Evaluation of the 2017 updated secondary school English curriculum of Turkey by means of theory-practice link

Year 2020, , 1 - 21, 31.01.2020

Erdem Aksoy

https://doi.org/10.19128/turje.575392

Cited By: 12

Abstract

This study evaluates the
2017 updated secondary school English curriculum of Turkey with the frame of
Stake’s (1967) congruence-contingency model. The study employed a mixed-methods
research design. In this regard, triangulation was employed to provide data
diversity. Four different data gathering tools were used: document analysis,
interviews, structured questionnaires and in-class observations. The
questionnaire data were gathered from 96 English language teachers, working in
various cities of Turkey, and the interviews were conducted with seven English
language teachers working at a public school in Ankara. In addition, classroom
observations were conducted at four different classes in the same school. The
findings of the study indicated that teachers considered the updated curriculum
suitable and effective. However, in-class observations displayed that there are
important gaps in bridging theory and practice. Thus, if there is a huge gap
between what was intended and what was carried out, then first, an English as a
foreign language education policy document should be prepared, and a unique
foreign language-teaching ecosystem to include all stakeholders should be targeted.

Keywords

Curriculum evaluation, English language teaching, Foreign language policy, Teacher training

Türkiye’de 2017’de güncellenen ortaokul İngilizce öğretim programının kuram-uygulama bağı kapsamında değerlendirilmesi

Abstract

Bu araştırmada 2017
yılında güncellenen ortaokul İngilizce öğretim programlarının Stake’in (1967)
uygunluk-olasılık modeli bağlamında değerlendirilmesi amaçlanmıştır.
Araştırmada karma araştırma deseni benimsenmiştir ve bu bağlamda veri
çeşitliliği sağlamak için üçgenleme tekniği kullanılmıştır. Araştırmada doküman
analizi, görüşme, yapılandırılmış anket ve sınıf içi gözlemler şeklinde dört
farklı veri toplama aracı kullanılmıştır. Anket verileri Türkiye’nin farklı
illerinde çalışan 96 İngilizce öğretmeninden toplanmış, görüşmeler Ankara
ilinde bir devlet ortaokulunda çalışmakta olan 7 İngilizce öğretmeni ile
yapılmıştır. Diğer yandan, sınıf içi gözlemler aynı okulda dört farklı sınıf
düzeyinde gerçekleştirilmiştir. Araştırma sonuçları öğretmenlerin güncellenen
İngilizce öğretim programlarını uygun ve etkili bulduklarını göstermiştir.
Ancak sınıf içi gözlemler, kuram-uygulama bağını sağlamada önemli problemler
olduğunu göstermiştir. Bu nedenle hedeflenen ile uygulanan arasında önemli bir
fark mevcut ise öncelikle yabancı dil olarak İngilizce dil eğitimi politika
belgesi hazırlanması ve bu doğrultuda tüm paydaşları kapsayacak şekilde özgün
bir yabancı dil öğretim ekosistemi amaçlanması gerekmektedir.

Keywords

İngilizce öğretimi, Öğretmen yetiştirme, Program değerlendirme, Yabancı dil politikası

References

• Ağçam, R., & Babanoğlu, M.P. (2018). The solo analysis of EFL teaching programs: Evidence from Turkey. Turkish Studies-Educational Sciences, 13 (27), 1-18. DOI: 10.7827/TurkishStudies.14255
• Aksoy, E., Bozdoğan, D., Akbaş, U., & Seferoğlu, G. (2018). Old wine in a new bottle: Implementation of intensive language program in the 5th grade in Turkey. Eurasian Journal of Applied Linguistics 4(2), 301-324. DOI: 10.32601/ejal.464187
• Aksoy, E. (2019). Developing a modular in-service training program to improve teaching skills of primary school teachers of English in Turkey. International Journal of Curriculum and Instruction, 1(1), 141-171.
• Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific Region. Annual Review of Applied Linguistics, 31, 36-57. DOI: 10.1017/S0267190511000122
• Büyükduman, F.İ. (2005). The opinions of elementary school English teachers on the English curriculum for elementary schools. Hacettepe University Journal of Education, 28, 55-64.
• Carless, R. D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639-662. DOI: 10.2307/3588283
• Cheserek, G. J., & Mugalavi, V. K. (2012). Challenges and reforms facing Kenyan education system in the 21st century: Integrating the principles of vision 2030 and constitution 2010. Journal of Emerging Trends in Educational Research and Policy Studies, 3(4), 471-478.
• Coleman, H. (2009). Indonesia’s ‘international standard schools’: What are they for? Paper presented at the 8th Language and Development Conference, Dhaka, Bangladesh.
• Coşkun, A. (2011). Investigation of the application of communicative language teaching in the English language classroom - a case study on teachers’ attitudes in Turkey. Journal of Linguistics and Language Teaching, 2 (1).
• Daloğlu, A. (1996). A case study on evaluating the "certificate for overseas teachers of English" curriculum at Bilkent University. (Unpublished doctoral dissertation). Middle East Technical University
• Demirlier, H. (2010). Students’ and teachers’ attitudes towards the newly developed curriculum of primary schools. (Unpublished master’s dissertation). Muğla Sıtkı Koçman University.
• Denkci-Akkas, F., & Coker, B. (2016). The use of communicative approach in 9th grade EFL classes. Eurasian Journal of Educational Research, 65, 71-90. DOI:10.14689/ejer.2016.65.05
• Dinçer, B. (2013). Evaluation of 7th grade English language curriculum according to Stufflebeam's CIPP model. (Unpublished Doctoral dissertation). Adnan Menderes University.
• Dinçer, B., & Saracaloğlu, A.S. (2018). Evaluation of 7th grade English language curriculum based on Stufflebeam's CIPP model according to teachers’ views. Turkish Studies-Educational Sciences, 13 (19), 561-588. DOI: 10.7827/TurkishStudies.14139
• Er, K. O. (2006). Evaluation of English curricula in the 4th and 5th grade primary schools. Ankara University Journal of Faculty of Educational Sciences, 39, 1-25.
• Erarslan, A. (2019). Factors affecting the implementation of primary school English language teaching programs in Turkey. The Journal of Language Teaching and Learning, 9(2), 7-22.
• Erbakan G. (2001). Teachers opinions about primary schools’ English program. (Unpublished master’s dissertation). Hacettepe University.
• Erbilen Sak, O. (2008). Evaluation of the English program for primary education according to teachers’ opinions. (Unpublished master’s dissertation). Bolu Abant İzzet Baysal University.
• Erdem, S., & Yücel Toy, B. (2017). Determination of the needs for foreign language oriented fifth grade English curriculum. Turkish Studies, 12 (28), 259-280. DOI: 10.7827/TurkishStudies.12346
• Erdoğan, V. (2005). An evaluation of the English curriculum implemented at the 4th and 5th grade primary state schools: The views of the teachers and the students. (Unpublished master’s dissertation). Mersin University.
• Fitzpatrick, D. (2011). Making sense of the English language policy in Thailand: An exploration of teachers’ practices and dispositions. (Unpublished doctoral dissertation). University of Exeter.
• Fraenkel, J.R., Wallen, N. E., & Hyun, H.H. (2012). How to design and evaluate research in education (8th edition). New York: McGraw-Hill.
• Gözütok, D. (2001). Program değerlendirme [Program evaluation]. In Mehmet Gültekin (Ed.), Öğretimde planlama ve değerlendirme [Planning and evaluation in instruction] (p.p 175-190). Eskişehir: Anadolu Üniversitesi Yayınları.
• Hamid, M. O., & Honan, E. (2012). Communicative English in the primary classroom: Implications for English-in-education policy and practice in Bangladesh. Language, Culture and Curriculum, 25(2), 139-156. DOI: 10.1080/07908318.2012.678854
• Kandemir, A. (2016). An evaluation of 2nd grade English curriculum within a participant-oriented program evaluation approach. (Unpublished master’s dissertation). Pamukkale University.
• Karavas, E. (1993). English language teachers in the Greek secondary school: A study of their classroom practices and their attitudes towards methodological and materials innovation. (Unpublished doctoral dissertation). University of Warwick.
• Kırkgöz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkey primary education. Teaching and Teacher Education, 24(7), 1859-1875. DOI: 10.1016/j.tate.2008.02.007.
• Kıkgöz, Y., Çelik, S., & Arıkan, A. (2016). Laying the theoretical and practical foundations for a new elementary English curriculum in Turkey: a procedural analysis. Kastamonu Education Journal, 24 (3), 1199-1212.
• Mickan, P. (2013). Language curriculum design and socialization. United Kingdom, UK: Multilingual Matters.
• Miles, M. B., & Huberman, M. A (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
• MoNE (2013). İlköğretim kurumları ingilizce dersi (2, 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Primary and secondary school (grades 2-8) English language curriculum]. Talim ve Terbiye Kurulu Başkanlığı [Board of National Education]. Retrieved from https://dyned33.files.wordpress.com/2013/02/ingilizce_2-8.pdf on 15 May 2019.
• MoNE (2018). İngilizce dersi öğretim programı 2-8. [English language curriculum of grades 2-8]. T.C. Millî Eğitim Bakanlığı [Ministery of National Education]. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/201812411191321-%C4%B0NG%C4%B0L%C4%B0ZCE%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20Klas%C3%B6r%C3%BC.pdf on 15 May 2019.
• İlköğretim ve eğitim kanunu ile bazı kanunlarda değişiklik yapılmasına dair kanun [Primary Education Law] (2012). Official Gazzette (28261). Retrieved from https://www.resmigazete.gov.tr/eskiler/2012/04/20120411.htm on 15 May 2019.
• Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: Foundations, principles, and issues (7th edition). United Kingdom: Pearson Educational Leadership.
• Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey. (Unpublished master’s dissertation). University of Illinois at Urbana.
• Stake, R. E. (1967). The countenance of educational evaluation. Retrieved from https://pdfs.semanticscholar.org/b07e/5b61cde550bfb0b64e895674a236c9003335.pdf on 15 May 2019.
• Ültanır, G. (2003). Eğitimde planlama ve değerlendirmede kuram ve teknikler [Theories and techniques in educational planning and evaluation]. Ankara: Nobel Yayın Dağıtım.
• Varış, F. (1997). Eğitimde program geliştirme [Curriculum development in education]. Ankara: Alkım Yayınevi.
• Wang, H. (2006). An implementation study of the English as a foreign language curriculum policies in the Chinese tertiary context. (Unpublished doctoral dissertation). Queen’s University, Belfast.
• Yaacob, A. (2006). Malaysian literacy practices in English: ‘Big books’, CD-ROMs and the year 1 English hour. (Unpublished doctoral dissertation). University of Warwick.
• Yüce, E. (2018). Evaluation of the high school 9th grade English language curriculum of Turkey in relation to the CEFR principles. (Unpublished doctoral dissertation). Hacettepe University.
• Yücel, E., Dimici, K., Yıldız, B., & Bümen, N. (2017). An analysis of the primary and secondary school English language curricula published over the last 15 years. Ege Journal of Education, 18 (2), 702-737. DOI: 10.12984/egeefd.305922