TRANSFORMATIVE LEARNING IN ENGLISH AS A FOREIGN LANGUAGE EDUCATION

Yıl 2018, Cilt: 3 Sayı: 6, 331 - 346, 30.06.2018

Asım Arı , Eren Akdağ Kurnaz

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

• 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.
• Brock, S. E. (2010). Measuring the Importance of Precursor Steps to Transformative Learning. Adult Education Quarterly 60(2), 122-142.
• Brookfield, S. (1990). The skillful teacher. San Francisco: Jossey-Bass.
• Byram, K., & Kramsch, C. (2008). Why is it so difficult to teach language as culture? The German Quarterly, 81(1), 20.
• Candy, P. C. (1991). Self-Direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice. San Francisco: Jossey-Bass.
• Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting Transformative Theory in Practice. Australian Journal of Adult Learning 55(1), 9-30.
• Cranton, P. (1994). Understanding and Promoting Taransformative Learning. A Guide for Educators and Adults. . San Francisco: Jossey-Bass.
• Cranton, P. (2002). Teaching for transformation. New Directions for Adult and Continuing Education,93, 63-71.
• Cranton, P. (2006). Understanding Transformative Learning. A Guide for Educators of Adults. San Francisco CA: Jossey-Bass.
• 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.
• Foster, E. (1997). Transformative Learning in Adult Second Language Learning. New Directions for Adult and Continuing Education 74, 33-4.
• Gallager, C. J. (1997). Drama-in-education: Adult teaching and learning for change in understanding and practice. Ph.D. dissertation, University of Wisconsin.
• Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals, 40, 67-78.
• 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.
• Johnson, S. M., & Nelson, B. M. (2010). Above and Beyond the Syllabus. Transformation in an Adult Foreign Language Classroom. Language Awareness 19, 35-50.
• King, K. P. (2000). The Adult ESL Experience: Facilitating Perspective Transformation in the Classroom. Adult Basic Education 10 (2), 69-89.
• King, K. P. (2005). Bringing Transformative Learning to Life. Malabar: FL:Krieger.
• 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.
• Knutson, E. M. (2006). Cross-Cultural Awareness for Second/Foreign Language Learners. Canadian Modern Language Review, 62(4), 591-610.
• 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.
• 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).
• Mazen , A. (2008). Behavioral Assembly Required: Particulary for Quantitative Courses. Journal of Management Education,32, 339-362.
• 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.
• Mezirow, J. (1990). How critical reflection triggers transformative learning. . Fostering critical reflection in adulthood., 1-20.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning . San Francisco: Jossey-Bass.
• Mezirow, J. (1995). Transformation Theory of Adult Learning. M. R. Welton içinde, In Defense of the Lifeworld (s. 39-70). New York: SUNY Press.
• Mezirow, J. (1995). Transformation Theory of Adult Learning. M. R. Welton içinde, In Defense of the Lifeworld (s. 39-70). New York: SUNY Press.
• 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.
• Mezirow, J. (2000). Learning as Transformation. Critical Perspectives on a Theory in Progress. San Francisco: Jossey-Bass .
• 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.
• Pilling-Cormick, J. (1997). Transformative and Self Directed Learning in Practice. New Directions for Adult and Continuing Education 74, 69-77.
• Santis, P. D., & Willis, O. (2016). From Kramzin to Putin: Transformative Learning in Practice. International Journal of Arts&Sciences, 65-74.
• 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.
• 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.
• Tang, M. (2016). Speaking Through It: Being Fluent in a NEw Language as a Transformative Experience.
• Taylor, E. W. (1998). The Theory and Practice of Transformative Learnin: A Critical Review. . Washington DC: Office of Educational Research and Improvement.
• 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.
• 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.
• 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.