Task-based language assessment (TBLA) is a way of providing information about language learning in authentic settings. Not only does it present language learners with a meaningful and embedded context of assessment but also promotes communication in the target language. Within the framework of TBLA, this study aims to integrate the 4th grade language testing into language learning process through ILTPY (Integrated Language Testing Program for Young Learners). ILTPY includes ten-unit assessment tasks which have been developed in accordance with the young learners' characteristics and the 4th grade curricular objectives at state primary schools affiliated with the Ministry of National Education (MoNE) in Turkey. In order to test the effectiveness of ILTPY, two-unit assessment tasks were employed in the 4th grade classrooms. At the end of the two-unit implementation, follow-up interviews were conducted with the students and teachers in order to understand the influence of ILTPY on language learning process. The study findings show that the assessment tasks in ILTPY significantly increased the level of language attainment in the 4th grade. The two-unit implementation motivated a majority of language learners by offering them to reinforce what they had learnt. The students' increasing enthusiasm and participation, and the opportunity for professional development motivated most of the language teachers to teach English and assess the students as emphasized in ILTPY. However, task development and implementation were regarded as the demotivating factors in view of practicality. The assessment tasks mostly met the young learners' needs of assessment, but they should be supported with more visuals and technology. Finally, it is considered that ILTPY generally affected language learning positively.
Makro-düzey dil eğitim politikalarının çocuklara yabancı dil öğretimi (ÇYDÖ) alanında uygulanması, mikro-düzey eğitsel etkinliklerin tasarlanması ve kullanılmasında belirleyici bir rol oynamaktadır. Bu durum dikkate alındığında, mevcut çalışma devlet ilkokullarında İngilizce öğrenmek için başlangıç seviyesi olan 2. sınıflardaki İngilizce öğretme ve izleme etkinliklerini betimlemeyi amaçlamaktadır. Ardından, bu çalışma İngilizce etkinlikleri ve İngilizce öğretim programı arasındaki uyumu sergilemeye çalışmaktadır. Belirtilen amaçları başarmak için açık-uçlu yazılı anket aracılığı ile 13 İngilizce öğretmeninden nitel veri toplanmıştır. Araştırmanın temel bulguları, 2. Sınıf İngilizce faaliyetlerinin öğretim ve izleme yöntemi, dil becerileri ve materyalleri açısından program dayanaklarını büyük oranda yansıttığını göstermektedir. Öte yandan, okumayazma becerilerinin öğretimi, hataların düzeltilmesi ve projelerin uygulanması gibi bazı hususlarda az oranda uyuşmazlık tespit edilmiştir. Bu bulgular doğrultusunda, mevcut araştırma hizmet öncesi dil öğretmeni eğitiminde ÇYDÖ içeriğinin ve ilkelerinin önemi üzerinde durmaktadır. Ayrıca, sürekli mesleki gelişim kapsamında dil ölçmeye yönelik öğretmen eğitimine de dikkat çekmektedir.
Teacher agency is a concept that defines a teacher's commitments and capabilities of making decisions and taking actions which result in a change in the community of teaching (Husu & Toom, 2010; Pietarinen, Pyhälto & Soini, 2016). Since practicum teaching is the first place where teacher trainees enhance both theoretical and practical teaching experiences, it plays a crucial role in shaping teacher trainees' professional agency. Putting emphasis on the practicum teaching and different instructional backgrounds, this study aims to describe English language teacher trainees' sense of professional agency in practicum in Poland, Portugal, and Turkey. In addition, it attempts to compare three practicum settings in terms of the professional agency. The main findings of the study show that teacher trainees have a sense of professional agency in three countries but their level of agency varies. Considering the dynamics of agency, it can be stated that teacher trainees feel more agentic in reflection. Turkish and Portuguese practicum contexts show similarities in the components of reflection and positive interdependence; however, three countries significantly differ in the sense of professional agency from a holistic perspective.
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