Strengths and Weaknesses of Primary School English Language Teaching Programs in Turkey: Issues Regarding Program Components

Abstract

Today, the ability to communicate in English is a need brought about by the globalization process encompassing developments in many fields such as science and technology. To address this need, English language teaching programs in Turkey (henceforth ELTP) underwent substantial changes within the larger curriculum reform movements taking place in 1997, 2006 and 2013, the last of which is also called the 4+4+4 education system. In these ELTPs, major differences were based on primary school English language teaching and learning. However, there is a growing claim that these ELTPs did not achieve the intensions in equipping primary school students with the necessary communicative skills in English. Thus, this integrative literature review study aims to explore the results of the evaluation studies so as to understand the strengths and weaknesses of each ELTP regarding such program components as aims and outcomes, content, materials, and testing and assessment. In line with this, studies conducted to evaluate the 1997, 2006 and 2013 ELTPs were examined thoroughly, and their findings were identified for the analysis. The analysis of the studies showed that problems with the ELTPs under evaluation included not carefully written aims and outcomes failing to include all domains. It also reveals problems with the selection and design of the content and materials which failed to be adequate and effective. Lastly, reliance on paper-based assessment even failing to include productive skills is seen to be another problem. All these issues seem to be persistent over all the ELTPs, thus they call for careful consideration and action for the improvement of further program changes.

Challenges of English Language Teaching in High Schools in Turkey and Possible Suggestions to Overcome Them

“…For example, coursebook was one of the biggest problem sources in high schools. The 2014 English language teaching program by the MONE focused on the communicative nature of the language more, shifting from grammar-based methods to communicative teaching and that was reflected in the coursebooks as well (Erarslan, 2018). It was declared in the curriculum by the MONE that four skills and language structures were presented in an integrated way in the coursebooks (MEB, 2014).…”

“…Contrary to the 1997 and 2006 English language teaching programs in Turkey, the 2013 program aimed at moving from traditional pen and paper-based testing of receptive skills to alternative assessment types focusing on productive skills too (Erarslan, 2018). The 2014 high school language program designed in parallel to the principles of 2013 program also had the same purposes; however, the assessment was revealed to lead to a gap between the theory and practice in high schools.…”

“…Thus, there is an urgent need to take action to reduce the huge discrepancy between them and increase the quality of language education in Turkish high schools. Rather than top-down policy and program design, the MONE should integrate all stakeholders into that process (Erarslan, 2018). Students and teachers are the two most important parties of the high school education system, and listening to their voices and caring for them should be the starting point for the solutions.…”

My quest for negotiating meaning. Reflections on my dilemmas about practices of English language teaching in public school context in Turkey

“…In the Turkish public school context, ELT practices and the initiatives to improve the quality of L2 teaching have been researched via many mixed methods studies (Gursoy, Korkmaz & Damar, 2017;Erarslan, 2018;Tosuncuoğlu, 2018, Coşkun, 2016; British Council & Tepav (The Economic Policy Research Foundation of Turkey), 2014) by the academicians from an outsider's perspective. Yet, this autoethnographic writing addresses the issue from an insider's perspective.…”

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

“…In this regard, there have been constant changes in Turkey's policies on the teaching of English and English language teacher education. Hence, scholars and teacher educators pay particular attention to understand them (see Ar›k & Ar›k, 2014;Erarslan, 2018;Gürsoy & Eken, 2018;K›rkgöz, 2007;Öztürk & Ayd›n, 2019;Yavuz & Zehir Topkaya, 2013).…”