THE EXPERIENCES OF ENGLISH LANGUAGE TEACHERS MAKING TRANSITION AMONG DIFFERENT EDUCATIONAL STAGES

Öz

Turkey has experienced an educational reform introducing English into the primary curriculum since 1997, and the government has assigned English teachers to different educational stages and the practice of making transitions between educational stages have started to be implemented. Since 2013, teachers have been assigned to teach all grades from 2nd to 12th without any constraints or required qualifications. Thus, this study aims to investigate the experiences of English language teachers teaching at least two different educational stages by taking into consideration the transition as preference or obligation. Using a case study design, this study questions the opportunities and challenges of English teaching processes at various levels of education by requiring participant teachers to comment on the Ministry of National Education's English teacher appointment practices from different perspectives. The findings indicate that transition among stages has potential opportunities and challenges; however, most teachers believe making transitions among the stages is an effective practice since it offers them a dynamic process and gives them a chance for professional development.

Anahtar Kelimeler

• Transition among educational stages
• teaching English to different grades
• English teacher appointment practices
• Turkish educational stages

FARKLI EĞİTİM KADEMELERİ ARASINDA GEÇİŞ YAPAN İNGİLİZCE ÖĞRETMENLERİNİN DENEYİMLERİ

Öz

Türkiye 1997 yılından itibaren İngilizceyi ilköğretim müfredatına dahil eden bir eğitim reformu yaşamış ve İngilizce öğretmenleri farklı eğitim kademelerine atanarak eğitim kademeleri arasında geçiş yapmaları uygulanmaya başlamıştır. 2013 yılından bu yana, öğretmenler herhangi bir kısıtlama veya gerekli nitelikler olmaksızın 2. sınıftan 12. sınıfa kadar tüm eğitim kademlerinde ders vermek üzere görevlendirilmiştir. Bu nedenle bu çalışma, eğitim kademeleri arası geçişi, tercih ya da zorunluluk olarak dikkate alarak en az iki farklı eğitim kademesinde görev yapan İngilizce öğretmenlerinin deneyimlerini incelemeyi amaçlamaktadır. Vaka analizi araştırma desenini kullanan bu çalışma, katılımcı öğretmenlerin Millî Eğitim Bakanlığı'nın İngilizce öğretmeni atama uygulamaları hakkında farklı bakış açılardan yorum yapmalarını gerektirerek çeşitli eğitim kademelerinde İngilizce öğretimi süreçlerinin fırsatlarını ve zorluklarını sorgulamaktadır. Bulgular, aşamalar arasındaki geçişin potansiyel fırsat ve zorluklara sahip olduğunu göstermektedir; ancak öğretmenlerin çoğu, aşamalar arasında geçiş yapmanın, onlara dinamik bir süreç sunduğu ve mesleki gelişim şansı verdiği için etkili bir uygulama olduğuna inanmaktadır.

Anahtar Kelimeler

• Eğitim kademeleri arasında geçiş
• farklı sınıflara İngilizce öğretimi
• İngilizce öğretmeni atama uygulamaları
• Türk eğitim kademeleri

Kaynakça

1. Arslan, R. Ş. (2012). Bridging the gap between policy and practice in teaching English to young learners: The Turkish context. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 95-100. Retrieved from http://pauegitimdergi.pau.edu.tr/Makaleler/626302087_tart%c2%a6-s%c2%a6%c4%9fma%202.pdf
2. Baptiste, I. (2001, September). Qualitative data analysis: Common Phases, strategic differences. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 2(3), Art. 22. Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs0103226
3. Broughton, G., Brumfit, C., Pincas, A., & Wilde, R. D. (2002). Teaching English as a foreign language. Routledge. Retrieved from http://prodibing.fkip.unsri.ac.id/userfiles/Teaching%20English%20as%20a%20Foreign%20Language%20(Routledge%20Education%20Books).pdf
4. Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal. 57 (2), 105-112. Retrieved from https://www.researchgate.net/publication/31130727_Challenges_for_ELT_from_the_Expansion_in_Teaching_Children
5. Damar, E. A. (2004). A study on teaching English to young learners in EFL contexts. [Unpublished master’s thesis]. Uludag University. Retrieved from https://acikerisim.uludag.edu.tr/handle/11452/9566
6. Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian Perspective. Clevedon, Buffalo, Toronto: Multilingual Matters Ltd.
7. Gürsoy, E., Korkmaz, S.Ç., & Damar, A. E. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice. Egitim Arastirmalari-Eurasian Journal of Educational Research, 53/A, 59-74. Retrieved from https://www.researchgate.net/publication/290162270_Foreign_Language_Teaching_Within_444_Education_System_in_Turkey_Language_Teachers'_Voices/link/584ee8af08ae4bc899397d60/download
8. Harper, C., & De Jong, E. (2004). Misconceptions about teaching English‐language learners. Journal of adolescent & adult literacy, 48(2), 152-162. Retrieved from http://www.schtools.com/membersnew/documents/MSSAA/14-15LLP-SEI_Harper_and_de_Jong_Misconceptions_about_Teaching_ELLs-1(1).pdf

9. Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC journal, 38(2), 216-228. Retrieved from https://www.researchgate.net/publication/249768829_English_Language_Teaching_in_Turkey_Policy_Changes_and_their_Implementations
10. Kırkgöz, Y. (2008). Curriculum innovation in Turkish primary education. Asia-Pacific Journal of Teacher Education, 36(4), 309-322. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/13598660802376204
11. Kocaoluk, F., & Kocaoluk, M. Ş. (2001). İlköğretim okulu programı 1999-2000). İstanbul: Kocaoluk Publishers.
12. Krusenvik, L. (2016). Using case studies as a scientific method: Advantages and disadvantages. [Unpublished paper]. Halmstad University. Retrieved from http://www.diva-portal.org/smash/get/diva2:1054643/FULLTEXT01.pdf
13. Lesiak, K. (2015). Teaching English to adolescents. World Scientific News, 7, 246-260. Retrieved from http://www.worldscientificnews.com/wp-content/uploads/2012/11/WSN-1-2015-246-2601.pdf
14. Loukotova, E. (2011). Young Learners and Teenagers–Analysis of Their Attitudes to English Language Learning [Unpublished doctoral dissertation]. Masarykova Univerzita, Pedagogická Fakulta. Retrieved from https://is.muni.cz/th/vmfsn/Loukotkova_Diploma_Thesis.pdf
15. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, California: Sage.
16. MoNE. (1997). İlköğretim okulu 4.ve 5. Sınıf yabancı dil öğretim programı. Milli Eğitim Bakanlığı Tebliğler Dergisi.
17. Moon, J. (Winter, 2005). Teaching English to young learners: the challenges and the benefits. British Council, 30-34. Retrieved from https://ventana.fl.unc.edu.ar/files/Material-British-Council.pdf
18. Onat-Stelma, Z. (2005). Moving from Teaching Older Learners to Young Learners: Cases of English Language Teachers in Turkey [Unpublished doctoral thesis]. University of Leeds. Retrieved from http://etheses.whiterose.ac.uk/11273/1/421985.pdf
19. Psaltou-Joycey, A., Vrettou, A., & Penderi, E. (2017). L2 motivation of Greek young learners and adolescents. Selected papers on theoretical and applied linguistics, 22, 416-431. http://ejournals.lib.auth.gr/thal/article/view/6007/5761
20. Schell, C. (1992). The Value of the Case Study as a Research Strategy. [Unpublished paper]. Manchester Business School. Retrieved from http://www.psyking.net/HTMLobj-3844/Value_of_Case_Study_as_a_Research_Strategy.pdf
21. Taherdoost, H. (2016). Sampling methods in research methodology; how to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM), 5(2), 18-27. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3205035
22. Tragant, E. (2006). Language learning motivation and age. In C. Muñoz (Eds.), Age and the rate of foreign language learning. (pp.237-67). Clevedon: Multilingual Matters.
23. Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.