Eğitim dili olarak İngilizce bağlamında dillerarası geçişlilik: İngiliz edebiyatı içerik sınıflarının incelenmesi

Year 2023, , 142 - 157, 31.07.2023

Ufuk Ataş

https://doi.org/10.19128/turje.1210174

Abstract

İki/çok dilli öğrenenlerin iki veya daha fazla dilde bilgiyi daha iyi içselleştirebileceğini savunan dillerarası geçişlilik (translanguaging) kavramı son zamanlarda, eğitim dili olarak İngilizce (EDI) bağlamlarında ‘sadece İngilizce’ politikalarına meydan okumaya ve bunların yerini almaya başlamıştır. Bu bakış açısından yola çıkarak ve dilbilimsel etnografik analiz kuramı çerçevesinde, bu durum çalışması İngiliz edebiyatı sınıflarında öğretmen ve öğrenciler tarafından kullanılan dillerarası geçişlilik uygulamalarını ve bu uygulamaların öğrenenlerin çok dilli dağarcıklarını pedagojik amaçlarla kullanıldığında öğrenmeye aracılık edip etmediğini incelemeyi amaçlamaktadır. Çalışmada veri aynı zamanda dersin öğretim elemanı olan araştırmacı tarafından İngiliz Edebiyatı bölümündeki Çağdaş İngiliz Romanı ve Söylem Analizi derslerini gözlemlemesi ve kaydetmesi yoluyla elde edilmiştir. Elde edilen bu gözlemler ve kayıtlar, öğrencilerin ve dersin öğretim elemanının İngilizce (eğitim dili) ve Türkçe (sınıfın ortak dili) dil dağarcıklarını pedagojik dillerarası geçişlilik (pedagogical translanguaging) bakış açısıyla nasıl kullandıklarını belirlemek amacıyla analiz edilmiştir. Sonuçlar, İngilizce eğitim yapılan içerik odaklı İngiliz Edebiyatı sınıflarında pedagojik dillerarası geçişlilik bakış açısının ne derece uygun olduğuna ya da nasıl uygulanacağına dair öneriler sunmaktadır.

Keywords

Dillerarası geçişlilik, İçerik sınıfları, İngiliz edebiyatı, İngilizce eğitim, Pedagojik dillerarası geçişlilik

Translanguaging in English-medium instruction (EMI): Examining English literature content classrooms

Abstract

Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the translanguaging practices used by the instructor and the students in English literature classrooms and how/whether these practices mediate learning when multilingual resources are used for pedagogical purposes. The data for this study comes from the researcher, as the instructor, observing and recording their two content classrooms in an English Literature department, namely Contemporary British Novel and Discourse Analysis courses. These observations and recordings were analysed from a pedagogical translanguaging lens to identify the instructor’s input and the students’ output in terms of their display of linguistic repertoires in English (the language of instruction) and Turkish (the shared language in the classroom). The results provide implications for research and practice, offerings suggestions for how/whether a pedagogical translanguaging lens might be adopted in content classrooms.

Keywords

Content classrooms, English-medium instruction, English literature, Pedagogical translanguaging, Translanguaging

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