Türkiye’de Özel Sektörde İngilizce Öğretiminde Gizil Bir Anadil Konuşuru Yönelimi: Küçük ölçekli bir içerik analizi

Year 2022, Volume: 30 Issue: 2, 484 - 491, 29.04.2022

Züleyha Ünlü

https://doi.org/10.24106/kefdergi.911904

Abstract

Çalışmanın amacı: Özel eğitim kurumlarının, 2010-2017 yılları arasında eğitim sektöründeki payını ikiye katlaması, öğretmen yetiştirme alanında bu kurumların da yön verici bir etkiye sahip olduğunu ortaya koymaktadır. Bu çalışmada, özel eğitim kurumlarının İngilizce Öğretmeni istihdamı yaklaşımlarının iş ilanları aracılığıyla incelenmesi ve bu kurumlarda istihdam edilecek İngilizce öğretmenlerinin kimliklerine yönelik yaklaşımlarının anlaşılması amaçlanmıştır.
Materyal ve Yöntem: Nitel desenli bu çalışmada, Türkiye’de iş ilanı sitelerinde yayınlanan 64 iş ilanı üzerinde içerik analizi yapılmıştır. İncelenen iş ilanları, çeşitli özel kurumlarda istihdam edilecek İngilizce Öğretmenlerine yönelik ilanlardır. İncelenen iş ilanları, çeşitli çevrim içi platformlardan elde edilmiştir.
Bulgular: Çalışma, İngilizce öğretmenlerinin özel sektörde istihdamında anadil konuşuru yöneliminin geleneksel anadil konuşurluğu (birinci düzey) ve evrilmiş anadil konuşurluğu (ikinci düzey) olarak farklı seviyelerde hala sürdüğünü göstermiştir. Bulgular ışığında, bu çalışma anadili İngilizce olmayan İngilizce öğretmenlerinin alandaki çoğulculuk ve çeşitlilik eğilimine ragmen ikincil konumda algılandığını göstermiştir.
Önemli Vurgular: Türkiye’de özel eğitim sektöründe anadil konuşuru yönelimi iki düzeyde ortaya çıkmıştır. 1. Seviyede, geleneksel anadil konuşuru yönelimi, İngilizce’yi ana dili olarak kullanan öğretmenlere öncelik verilmesiyle devam etmektedir. Seviye 2'de, anadil konuşuru yöneliminin yeni bir biçimi olan evrilmiş anadili konuşuru yönelimi gözlemlenmiştir. Evrilmiş anadil konuşuru yönelimi, gizli bir geleneksel anadili konuşmacılığı ile sözde uzmanlık odaklı gereksinimlerle ortaya çıkmaktadır. Bulgular, neoliberal eğitim politikalarının ivme kazanması ve dolayısıyla özel eğitim sektörünün büyümesiyle birlikte, öğretmen yetiştirme programları, politika yapıcılar ve paydaşlar arasında potansiyel bir işbirliği yoluyla ikilemin nasıl aşılabileceğini ortaya çıkarmak için daha fazla çalışmaya ihtiyaç olduğunu göstermesi açısından önemlidir.

Keywords

mutant native speakerism, traditional native speakerism, English language teachers, neoliberal educational policies

A Latent Native Speakerism in ELT in the Private Sector in Turkey: A small scale content analysis

Abstract

Purpose: The doubling share of private education institutions in the education sector between 2010 and 2017 reveals that
these institutions also have a determining effect in the field of teacher training. This study aimed at examining the English
language teacher employment approaches of private education institutions through job postings and understanding the
approaches to the identities of the English language teachers to be employed in these institutions.
Design/Methodology/Approach: This qualitative study examining 141 online job postings by private educational institutions in
Turkey utilized the principles of content analysis. The job postings reviewed are to employ the English language teachers.
Findings: The study showed that the native speaker orientation in the employment of the English language teachers in the
private sector persists at different layers as traditional native speakerism (first layer) and latent native speakerism (second
layer). In light of the findings, this study showed that the English language teachers whose native language is not English are
perceived in a secondary position despite the pluralism and diversity in the field.
Highlights: Native speakerism in the Turkish private sector existed in two layers. At Layer 1, latent native speakerism, a new
form of native speakerism, was found. Although latent native speakerism foregrounded traditional native-speakerism, it
disguised this orientation in the so-called expertise-oriented requirements. This layer is directly visible and a hidden version of
the traditional native speakerism. At Layer 2, which is the source and the sub-layer of Layer 1, the presence of traditional native
speakerism was found to persist. The findings are important in showing that with the rise of neoliberal educational policies,
thus the increasing share of the private educational sectors, further studies are needed to reveal how the dichotomy can be
overcome via a potential collaboration between teacher training programs, policymakers, and stakeholders.

Keywords

Latent native speakerism, . Traditional native speakerism, English language teachers, Neoliberal educational policies

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