English Education Policy in Turkey

Kırkgöz, Yasemin

doi:10.1007/978-3-319-46778-8_14

Cited by 15 publications

(12 citation statements)

References 23 publications

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“…The reforms that took place in foreign language policy and planning of MONE in 1997MONE in , 2005MONE in and 2012 sought to offer equal opportunities and to standardize the amount of foreign language instruction in all types of schools (see Kırkgöz, 2007Kırkgöz, , 2017 and put emphasis on communicative and student-centered learning approaches along with the acknowledgement of the current status of ELF (MONE 2006). The Higher Council of Education also endorses integrating current discussions available in ELF and World Englishes research into a variety of courses in pre-service teacher education courses in ELT programs (İnal & Özdemir, 2015).…”

Section: The Role Of English and Elf Research In Turkeymentioning

confidence: 99%

“…The Higher Council of Education also endorses integrating current discussions available in ELF and World Englishes research into a variety of courses in pre-service teacher education courses in ELT programs (İnal & Özdemir, 2015). Although each reform aimed at revising the shortcomings of the former one, it was observed that goals were not attained due to "insufficient teaching time allocated for each grade, large class sizes, and inadequate resources" (Kırkgöz, 2017, p. 28) and teachers' reliance on traditional approaches and allotting less room for developing communicative skills in language classrooms in state schools (Haznedar, 2012;Kırkgöz, 2017). Similarly, the studies on perceptions of pre-service, in-service and faculty members about ELF reveal that, compared to pre-service teachers who are familiarized with ELF paradigm through academic instruction in revised ELT programs, in-service teachers and faculty members hold pro-EFL approaches for diverse reasons -though are potentially subject to change (İnal & Özdemir, 2015).…”

Section: The Role Of English and Elf Research In Turkeymentioning

confidence: 99%

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Conceptual Transition from English as a Foreign Language to BELF

Altınmakas¹,

Çeçen²,

Tülüce³

et al. 2018

HUJE

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Business professionals, who use English language in their daily interactions at global corporate companies in Turkey, have been educated within the paradigm of teaching and learning of English as a Foreign Language (EFL). However, as most of their interactions in business world take place with speakers of other languages in multilingual/cultural settings, these professionals' use of English language as Lingua Franca (ELF) may commence to function in different domains with different purposes and communicative outcomes within the paradigm of BELF. However, to our best knowledge, how business professionals in Turkey use and conceptualize English language in their daily business domains and how they position themselves as users of English and BELF have not been investigated. With this aim in mind, we conducted a research with 19 business professionals working at global companies in Istanbul. The data was collected through a survey administered with 19 business professionals and semi-structured interviews with five informants working in top positions at those companies which serve global customers. The findings of the study revealed that business professionals in Turkey are in a state of flux between the two paradigmsi.e., EFL and ELF toward the construction of BELF because EFL and ELF co-exist in their minds.

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Section: The Role Of English and Elf Research In Turkeymentioning

confidence: 99%

Section: The Role Of English and Elf Research In Turkeymentioning

confidence: 99%

Conceptual Transition from English as a Foreign Language to BELF

Altınmakas¹,

Çeçen²,

Tülüce³

et al. 2018

HUJE

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“…Research into the use of English as the language of teaching in higher education (HE) has witnessed an extraordinary growth over the past few decades across the world (Dearden, 2014(Dearden, , 2015Kirkpatrick, 2014;Macaro, Curle, Pun, An, & Dearden, 2018) as well as in Turkey (Aslan, 2018;Karakaş, 2018, Kırkgöz, 2017West, Guven, Parry & Ergenekon, 2015). This phenomenon, called English Medium Instruction (EMI), is defined by Macaro (2018) as "the use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions where the first language (L1) of the majority of the population is not English" (p. 18).…”

Section: Introductionmentioning

confidence: 99%

The Implication of EMI Education for Graduates Employment Conditions

Altay

2020

Kocaeli Üniversitesi Sosyal Bilimler Dergisi

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The exponential growth of EMI is attributed to various factors depending on social differences. In the context of Turkey, the promising nature of EMI over the job prospects plays a significant role for students' academic decisions. Turkish universities generally implement either full EMI or partial EMI. Previous studies have mainly addressed EMI at tertiary level and often failed to refer to the implications of it for graduates' business lives. The aim of this current paper is to report the influence of different EMI types over four aspects of employment as: employment status of graduates, being employed in a subject-related field, being employed in a division-related field, and finally the duration of seeking for a job after graduation. The findings revealed that there is a significant difference between the graduates of the two EMI types regarding the first two, whereas there seems to have no difference in the latter aspects.

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“…Yet, social and political factors are also major determining factors in teacher training programs. Language teacher education programs in Turkey were subject to various recent changes in 1997, 2005, 2012 and again in 2018 (Kırkgöz, 2017;Kırkgöz, Çelik, & Arıkan, 2016). These changes standardized undergraduate programs for language teacher training across universities, and more emphasis was placed on education, teaching and methodology-related courses than literature and linguistics, and in the most recent changes, more elective courses are on offer.…”

Section: Socratic Approach In Teacher Educationmentioning

confidence: 99%

Enhancing Critical Awareness through Socratic Pedagogy

Balbay¹

2019

Eurasian Journal of Applied Linguistics

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Socratic pedagogy is an approach to teaching through questioning mainstream practices without being judgmental in an effort to understand, empathize and reach more objective conclusions about reality. This study explores the effects of its use on student teachers' critical awareness skills during their participation in a Spoken English course given at a Foreign Language Education Department in Turkey. This qualitative study was conducted with freshman students and the intervention lasted one academic year. Individual and focus group interviews, and observation notes based on student performance in class were used as data collection tools. The results clearly indicate the development of students' critical awareness of political, economic and culture-related issues regarding language teaching settings, and they generated deeper insight to multiple aspects of teaching English. Students displayed an understanding of the consequences of political decisions as well as the economic dimensions of educational commitments, and expressed a positive attitude towards cultural diversity after a yearlong Socratic pedagogy intervention.

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English Education Policy in Turkey

Cited by 15 publications

References 23 publications

Conceptual Transition from English as a Foreign Language to BELF

Conceptual Transition from English as a Foreign Language to BELF

The Implication of EMI Education for Graduates Employment Conditions

Enhancing Critical Awareness through Socratic Pedagogy

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