Kabul Koşulları Önemli midir? Hollanda ve Türkiye'de İngilizce Öğretmenliği Programı Kabul Koşulları Kıyaslaması

Yıl 2021, Cilt: 11 Sayı: 2 Pt 1, 215 - 226, 01.08.2021

Mehmet Asmalı Handan Çelik

https://doi.org/10.2399/yod.20.736708

Cited By: 1

Öz

Öğretmenlerin, öğrencilerin yabancı dil gelişimi ve yeterliliği üzerindeki etkisi, öğretmen niteliklerinin öğrencilerin dil gelişimi ve dil seviyelerini etkilemesinden ötürü yadsınamaz bir gerçektir. Türk öğrencilerin uluslararası İngilizce yeterlilik endekslerindeki düşük performansı, dil öğretmenlerinin niteliklerini eleştirel bir bakış açısıyla anlama ihtiyacını da beraberinde getirmektedir. Şüphesiz ki, dil öğretmenlerinin sahip olması gereken önemli niteliklerden biri, öğrettikleri dilde yüksek yeterliliktir. Ancak, liselerdeki farklı programlardan mezun, sınırlı İngilizce yeterliliğine sahip öğrenciler İngilizce öğretmenliği programlarına yerleşebilmektedirler. Hollanda'nın uluslararası İngilizce yeterlilik endekslerinde ilk sıradaki ülke olarak gösterdiği başarı göz önünde bulundurulduğunda, bu çalışma, Hollanda'daki İngilizce öğretmenliği programlarının kabul koşullarını araştırmayı, Türkiye'deki İngilizce öğretmenliği programlarının kabul koşulları ile karşılaştırmayı ve Türkiye'deki İngilizce öğretmenliği programları için kapsamlı kabul koşullarını önermeyi amaçlamaktadır. Bu doğrultuda her iki ülkedeki İngilizce öğretmenliği programlarının kabul koşulları ile ilgili bilgileri ve ulusal ve uluslararası istatistikleri birleştiren bir doküman analizi gerçekleştirilmiştir. Sonuç olarak Türkiye'deki İngilizce öğretmenliği programlarının kabul koşulları ile ilgili değişiklikleri içeren önerilerde bulunulmuştur.

Anahtar Kelimeler

Hollanda, İngilizce dil yeterliliği, İngilizce öğretmenliği kabul koşulları, öğretmen yeterlilikleri, Türkiye

Do Admission Requirements Matter? A Comparison of the Requirements for Admission to the ELT programs in the Netherlands and Turkey

Öz

Qualifications of language teachers affect their students' language development and proficiency. Turkish learners' low performance in international English proficiency indices requires an investigation of the qualifications of language teachers from a critical point of view. Without doubt, one of the crucial qualifications that language teachers need to possess is a high proficiency and competency in the target language. However, graduating from different programs in high schools, students are placed in English language teaching (ELT) programs with limited English proficiency. Considering the success of the Netherlands as the top country in international English proficiency indices, this study aims to find the admission requirements of the ELT programs in the Netherlands, to compare them with the ones in Turkey, and to suggest comprehensive admission requirements for ELT programs in Turkey. In this regard, a document analysis merging a detailed analysis of information regarding the admission requirements of the ELT programs in both countries and national and international statistics was conducted. Consequently, some recommendations regarding the likely changes to be made in the admission requirements to the ELT programs in Turkey are made.

Anahtar Kelimeler

Admission requirements for ELT, ELT in the Netherlands, ELT in Turkey, English language proficiency, teacher qualifications

Kaynakça

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