Designing English-Medium Classroom Management Course for Non-Natives

Öz

This qualitative phenomenological research study explores the practices of instructors teaching through the medium of English as a foreign language, in classroom management course. Data collection instruments are semi-structured interviews and the course syllabi. Phenomenological data analysis techniques (bracketing, determining themes) were employed. Results indicate that instructors do not use a specific model for the classroom management course. The challenges faced with design of an English-medium instruction such as difficulty in finding cultural course materials, lack of confidence among local students, adaptation of international students and the solutions (dividing the course into two parts: theory and practice; sharing own experiences; using tentative course syllabus) of instructors for these challenges were explored, and suggestions for the designers of English-medium courses were discussed

Anahtar Kelimeler

• English-Medium instruction
• ınstructional design
• classroom management

Kaynakça

1. Akar, H., & Yıldırım, A. (2009). Change in teacher candidates’ metaphorical images about classroom management in a social constructivist learning environment. Teaching in Higher Education, (4), 401-415.
2. Akkok, F., Askar, P., & Sucuoglu, B. (1995). Safe schools require the contributions of everybody: The picture in Turkey. Thresholds in Education, 21, 29-33.
3. Alidou, H. (2004). Medium of instruction in post-colonial Africa. In J. W. Tollefson, & A. B. M. Tsui (Eds.), Medium of Instruction Policies: Which Agenda? Whose Agenda? (pp. 195-216). US: Routledge
4. Allen, K. P. (2010). Classroom management, bullying, and teacher practices. The Professional Educator, 34(1), 1-15.
5. Ammon, U., & McConnell, G. (2002). English as an academic language in Europe : A survey of its use in teaching. Berlin: Peter Lang.
6. Atıcı, M., & Merry, R. (2001). Misbehavior in British and Turkish primary classrooms. Pastoral Care in Education, 19(2), 32-39.
7. Baturay, M. H. (2008). Characteristics of basic instructional design models. Ekev Akademi Dergisi, 34(12), 471-482.
8. Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.

9. Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
10. Boostrom, R. (1991). The nature and functions of classroom rules. Curriculum Inquiry, 21(2), 193- 224.
11. Browers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253.
12. Bullough, R. V. (1994). Digging at the roots: Discipline, management, and metaphor. Action in Teacher Education, 16(1), 1-10.
13. Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 55-84.
14. Clement, M. C. (2010). Preparing teachers for classroom management: The teacher educator’s role. The Delta Kappa Gamma Bulletin, 77(1), 41-44.
15. Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1-14.
16. Conrad, K. & TrainingLinks (2000). Instructional design for web-based training. Amherst, MA: HRD Press.
17. Crawford, C. (2004). Non-linear instructional design model: Eternal, synergistic design and development. British Journal of Educational Technology, 35(4), 413–420.
18. Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. California: Sage.
19. Cronbach, L. J. (1963). Evaluation for course improvement. Teachers College Record, 64, 672-683.
20. Darling-Hammond, L. (2006). Powerful teacher education: Lesson for exemplary programs. San Francisco: Jossey-Bass.
21. De Wet, C. (2002). Factors influencing the choice of language of learning and teaching (LoLT): A South African perspective. South African Journal of Education, 22, 119-124.
22. Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6th ed.). Boston: Allyn and Bacon.
23. Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24–39.
24. Duck, L. (2007). Using sounder foundations to help avoid the “why new teachers cry” phenomenon. The Clearing House, 81(1), 29-36.
25. Elengold, L. J. (2001). Teach SMEs to design training: Instructional systems design. USA: American Society for Training & Development.
26. Ertmer, P. A., & Newby, T. J. (1993). Behaviourism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-70.
27. Espin, C. A., & Yell, M. L. (1994). Critical indicators of effective teaching for preservice teachers: Relationships between teaching behaviors and ratings of effectiveness. Teacher Education and Special Education, 17, 154-169.
28. Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education (6th ed.). NY: McGraw-Hill.
29. Freiberg, H.J. (2002). Essential skills for new teachers. Educational Leadership, 59(6), 56-60.
30. Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Forth Worth, TX: Harcourt Brace Jovanovich College Publishers.
31. Gao, X. (2008). Shifting motivational discourses among mainland Chinese students in an English medium tertiary institution in Hong Kong: A longitudinal inquiry. Studies in Higher Education, 33(5), 599-614.
32. Gustafson, K. L., & Branch, R. M. (1997). Revisioning models of instructional development. Educational Technology Research and Development, 45(3), 73-89.
33. Hamdani, M., Gharbaghi, A., & Sharifuddin, R. S. (2011). Instructional design approaches, types and trends: A foundation for postmodernism instructional design. Australian Journal of Basic and Applied Sciences, 5(8), 1-7.
34. Hansen, D. T. (1993). The moral importance of teacher’s style. Journal of Curriculum Studies, 25(5), 397-421.
35. Heugh, K. (2002). The case against bilingual and multilingual education in South Africa: Laying bare the myths. Perspectives in Education, 20,171-198.
36. Husserl, E. (1960). Cartesian meditations: An introduction to phenomenology. Boston: Martinus Nijhoff Publications.
37. Ibrahim, J. (2001). The Implementation of EMI in Indonesian Universities: Its opportunities, its threats, its problems and its possible solutions. K@ta, 3(21), 121-138.
38. Jensen, H. P., & Johannesson, H. (1995). Engineering courses taught in English: An experience from Denmark. European Journal of Engineering Education, 20, 19-23.
39. Kırkgöz, Y. (2005). Motivation and student perception of studying in an English-medium university. Journal of Language and Linguistic Studies, 1(1), 101-122.
40. Kırkgöz, Y. (1999). Knowledge acquisition from L2 specialist texts. (Unpublished Ph.D.dissertation). Aston University, Birmingham.
41. Klaassen, R. G., & De Graaff, E. (2001). Facing innovation : Preparing lecturers for English-medium instruction in a non-native context. European Journal of Engineering Education, 26(3), 281- 289.
42. Kurasaki, K. S. (2000). Intercoder reliability for validating conclusions drawn from open-ended interview data. Field Methods, 12(3), 179-194.
43. Lasley, T. J. (1994). Teacher technicians: A ‘‘new’’ metaphor for teachers. Action in Teacher Education, 16(1), 11-19.
44. Lebow, D. (1993). Constructivist values for instructional systems design. Five principles toward a new mindset. Educational Technology, Research, and Development, 41(3), 4-16.
45. Lemlech, J. K. (1988). Classroom management: Methods and techniques for elementary and secondary teachers. New York: Longman.
46. Maiworm, F., & Wachter, B. (2002). English-language-taught degree programmes in European Higher Education: Trends and success factors. Bonn: Lemmens.
47. Malone, B. G., Bonitz, D. A., & Rickett, M. M. (1998). Teacher perceptions of disruptive behavior: Maintaining instructional focus. Educational Horizons, 76(4), 189-194.
48. Martin, N. K. (1997) Connecting instruction and management in a student-centeredclassroom. Middle School Journal, 28(4), 177-183.
49. Martinez, M. A., Salueda, N., & Huber, G. L. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17(9), 65-77.
50. McDonald, J., & Mayes, T. (2007). The changing role of an instructional designer in the implementation of blended learning at an australian university. In M. J. Keppell (Ed.), Instructional design: Case studies in communities of practice. London: IGI Global.
51. McCormack, P. M. (1997). Parents and Teachers : Partners in Whole-Person Formation. Paper presented at the Annual Convention and Exposition of the National Catholic Educational Association. Washington D.C.: ERIC Clearinghouse.
52. Meister, D. G., & Melnick, S. A. (2003). National new teacher study: Beginning teachers’ concerns. Action in Teacher Education, 24(4), 87-94.
53. Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. Hoboken, NJ: John Wiley & Sons, Inc.
54. Morse, J. M., Barret, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 1-19.
55. Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37, 589-613.
56. Oliva, P. F. (2001). Developing the curriculum. Boston: Pearson/Allyn and Bacon.
57. Peterson, C. (2003). Bringing ADDIE to life: Instructional design at its best. Journal of Educational Multimedia and Hypermedia ,12, 227-241.
58. Posner, G. J., & Rudnitsky, A. N. (2006). Course design: A guide to curriculum development for teachers. New York: Pearson.
59. Public Agenda (2004). Teaching interrupted: Do discipline policies in today’s public schools foster the common good? Retrieved from www.publicagenda.org
60. Randolph, C. H., & Evertson, C. M. (1994). Images of management for learner-centered classrooms. Action in Teacher Education, 16(1), 55-63.
61. Reiser, R. A. (2007). A history of instructional design and technology. In Reiser, R. A. & Dempsey, J. V. Trends and issues in instructional design and technology, (2nd ed.). New Jersey: Merrill Prentice Hall.
62. Richardson, V., & Fallona, C. (2001). Classroom management as method and manner. Journal of Curriculum Studies, 33(6), 705-728.
63. Rowland, G. (1992). What do instructional designers actually do? An initial investigation of expert practice. Performance Improvement Quarterly, 5(2), 65-86.
64. Ryder, M. (2010). Instructional design models. Retrieved from http://carbon.cudenver.edu/~mryder/itc_ data/idmodels.html
65. Skiba, R., & Peterson, R. (2003). Teaching the social curriculum: School discipline as instruction. Preventing School Failure, 47(2), 66-73.
66. Smith, K. (2004). Studying in an additional language: What is gained, what is lost and what is assessed? In R. Wilkinson (ed.) Integrating content and language-meeting the challenge of a multilingual higher education. Maastricht: Universitaire Pers, 78-93
67. Smith, P. L., & Ragan, T. J. (2005). Instructional design. New York: John Wiley.
68. Stes, A., Min-Leliveld, M., Gijbels, D., & Petegem, P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. Educational Research Review, 5, 25- 49.
69. Stoughton, E. H. (2007). How will I get them to behave? Preservice teachers reflect on classroom management. Teacher and Teacher Education, 23, 1024-1037.
70. Suliman, W. A., & Tadros, A. (2011). Nursing students coping with English as a foreign language medium of instruction. Nurse Education Today, 31(4), 402-407.
71. Şentürk, H., & Oral, B. (2008). Türkiye’de sınıf yönetimi ile ilgili yapılan bazı araştırmaların değerlendirilmesi. Elektronik Sosyal Bilimler Dergisi, 7(26), 1-13.
72. Tung, P., Lam, R., & Tsang, W. K. (1997). English as a medium of instruction in post- 1997 Hong Kong: What students, teachers, and parents think. Journal of Pragmatics, 28, 441-459.
73. Tyler, R. W. (1969). Basic principles of curriculum and instruction. USA: The University of Chicago Press.
74. Uduma, L., & Morrison, G. R. (2007). How do instructional designers use automated instructional design tool? Computers in Human Behavior, 23, 536-553.
75. Vidal-Castro, C., Sicilia, M.A., & Prieto, M. (2012). Representing instructional design methods using ontologies and rules. Knowledge-Based Systems, 33, 180-194.
76. Vinke, A. A. (1995). English as the medium of instruction in Dutch engineering education. Germany, Delft: Delft University Press
77. Vinke, A. A., Snippe, J., & Jochems, W. (1998). English-medium content courses in non-English higher education: A study of lecturer experiences and teaching behaviours. Teaching in Higher Education, 3(3), 383-394.
78. Yi Lo, Y., & Macaro, E. (2012). The medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools. International Journal of Bilingual Education and Bilingualism, (1), 29-52.
79. Wende, M. Van Der. (1997). Internationalising the curriculum in Dutch higher education: An international comparative perspective. Journal of Studies in International Education, 1(2), 53- 72.
80. Williams, S. M. (1992). Putting case-based instruction into context: Examples from legal and medical education. The Journal of the Learning Science, 2(4), 367-27.
81. Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık
82. YÖK (2012). Programlar ve içerikleri. Retrieved on December 12, 2012 from http://www.yok.gov.tr/component/option,com_ocman/task,cat_view/gid,134/Itemid,88/
83. Zonneveld, M. (1991). Studeren in Engelstalige, multiculturele situaties. Een exploratieve studie naar mogelijke effecten van integratie van MSc- en regulier onderwijs aan de Landbouwuniversiteit [Studying in English-medium, multicultural situations]. Wageningen: University of Agricultural Sciences, Department of Agricultural Educational Theory.