Abstract
In this study, in which the levels of ethnocentrism of those who teach Turkish as a foreign language were examined in line with various variables, the general survey model within the scope of descriptive research was implemented. The research was carried out with 185 instructors who teach Turkish as a foreign language in various state or private institutions in the 2020-2021 academic year. In order to assess the ethnocentrism level of teachers, a 5-item Likert-type Ethnocentrism Scale, comprised of 20 questions, developed by Neuliep and McCroskey (1997) and which was later adapted to Turkish by Üstün (2011) was used. In the study, it was found that the levels of ethnocentrism of those who teach Turkish as a foreign language differ significantly according to such variables as gender, age, their holding a Turkish teaching certificate for foreigners and to the MA program they graduated from, yet it was also concluded that there was no significant difference according to the other variables as the institution they work for, the department they studied in, whether they know a foreign language, where they teach Turkish, and their intercultural communication competence.
Highlights
Foreign language teaching is a process in which at least two cultures interact
We ask what the level of ethnocentrism of those who teach Turkish as a foreign language should be in order to benefit from both the training process of teachers and the preparation materials, the gender, age, institution, educational status of this level, etc., upon which we try to examine the relationship between variables
This research, in which the levels of ethnocentrism of those who teach Turkish as a foreign language are compared according to various variables, is in the general survey model within the scope of descriptive research
Summary
Foreign language teaching is a process in which at least two cultures interact. In this interactive process, individuals are expected not to have negative attitudes and behaviors towards other culture or cultures. Being together with people from different cultural groups has not always produced a positive result, but it has led to adverse consequences such as xenophobia and racism It is one of the most undesirable situations to observe these negative attitudes and behaviors in teachers, learners and teaching course book sets in foreign language teaching processes. In order to eliminate or minimize such negative impacts, teachers and course book sets are expected to have developed competencies that can increase the intercultural sensitivity of learners. We ask what the level of ethnocentrism of those who teach Turkish as a foreign language should be in order to benefit from both the training process of teachers and the preparation materials, the gender, age, institution, educational status of this level, etc., upon which we try to examine the relationship between variables
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