Abstract
This study aims to provide a deep understanding about English Language Education Program to English teachers, students, curriculum designers and decision makers in Turkey. Recently, the Turkish educational system has gone through a transition from the 8+4 educational model to the new 4+4+4 model, which has led to an immediate need for the redesign of current English Language curriculum. Regarding English language education, in particular, this new system mandated that English instruction should be implemented from the 2nd grade onward. In line with this, the purpose of this study is to conduct a survey research to find out whether the new program has been implemented as planned in terms of materials, activities, and teachers' expected roles using process part of Stufflebeam's CIPP evaluation model. A questionnaire including the standards of the curriculum has been administered to a group of teachers who have been teaching English at the primary schools. Through cluster sampling method, 62 teachers have been selected as the sample. The data have been analyzed through descriptive statistics. The findings revealed that some of the teachers' roles were not congruent with standards of the curriculum, audio-visual materials were not utilized adequately and communicative activities were not applied in accordance with curriculum standards.
Highlights
As English is the international language in the world, learning English language is considered to be an important aspect at every stage of the educational process and life
These changes were applied to the curricula of foreign language education as well
The results of the study indicated that teachers appreciated the 2nd grade English language curriculum in terms of the need analysis, evaluation and assessment, age and level relevance, teaching techniques and vocabulary teaching while they criticized it mostly in terms of lack of extra materials, unsuitability to be applied in crowded classrooms, uncertainty of cultural focus, lack of necessary learning techniques, students’ and parents’ motivation
Summary
Anahtar Kelimeler: 2. sınıf İngilizce eğitim programı, Program değerlendirme, BGSÜ(CIPP), Öğretmen görüşleri. Sınıf İngilizce eğitim programı, Program değerlendirme, BGSÜ(CIPP), Öğretmen görüşleri. Türkiye’deki İngilizce öğretmenlerini, öğrencileri, programcıları ve karar verici mekanizmalara İngilizce Eğitim programı hakkında bilgi sağlamayı amaçlamaktadır. Türk Eğitim Sisteminin yakın zamanda 8+4 modelinden 4+4+4 okullaşma modeline geçmesi, hâlihazırdaki eğitim programlarının hızlı bir şekilde yeniden tasarlanmasına sebep olduğu gibi İngilizce dili eğitiminde bir dizi değişikliğe sebep olmuştur, çünkü bu sistemle birlikte İngilizce dil eğitimine 2. Sınıflar için yeni bir eğitim programı hazırlanmıştır. Sınıf İngilizce eğitim programını, programı uygulayan öğretmenlerin görüşlerine göre; beklenen öğretmen rolleri, araç-gereçler ve aktivitelerin programda belirtildiği gibi uygulanıp uygulanmadığını belirlemektir. Bu amaç için program standartlarına bağlı olarak bir anket geliştirilmiştir. Öğretmenlerin bazı öğretim yöntemlerinin programın standartlarına uygun olmadığını, görsel ve işitsel araç-gereçlerin yeteri kadar kullanılmadığı ve iletişimsel etkinliklerin programda belirtildiği gibi yerine getirilmediğini göstermiştir
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
