, The Handbook of Transformative Learning: Theory,Research and Practice. (s. 73-95). San Francisco CA: Jossey-Bass.
31. Pilling-Cormick, J. (1997). Transformative and Self Directed Learning in Practice. New Directions for Adult and Continuing Education 74, 69-77.
32. Santis, P. D., & Willis, O. (2016). From Kramzin to Putin: Transformative Learning in Practice. International Journal of Arts&Sciences, 65-74.
33. Schwartz, T. (2013). Examination of factors that promote transformative learning experiences of college-level adult learners of foreign languages (Unpublished doctoral dissertation). Alabama: Auburn University.
34. Senyshyn, R., & Chamberlin-Quinlisk, C. (2009). Assessing Effective Partnership in Intercultural Education: Transformative Learning as a Tool for Evaluation. Communication Teacher Vol 23 No 1-4, 167-178.
35. Tang, M. (2016). Speaking Through It: Being Fluent in a NEw Language as a Transformative Experience.
36. Taylor, E. W. (1998). The Theory and Practice of Transformative Learnin: A Critical Review. . Washington DC: Office of Educational Research and Improvement.
37. Taylor, E. W. (2000). Fostering Mezirow's Transformative Learning Theory in the Adult Education Classroom: A Critical Review. Canadian Journal for the Study of Adult Education, 14(2), 1-28.
38. Taylor, E. W., & Cranton, P. (2012). Transformative Learning Theory: Seeking a more unified theory. . The Handbook of Transformative Learning: Theory, Research, and Practice (s. 3-20). içinde San Francisco: Jossey-Bass.
39. Tennant, M. (1991). The Psychology of Adult Teaching and Learning. J. M. Peters, & P. Jarvis içinde, Adult Education: Evolution and Achievements in a Developing Field of Study. (s. 191-216). San Francisco: Jossey-Bass.