Turkish lecturers’ views on the place of mother tongue in the teaching of content courses through English medium

Karakaş, Ali

doi:10.1080/13488678.2016.1229831

Cited by 36 publications

(24 citation statements)

References 21 publications

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“…Regarding the use of other languages in the classroom, the OM lecturers also followed the general trend identified elsewhere in countries where the presence of English outside the classroom is restricted (Karakas, 2016;Kim & Tatar, 2017;Breeze & Roothooft, forthcoming). Despite increasing evidence concerning the benefits of codeswitching or translanguaging (e.g., Moore & Nikula, 2016), 80% of the OM lecturers adhered to an English-only policy.…”

Section: Discussionmentioning

confidence: 75%

“…For similar reasons, they may also feel less capable of providing feedback on student work (Uys, van Der Walt, van den Berg & Botha, 2007). The sense that communication is sub-optimum in the shared second or foreign language (L2) has led some researchers to revisit the issue of using the L1 as a resource on EMI programs (Channa, 2012;Söderlundh, 2012;Karakas, 2016;Kim & Tatar, 2017), but the conclusions reached in this sense vary enormously from one context to another.…”

Section: Background Main Findings In Emi Researchmentioning

confidence: 99%

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Specific factors influencing operations management courses taught in English in Spanish business degrees

Alfaro

Roothooft

Breeze

2020

JIEM

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Purpose: The objective of the present study is to analyze the effects of the transition to English Medium Instruction on lecturers in Spanish universities in one specific area, namely Operations Management courses taught in Business degrees.Design/methodology/approach: we present an overview of research so far into the effects of English Medium Instruction (EMI) on teaching and learning Operations Management in Business degrees of Spanish universities. Empirically, a survey was administered to 20 EMI lecturers in the area of Operations Management, and s the results in the light of both the bibliography on EMI and the empirical results were discussed. Using online questionnaires, information was obtained from a sample of EMI lecturers in thirteen Spanish Universities.Findings: Most professors report that they initially reacted negatively to the idea of having to teach in English, but now realize that most of their fears were ungrounded. They emphasize that it is very important to invest time in training seminars and the exchange of experiences. Other relevant findings are the perceived lack of incentives to teach in English, the need to use tools and techniques to improve the interaction with students, and the considerable amount of time needed for class preparation.Originality/value: The results of this small-scale study of EMI in OM are consistent with previous research in the area of EMI in other fields, but also provide some ideas that may pave the way for further research and development.

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Section: Discussionmentioning

confidence: 75%

Section: Background Main Findings In Emi Researchmentioning

confidence: 99%

Specific factors influencing operations management courses taught in English in Spanish business degrees

Alfaro

Roothooft

Breeze

2020

JIEM

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“…A dramatic increase in the number of EMI programs occurred when the number of universities rose to 193 in 2014, now exceeding over 200 universities (Karakaş, 2016a). It is because most newly established universities have turned to offer partial EMI courses and programs, and private institutions have largely adopted EMI-only policies in an effort to capitalize on English to vie for more fee-paying students.…”

Section: English and English-medium Instruction In Turkish Universitiesmentioning

confidence: 99%

“…However, what is more important than the extent of language mixture is the driving force that leads lecturers to use a mixed-up version of Turkish and English. The findings of previous studies suggest that the driving force may be manifold, ranging from facilitating students' content comprehension, eliciting responses from students, sustaining students' interest in classes to giving additional information and correcting students' errors in language use (Karakaş, 2016a, Küçük, 2018Raman & Yiğitoğlu, 2015). 2015).…”

Section: Is It a Case Of Foreigner Talk Or An Outcome Of Imperfectly mentioning

confidence: 99%

A critical look at the phenomenon of 'a mixed-up use of turkish and english' in english-medium instruction universities in turkey

Karakaş¹

2019

HIG

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In recent years, many Turkish universities, particularly the foundation universities in the private sector, have adopted English either in part or in full, as the language of instruction. In practice, this has meant that English should be the only working language of instruction in all academic activities, ranging from lectures, seminars, presentations to thesis defenses. However, little attention has been paid to the fact that the ideals of policymakers are not always in tune with the actuals of the policy implementers (Jenkins, 2014; Karakaş, 2016a). In the Turkish higher education, there is evidence that lecturers and students often breach the English-only policy by using a mixed-version of Turkish and English, which is widely known as Tarzanca (Tarzanish in English) in Turkey (Collins, 2010; Karakaş, 2016b). This critical review seeks to explore the phenomenon of Tarzanish in general and its use in English-medium instruction (EMI) universities in particular. While doing so, it is also aimed to find answers to the following questions: (1) How is Tarzanish conceptualized and described in the dictionaries, literature, online sources (e. g. blogs, discussion forums, etc.) and by scholars? (2) What are its descriptive characteristics in terms of morphology, syntax, and lexis? (3) Why do EMI people (lecturers and students) resort to it? Moreover, (4) what can be done to resolve the issue of Tarzanish in EMI universities? Drawing on the answers to these questions, the paper suggests that the notion of Tarzanish means different things to different people, lay people and EMI people resort to it for different purposes, and its use by lay people and EMI people show divergences due to some variables such as the level of language proficiency and the domains of language use (e.g., tourism, business, and higher education). Finally, some suggestions have been offered for the solution of the issue of Tarzanish in EMI universities.

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“…Being in line with the current study, Debreli and Oyman (2016) investigated the effects of demographic background and L2 learners' proficiency level on their perceptions of the use of Turkish in English classrooms and they found out that students having a lower proficiency level in L2 have more positive opinions regarding L1 use (p. 148). Additionally, Karakaş (2016) explored English instructors' views concerning the use of L1 in English medium programs and found out that lecturers were supportive of L1 use in their classes for certain aims (p. 250).…”

Section: Literature Reviewmentioning

confidence: 99%

L2 Learners’ Perceptions of Using L1 in EFL Classrooms

Öz

Karaazmak

2019

Selçuk Üniversitesi Edebiyat Fakültesi Dergisi

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Most foreign or second (L2) language teaching happens in classrooms where teachers and learners share the same first language (L1), and there has been a long-standing controversy over using L1 in language teaching classrooms. Thus, the present study sought to explore English learners' perceptions about using their L1 in English as a foreign language (EFL) classrooms. The study further aimed to investigate whether English proficiency level had any effect on learners' preferences of using L1 in English classrooms. A total of 75 EFL learners enrolled in an English preparatory program at a foundation university in Ankara voluntarily participated in the study. Data were collected using a questionnaire to determine participants' views on using their L1 in English classes. The results revealed that EFL learners supported the use of English as the only medium of instruction in EFL classrooms and English proficiency level had an effect on learners' preferences of using L1. Findings also indicated that learners with a low level of English proficiency had more positive opinions about using L1 in EFL classrooms as opposed to learners with a high level of English proficiency. On the other hand, regardless of the proficiency level, all participants agreed that they might use their L1 in the class if they really needed to do so. Another significant finding of the study was that learners' willingness to use L1 in the classroom decreased as their English proficiency level increased. In line with these findings, further recommendations were proposed regarding the place of L1 in EFL classrooms.

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Turkish lecturers’ views on the place of mother tongue in the teaching of content courses through English medium

Cited by 36 publications

References 21 publications

Specific factors influencing operations management courses taught in English in Spanish business degrees

Specific factors influencing operations management courses taught in English in Spanish business degrees

A critical look at the phenomenon of 'a mixed-up use of turkish and english' in english-medium instruction universities in turkey

L2 Learners’ Perceptions of Using L1 in EFL Classrooms

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