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Çocuklara Yabancı Dil Öğretimi İlkeleri: Çocuklara Yabancı Dil Öğretimi Sınıflarında Öğretmen Adaylarının Uygulamaları

Year 2024, Issue: 60, 114 - 137, 15.01.2024
https://doi.org/10.9779/pauefd.1206738

Abstract

Çocuklara yabancı dil öğretiminin başarısı, çocuklara dil öğretecek öğretmenlerin mesleki hazırlığının başarısına bağlıdır, dolayısıyla; öğretmen eğitimi programlarının incelenmesi önemlidir. Bu çalışmada, öğretmen adaylarının çocuklara yabancı dil öğretme ilkelerine ilişkin algıları, etkinlik kullanımları ve öğretim uygulamalarının öğretmen eğitimi programlarında öğrendikleri teori ve ilkelerle uyumluluğu araştırılmıştır. Araştırmaya yabancı dil öğretmenliği bölümünde öğrenim gören ve “Öğretmenlik Uygulaması” dersi kapsamında ilkokullarda öğretim uygulaması yapan 50 öğretmen adayı katılmıştır. Veriler, öğretmen adaylarının algı ve uygulamalarına yönelik bir anket, öğretmen adayları ile görüşmeler, ders planları incelemeleri ve ders anlatımı gözlemleri yoluyla toplanmıştır. Çalışmanın geçerlik ve güvenirliliğini artırmak için veriler karşılaştırılmış ve çapraz kontroller yapılmıştır. Sonuçlar, öğretmen adaylarının, çocukların fiziksel, gelişimsel ve öğrenmeye ilişkin özelliklerinin farkında olduklarını, çocuklara yabancı dil öğretimi ilkelerini bildiklerini ve öğretim uygulamalarında görseller, oyunlar, bulmacalar uyguladıklarını ortaya koymuştur. Ancak öykü anlatımı ve rol yapma etkinliklerini uygulamadıkları bulunmuştur. Çalışma, öğretmen adaylarının teori ve ilkeleri bildiklerini, öğretim uygulamalarında güçlükler yaşadıklarını belirtmiştir. Çalışmada, öğretmen adaylarının çocuklara dil öğretimi teori ve ilkelerini uygulamalarından yola çıkarak öğretmen eğitimcilerinin, öğretmen eğitim programlarını daha iyi tasarlayabilecekleri sonucuna varılmıştır.

References

  • Akça, İ. A. & Atmaca, Ç. (2022). Improving phonological awareness skills of young learners of English in an EFL context. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 56, 314-335. https://doi.org/10.9779/pauefd.1033281
  • Arıkan, A. ve Çelik S. (2012). Öğretmen yetiştirme programlarının İngilizce öğretmen adaylarını ilköğretimde İngilizce öğretimine ne kadar hazırladığına yönelik nitel bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32, 77-87. https://doi.org/10.9779/PUJE498
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903
  • Brewster, J., Ellis, G. & Girard D. (1992). The primary English teacher's guide. Penguin English.
  • Brouwer, N., & Korthagan, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153-224. https://doi.org/10.3102/00028312042001153
  • Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.
  • Brumfit, C., Moon, J. & Tongue, R. (1991). Teaching English to children: From practice to principle. Pearson English Language Teaching.
  • Bruner, J. S. (1975a). From communication to language- A psychological perspective. Cognition, 3(3), 255–287. https://doi.org/10.1016/0010-0277(74)90012-2
  • Bruner, J. S. (1975b). The ontogenesis of speech acts. Journal of Child Language, 2(1), 1–19. https://doi.org/10.1017/s0305000900000866
  • Bruner, J. (1983). Child's talk: Learning to use language. Oxford University Press.
  • Bruner, J. (1990). Acts of meaning. Harvard University Press.
  • Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
  • Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language (3rd ed.). Heinle & Heinle.
  • Council of Europe (CEFR) (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
  • Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford University Press.
  • Er, A. (2008). Çocuklara yabancı dil öğretiminde sınıf içi etkinlik olarak oyun kullanımı. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (17), 301-310. https://dergipark.org.tr/tr/pub/ataunikkefd/issue/2770/37034
  • Garton, S., Copland, F. & Burns, A. (2011). Investigating global practices in teaching English to young learners. British Council.
  • Güngör, M. N. (2016). Turkish pre-service teachers’ reflective practices in teaching English to young learners. Australian Journal of Teacher Education, 4(2), 137-151. https://doi.org/10.14221/ajte.2016v41n2.9
  • Halliwell, S. (1992). Teaching English in the primary classroom. Longman.
  • Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge
  • Kiely, R. & Askham, J. (2012). Furnished imagination: The impact of pre-service teacher training on early career work in TESOL. TESOL Quarterly, 46(3), 495-517. https://doi.org/10.1002/tesq.39
  • Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020- 1041. https://doi.org/10.1016/j.tate.2006.04.022
  • Krashen, D. (1983). Principles and practice in second language. Pergamon.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford University Press.
  • Lewis, M. (1993). The lexical approach. Language Teaching Publications.
  • Liao, P. (2007). Teachers' beliefs about teaching English to elementary school children. English Teaching & Learning, 31(1), 43-76.
  • Linse, C, T. (2005). Practical English language teaching: Young learners. McGraw-Hill.
  • Lwin, S.M. (2016). It’s story time! Exploring the potential of multimodality in oral storytelling to support children’s vocabulary learning. Literacy, 50(2), 72-83. https://doi.org/10.1111/lit.12075
  • McKay, P. (2012). Assessing young language learners. Cambridge University Press.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation: Revised and expanded from qualitative research and case study applications in education. San Francisco. Jossey-Bass
  • Millî Eğitim Bakanlığı (MEB) [Turkish Ministry of National Education (MNE)], (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi (2, 3, 4, 5, 6, 7 ve 8. Sınıflar) öğretim programı.
  • Moon, J. (2000). English language teaching. Macmillan Heineman.
  • Othman, J. & Kiely, R. (2016). Preservice teachers’ beliefs and practices in teaching English to young learners. Indonesian Journal of Applied Linguistics, 6(1), 50-59. https://doi.org/10.17509/ijal.v6i1.2661
  • Pardede, P. (2011). Using short stories to teach language skills. Journal of English Teaching, 1(1), 14-27. https://doi.org/10.33541/jet.v1i1.49
  • Pennington, M. C. & Richards, J. C. (1997). Reorienting the teaching universe: The experience of five first-year English teachers in Hong Kong. Language Teaching Research, 1, 149-178. https://doi.org/10.1177/136216889700100204
  • Piaget, J. (1970). Science of education and the psychology of the child. Viking.
  • Piaget, J., Grize J. B., Zeminska, A., & Bang, V. (1977). Epistemology and psychology of functions. Springer, eBook ISBN 978-94-010-9321-7. https://doi.org/10.1007/978-94-010-9321-7
  • Phillips, S. (1993). Young learners. Oxford University Press.
  • Read, C. (1998). The challenge of teaching children. English Teaching Professional, April, 8-10.
  • Rixon, S. (1999). Young learners of English: Some research perspectives. Longman.
  • Rixon, S. (2013). British Council survey of policy and practice in primary English language teaching worldwide. British Council.
  • Scott, A. W., & Ytreberg, L. H. (2001). Teaching English to children. Longman.
  • Shin, J. K. (2017). Get up and sing! Get up and move! Using songs and movement with young learners of English. English Teaching Forum, 55(2), 14-25.
  • Shin, J. K. & Crandall, J. (2014). Teaching young learners English. National Geographic Learning.
  • Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford University Press.
  • Urr, P. (2019). Theory and practice in language teacher education. Language Teaching, 52, 450–459. https://doi.org/10.1017/s0261444819000090
  • Vale, D., & Feunteun, A. (2003). Teaching children English. Cambridge University Press.
  • Vygotsky, L. S. (1962). Thought and language. MIT Press.
  • Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
  • Williams, M. (1998). Ten principles for teaching English to young learners. IATEFL Newsletter (142), 6-7.
  • Wood, D. (1998). How children think and learn. Blackwell.
  • Xie, R. (2021). The effectiveness of total physical response (TPR) on teaching English to young learners. Journal of Language Teaching and Research, 12(2), 293-303. https://doi.org/10.17507/jltr.1202.11
  • Yağlı, A. (2022). Çocuklara yabancı dil öğretiminde çizgi filmlerin kullanılması: Zou adlı çizgi film örneği. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 1. Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı, 33-53. https://dergipark.org.tr/tr/pub/gefad/issue/68130/97668
  • Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51(1), 39-49. https://doi.org/10.1177/002248710005100105

Principles of Teaching English to Young Learners: Preservice Teachers’ Applications in Young Learner Classrooms

Year 2024, Issue: 60, 114 - 137, 15.01.2024
https://doi.org/10.9779/pauefd.1206738

Abstract

The success of teaching foreign languages to children depends on teachers’ professional preparation; therefore, it is important to view teacher education programs. The current study investigated the preservice teachers’ perceptions of the principles of teaching a foreign language to young learners, their stated activity usage, and the compatibility of their teaching practices with the theory and principles that they learned in their teacher education program. The participants were 50 preservice teachers who were studying at a foreign language teaching department and practicing teaching at primary schools. Data was obtained through a questionnaire, interviews, lesson plans, and observations, which were compared and cross-checked to verify reliability and validity. The results revealed that preservice teachers are aware of the characteristics of young learners; they know the principles of teaching a foreign language to young learners and implement visuals, games, and puzzles in their teaching practice. However, they do not implement storytelling or role-play activities. The study found that preservice teachers know the theory and principles but have difficulties with their implementation during their practice teaching. It is concluded that by gaining insights into preservice teachers’ implementations of the theory and principles of teaching young learners, teacher educators may better design teacher training programs.

References

  • Akça, İ. A. & Atmaca, Ç. (2022). Improving phonological awareness skills of young learners of English in an EFL context. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 56, 314-335. https://doi.org/10.9779/pauefd.1033281
  • Arıkan, A. ve Çelik S. (2012). Öğretmen yetiştirme programlarının İngilizce öğretmen adaylarını ilköğretimde İngilizce öğretimine ne kadar hazırladığına yönelik nitel bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32, 77-87. https://doi.org/10.9779/PUJE498
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903
  • Brewster, J., Ellis, G. & Girard D. (1992). The primary English teacher's guide. Penguin English.
  • Brouwer, N., & Korthagan, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153-224. https://doi.org/10.3102/00028312042001153
  • Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.
  • Brumfit, C., Moon, J. & Tongue, R. (1991). Teaching English to children: From practice to principle. Pearson English Language Teaching.
  • Bruner, J. S. (1975a). From communication to language- A psychological perspective. Cognition, 3(3), 255–287. https://doi.org/10.1016/0010-0277(74)90012-2
  • Bruner, J. S. (1975b). The ontogenesis of speech acts. Journal of Child Language, 2(1), 1–19. https://doi.org/10.1017/s0305000900000866
  • Bruner, J. (1983). Child's talk: Learning to use language. Oxford University Press.
  • Bruner, J. (1990). Acts of meaning. Harvard University Press.
  • Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
  • Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language (3rd ed.). Heinle & Heinle.
  • Council of Europe (CEFR) (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
  • Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford University Press.
  • Er, A. (2008). Çocuklara yabancı dil öğretiminde sınıf içi etkinlik olarak oyun kullanımı. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (17), 301-310. https://dergipark.org.tr/tr/pub/ataunikkefd/issue/2770/37034
  • Garton, S., Copland, F. & Burns, A. (2011). Investigating global practices in teaching English to young learners. British Council.
  • Güngör, M. N. (2016). Turkish pre-service teachers’ reflective practices in teaching English to young learners. Australian Journal of Teacher Education, 4(2), 137-151. https://doi.org/10.14221/ajte.2016v41n2.9
  • Halliwell, S. (1992). Teaching English in the primary classroom. Longman.
  • Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge
  • Kiely, R. & Askham, J. (2012). Furnished imagination: The impact of pre-service teacher training on early career work in TESOL. TESOL Quarterly, 46(3), 495-517. https://doi.org/10.1002/tesq.39
  • Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020- 1041. https://doi.org/10.1016/j.tate.2006.04.022
  • Krashen, D. (1983). Principles and practice in second language. Pergamon.
  • Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford University Press.
  • Lewis, M. (1993). The lexical approach. Language Teaching Publications.
  • Liao, P. (2007). Teachers' beliefs about teaching English to elementary school children. English Teaching & Learning, 31(1), 43-76.
  • Linse, C, T. (2005). Practical English language teaching: Young learners. McGraw-Hill.
  • Lwin, S.M. (2016). It’s story time! Exploring the potential of multimodality in oral storytelling to support children’s vocabulary learning. Literacy, 50(2), 72-83. https://doi.org/10.1111/lit.12075
  • McKay, P. (2012). Assessing young language learners. Cambridge University Press.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation: Revised and expanded from qualitative research and case study applications in education. San Francisco. Jossey-Bass
  • Millî Eğitim Bakanlığı (MEB) [Turkish Ministry of National Education (MNE)], (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi (2, 3, 4, 5, 6, 7 ve 8. Sınıflar) öğretim programı.
  • Moon, J. (2000). English language teaching. Macmillan Heineman.
  • Othman, J. & Kiely, R. (2016). Preservice teachers’ beliefs and practices in teaching English to young learners. Indonesian Journal of Applied Linguistics, 6(1), 50-59. https://doi.org/10.17509/ijal.v6i1.2661
  • Pardede, P. (2011). Using short stories to teach language skills. Journal of English Teaching, 1(1), 14-27. https://doi.org/10.33541/jet.v1i1.49
  • Pennington, M. C. & Richards, J. C. (1997). Reorienting the teaching universe: The experience of five first-year English teachers in Hong Kong. Language Teaching Research, 1, 149-178. https://doi.org/10.1177/136216889700100204
  • Piaget, J. (1970). Science of education and the psychology of the child. Viking.
  • Piaget, J., Grize J. B., Zeminska, A., & Bang, V. (1977). Epistemology and psychology of functions. Springer, eBook ISBN 978-94-010-9321-7. https://doi.org/10.1007/978-94-010-9321-7
  • Phillips, S. (1993). Young learners. Oxford University Press.
  • Read, C. (1998). The challenge of teaching children. English Teaching Professional, April, 8-10.
  • Rixon, S. (1999). Young learners of English: Some research perspectives. Longman.
  • Rixon, S. (2013). British Council survey of policy and practice in primary English language teaching worldwide. British Council.
  • Scott, A. W., & Ytreberg, L. H. (2001). Teaching English to children. Longman.
  • Shin, J. K. (2017). Get up and sing! Get up and move! Using songs and movement with young learners of English. English Teaching Forum, 55(2), 14-25.
  • Shin, J. K. & Crandall, J. (2014). Teaching young learners English. National Geographic Learning.
  • Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford University Press.
  • Urr, P. (2019). Theory and practice in language teacher education. Language Teaching, 52, 450–459. https://doi.org/10.1017/s0261444819000090
  • Vale, D., & Feunteun, A. (2003). Teaching children English. Cambridge University Press.
  • Vygotsky, L. S. (1962). Thought and language. MIT Press.
  • Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
  • Williams, M. (1998). Ten principles for teaching English to young learners. IATEFL Newsletter (142), 6-7.
  • Wood, D. (1998). How children think and learn. Blackwell.
  • Xie, R. (2021). The effectiveness of total physical response (TPR) on teaching English to young learners. Journal of Language Teaching and Research, 12(2), 293-303. https://doi.org/10.17507/jltr.1202.11
  • Yağlı, A. (2022). Çocuklara yabancı dil öğretiminde çizgi filmlerin kullanılması: Zou adlı çizgi film örneği. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 1. Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı, 33-53. https://dergipark.org.tr/tr/pub/gefad/issue/68130/97668
  • Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51(1), 39-49. https://doi.org/10.1177/002248710005100105
There are 54 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education (Other)
Journal Section Articles
Authors

Selma Kara 0000-0002-3572-0687

Early Pub Date October 31, 2023
Publication Date January 15, 2024
Submission Date November 18, 2022
Acceptance Date September 13, 2023
Published in Issue Year 2024 Issue: 60

Cite

APA Kara, S. (2024). Çocuklara Yabancı Dil Öğretimi İlkeleri: Çocuklara Yabancı Dil Öğretimi Sınıflarında Öğretmen Adaylarının Uygulamaları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(60), 114-137. https://doi.org/10.9779/pauefd.1206738