Öz
The purpose of this study was to investigate the feasibility of parent-centered collaborative learning in English language teaching and to sort out the strategies and techniques that might help and contribute students’ language learning process. This qualitative case study examines how parental involvement can play a crucial role in the improvement of EFL learners’ academic and social background in English classes. This study was carried out in a primary school with 5 students from fourth grades English classes and their parents, 7 teachers including 1 native English teacher, 4 Turkish English teachers, the head of the language department and a student counselor at a primary school in Istanbul, Turkey. In order to obtain qualitative data, semi-structured interviews, observations, records of students’ projects/homework assignments. The findings of the study revealed that parents are powerful partners in one’s language development and learning process by contributing academic attainment in terms of sociolinguistic perspectives.
Anahtar Kelimeler
Aile Katılımı Ortak Çalışmaya Dayalı Öğrenme ve Stratejileri Sosyal Oluşturmacılık Aile-Öğretmen Ortaklığı
Kaynakça
- Avila Daza, N. P., & Garavito, S. J. (2009). Parental involvement in english homework tasks: bridging the gap between school and home. 11(2), 105-115. (AAT 1657-0790) Afifi, T.D., & Olson, L. (2005). The chilling effect in families and pressure to conceal secrets. Communication Monographs, 72 (2), 192-196. Dolly, M. (2008). Constructing knowledge together. 21-45 Retrieved from pagines.uab.cat/melindadooly/.../Chpt1.pdf Dörnyei, Z. (2007). Research methods in applied linguistics. (pp.134-162) Oxford University Press. Epstein, J. (2009). School, Family and community partnerships: Your handbook for action. (2nd Ed.), Thousand Oaks, CA: Corwin Press. Epstein, J. L., Herick, S.C., &Coates , L. (1996). Effects of summer home learning packets on students achievement in language arts in the middle grades. School Effectiveness& School Improvement, 7 (4), 383-410. Fan-Jen, K. (2012). An analysis of elementary teachers’ strategies and parental engagement in EFL programs in Taiwan. Retrieved from Proquest Digital Dissertations. (AAT 3534083) Fan Jen, K. (2012). An analysis of elementary teachers’ strategies and parental engagement in EFL programs in Taiwan. (AAT 3534083) Henderson, A. T. (1981). Parent participation—student achievement: The evidence grows. Columbia, MD: National Committee for Citizens in Education. Hamer, Cathy. (2012). NCT research overview: parent-child communication is important from birth. Retrieved from http://www.literacytrust.org.uk/assets/0001/3375/Hamer_NCT_research_overview_Parent_child_communication_p15-20_Mar12.pdf Henderson, A. T., & Berla, N. (1987). A new generation of evidence: the family is critical to student achievement. Washington, D.C. Henderson, A. T. (2015), School-family partnerships for children’s success (pp. 1–17). New York, NY: Teachers College Press. Jeynes, W. H. (2011). Parental involvement and academic success. Third Avenue, NY, 100017. Routeledge. Jeynes, W. (2005). A meta analysis of relation of parental involvement on minority children’s academic achievement. Education& Urban Society, 35 (2), 202-218. Marsh, K. (2011). The impact of parent English as a second language classes on children’s school performance and parent-school interactions. Retrieved from Proquest Digital Dissertations. (AAT 1502326) Maxwell, J. A. (2013). Qualitative research design: an interactive approach. Retrieved fromhttps://books.google.com.tr/books?id=xAHCOmtAZd0C&pg= PA137&lpg=PA137&dq=maxwell+generalizability&source=bl&ots=Y0FNvnqji1&sig=JsKYRm-Ce-YVxtitkeRfDP5dH8E&hl=en&sa=X&ved=0ahUKEwjgy_ mhuY7KAhXHCywKHc1YC8AQ6AEIGjAA#v=onepage&q=maxwell%20generalizability&f=false Nolinske, T. (2015). Methods of survey data collection. National Business Research Institute. Retrieved from https://www.nbrii.com/customer-survey-white-papers/methods-of-survey-data-collection/ Patton, M. Q. (1990). Qualitative evaluations methods. Thousand Oaks, Calif.: Sage. Patrikakou, E. N., Weissberg, R. P., Redding, S., & Walberg, H. J. (2005). School-family partnerships: Enhancing the academic, social, and emotional learning of children. In E. N. Patrikakou, R. P. Weissberg, S. Redding, & H. J. Walberg Thomas, D., Murphy, R.F., & Hunt, H. D. (2000). Comer’s school development program in Chicago: a theory based evaluation. 37(2), 535-97. American Educational Research Journal.
Öz
Bu çalışmanın amacı İngiliz Dili Eğitiminde ebeveyn katılımlı, ortak çalışmaya dayalı öğrenmenin uygulanmasını inceleyen ve bu süreçte öğrencilerin öğrenme sürecine katkı sağlayabilecek yöntem ve tekniklerin ortaya çıkartılmasına olanak sağlamaktır (Bozuk anlaşılmaz tümce) Türkiye’de özel bir ilköğretim okulunun İngilizce derslerinde uygulanan vaka incelemesi, aile katılımlı çalışmaların öğrencilerin akademik, kişisel ve sosyal gelişimlerinde nasıl önemli bir rol aldığını incelemeyi hedefler(Tümcenin düzeltilmesi gerekli). Bu çalışma, İstanbul’da özel bir ilköğretim okulunun 4. Sınıflarından 5 öğrenci ve aileleri, İngilizce bölüm başkanı, Rehberlik Danışmanı, Yabancı İngilizce Öğretmeni ve 4 Türk İngilizce Öğretmeni tarafından yürütülmüştür. Çalışmada niteliksel veri elde etmek adına, yarı yapılandırılmış görüşme, gözlemler ve öğrencilerin proje ve ödev kayıtlarından oluşan üç ölçek kullanılmıştır. Aynı zamanda, bu araştırma Epstein (2001) tarafından oluşturulan aile katılımlı çalışmanın, iletişim, evde öğrenme, ebeveynlik, karar alma ve gönüllülükten oluşan 5 alt başlığına yönelik incelemeler yapılmıştır. Çalışmanın bulguları çocukların dil gelişiminde ve öğrenme sürecindeki hem etkileşimsel hem sosyal kazanımları üzerinde ebeveynlerin uzun süreli ve güçlü bir yer etkiye sahip olduğunu toplum dilbilimsel açılardan değerlendirmeler de yaparak ortaya koymaktadır.
Anahtar Kelimeler
Aile Katılımı Ortak Çalışmaya Dayalı Öğrenme ve Stratejileri Sosyal Oluşturmacılık Aile-Öğretmen Ortaklığı
Kaynakça
- Avila Daza, N. P., & Garavito, S. J. (2009). Parental involvement in english homework tasks: bridging the gap between school and home. 11(2), 105-115. (AAT 1657-0790) Afifi, T.D., & Olson, L. (2005). The chilling effect in families and pressure to conceal secrets. Communication Monographs, 72 (2), 192-196. Dolly, M. (2008). Constructing knowledge together. 21-45 Retrieved from pagines.uab.cat/melindadooly/.../Chpt1.pdf Dörnyei, Z. (2007). Research methods in applied linguistics. (pp.134-162) Oxford University Press. Epstein, J. (2009). School, Family and community partnerships: Your handbook for action. (2nd Ed.), Thousand Oaks, CA: Corwin Press. Epstein, J. L., Herick, S.C., &Coates , L. (1996). Effects of summer home learning packets on students achievement in language arts in the middle grades. School Effectiveness& School Improvement, 7 (4), 383-410. Fan-Jen, K. (2012). An analysis of elementary teachers’ strategies and parental engagement in EFL programs in Taiwan. Retrieved from Proquest Digital Dissertations. (AAT 3534083) Fan Jen, K. (2012). An analysis of elementary teachers’ strategies and parental engagement in EFL programs in Taiwan. (AAT 3534083) Henderson, A. T. (1981). Parent participation—student achievement: The evidence grows. Columbia, MD: National Committee for Citizens in Education. Hamer, Cathy. (2012). NCT research overview: parent-child communication is important from birth. Retrieved from http://www.literacytrust.org.uk/assets/0001/3375/Hamer_NCT_research_overview_Parent_child_communication_p15-20_Mar12.pdf Henderson, A. T., & Berla, N. (1987). A new generation of evidence: the family is critical to student achievement. Washington, D.C. Henderson, A. T. (2015), School-family partnerships for children’s success (pp. 1–17). New York, NY: Teachers College Press. Jeynes, W. H. (2011). Parental involvement and academic success. Third Avenue, NY, 100017. Routeledge. Jeynes, W. (2005). A meta analysis of relation of parental involvement on minority children’s academic achievement. Education& Urban Society, 35 (2), 202-218. Marsh, K. (2011). The impact of parent English as a second language classes on children’s school performance and parent-school interactions. Retrieved from Proquest Digital Dissertations. (AAT 1502326) Maxwell, J. A. (2013). Qualitative research design: an interactive approach. Retrieved fromhttps://books.google.com.tr/books?id=xAHCOmtAZd0C&pg= PA137&lpg=PA137&dq=maxwell+generalizability&source=bl&ots=Y0FNvnqji1&sig=JsKYRm-Ce-YVxtitkeRfDP5dH8E&hl=en&sa=X&ved=0ahUKEwjgy_ mhuY7KAhXHCywKHc1YC8AQ6AEIGjAA#v=onepage&q=maxwell%20generalizability&f=false Nolinske, T. (2015). Methods of survey data collection. National Business Research Institute. Retrieved from https://www.nbrii.com/customer-survey-white-papers/methods-of-survey-data-collection/ Patton, M. Q. (1990). Qualitative evaluations methods. Thousand Oaks, Calif.: Sage. Patrikakou, E. N., Weissberg, R. P., Redding, S., & Walberg, H. J. (2005). School-family partnerships: Enhancing the academic, social, and emotional learning of children. In E. N. Patrikakou, R. P. Weissberg, S. Redding, & H. J. Walberg Thomas, D., Murphy, R.F., & Hunt, H. D. (2000). Comer’s school development program in Chicago: a theory based evaluation. 37(2), 535-97. American Educational Research Journal.
Ayrıntılar
| Bölüm | Araştırma Makaleleri |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 24 Nisan 2017 |
| Gönderilme Tarihi | 24 Nisan 2017 |
| Yayımlandığı Sayı | Yıl 2017 Cilt: 3 Sayı: 1 |
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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi
https://dergipark.org.tr/en/pub/jlere
ISSN: 2149-5602
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