İçerik temelli ingilizce öğretimi kapsam ve etkililiği üzerine ilkokul ingilizce öğretmen görüşleri

Year 2021, , 612 - 626, 30.12.2021

İrem Kışlal , Melike Ünal Gezer

https://doi.org/10.30900/kafkasegt.1019971

Abstract

Bu çalışma ilkokul düzeyinde İngilizce öğreten bir grup İngilizce öğretmeninin içerik temelli yabancı dil öğretimi etkililiği üzerine olan algılarını raporlamayı hedeflemiştir. Katılımcı öğretmenler içerik temelli İngilizce öğretim programını temel alan bir kurumda İngilizce eğitimi vermiş ve bu programın genel hatları ve efektif oluşuyla ilgili durumları anlamak adına oluşturulan mülakatlara katılmışlardır. Erken yaş İngilizce öğrenenlerle çalışan hizmet içi İngilizce öğretmenlerine içerik temelli İngilizce öğretiminin etkililiği üzerine sorular verilmiş ve mülakatlarında içerik temelli İngilizce öğretiminin güçlü ve zayıf yönlerini ve kendi tecrübelerini bildiren paylaşımlarda bulunmuşlardır. Mülakatın içerik analizleri, içerik temelli İngilizce öğretiminin genel olarak yabancı dil eğitimine katkılar sunacağını göstermiştir. İçerik esaslı İngilizce öğrenimi ve öğretimi hem öğrenenler hem de öğretenler için hem öğretici hem de eğlenceli öğrenme fırsatları sunmaktadır. Hedef grup mülakatları ilgili öğretmen grubunun hem erken yaş öğrenenler için içerik temelli yabancı dil öğretimi ile ilgili gerekli bilgi ve beceri donanımına sahip olduklarını hem de katılımcı öğretmenlerin bu metoda pozitif tutum sergilediklerini bulgulamıştır. Bu çalışmanın bulguları eğitim politikası yapan ve program oluşturan yetkililere yabancı dil öğretiminde otantik ve içerik temelli öğrenme fırsatları sunmaları konusunda çıkarımlar sağlamayı hedeflemektedir.

Keywords

Erken yaş yabancı dil öğrenenler, çocuklara yabancı dil öğretimi, içerik temelli öğretim, hizmet içi İngilizce öğretmeni

Turkish primary-level efl teachers’ views on the scope and effectiveness of content-based instruction

Abstract

The present study aims to report on the perceptions of a group of English as a foreign (EFL) teachers’ on content-based instruction (CBI) in English as a foreign language teaching and its effectiveness for primary school students. The teachers participating in the study offered English as a foreign language through CBI and they were interviewed about their perspectives in terms of CBI lessons and the nature of overall program. In-service English language teachers working with young language learners received questions about the effectiveness of CBI, the advantages and disadvantages of implementation of CBI and their experiences and observations with it. The results show that CBI is a major opportunity for language teachers to increase the quality of English instruction with young language learners. Teaching and learning through content is fun and worthwhile both for students and teachers. Data collected through focus group interview reveal that teachers have positive attitudes towards CBI and they are quite informed about the scope and effectiveness of this instructional program for young language learners. Findings of the present study have important implications for policy makers and educational planning in Turkey by creating authentic learning opportunities integrating content matter with foreign language instruction.

Keywords

Teaching English to young learners, young language learners, content-based instruction, CBI, English-as-a-foreign language

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