Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?

Servet ÇELİK (Karadeniz Teknik Üniversitesi, Eğitim Fakültesi, Trabzon, Türkiye)
Eğitim ve Bilim
22 4
Yıl: 2013 Cilt: 38 Sayı: 167 Sayfa Aralığı: 336 - 351 Metin Dili: İngilizce İndeks Tarihi: 29-07-2022

Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?

Öz:
Dil ve kültür arasındaki güçlü bağ pek çok dil eğitbilim çalışmasının odak noktası olmuştur. Dil ve kültürün ayrılmaz doğası, özellikle İngilizcenin küresel iletişim dili haline gelmesiyle daha da önem kazanmış ve kültürlerarası iletişim yeteneği kavramını eğitim dünyasının gündemine taşımıştır. Öğrencilerin bu yeteneklerini geliştirebilmeleri için öğretim materyallerinin çeşitli kültürel öğeleri içermesi son derece önemlidir. Ancak bugüne kadar Türkiye’de yabancı dil eğitiminde kullanılmak üzere devlet tarafından hazırlanan ders kitaplarının bu temel unsuru göz ardı ettiği ve dolayısıyla öğrencilerin küresel dünyada sağlıklı iletişim kurmada zorluklar yaşayabileceği tartışılagelmiştir. Bu çalışma, sınırlı kültürel içeriğin hålå dil eğitim materyallerinde mevcut olup olmadığını araştırmayı amaçlamaktadır. Bu bağlamda, Türkiye’deki devlet okullarında ilköğretim ikinci kademedeki İngilizce dersleri için hazırlanan ve ülke genelinde temel kaynak olarak kullanılan üç ders kitabından oluşan bir dil eğitim serisi şu dört kültürel bileşen açısından incelenmiştir: ürünler, uygulamalar, bakış açıları ve kişiler. Önceki çalışmaların aksine, bu içerik incelemesi söz konusu dil eğitim serisinin, her ne kadar Avrupa odaklı olsa da öğrencilerin kültürel bakış açılarını genişletmelerine yardımcı olabilecek farklı kültürel öğeleri içerdiğini tespit etmiştir.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Allen, H. W. (2008). Textbook materials and foreign language teaching: Perspectives from the classroom. The NECTFL Review, 62, 5-28.
  • Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136-143. doi:10.1093/elt/47.2.136
  • Alptekin, C. (2002). Towards intercultural communicative competence. ELT Journal, 56(1), 57-63. doi:10.1093/elt/56.1.57
  • Bacanlı-Kurt, C., Ünlü-Buldur, P., Çoban, Ö., Norşenli, F., Sarandal, M., Tekir, S., & Sayıner, İ. (2011). Spot on 6. B. G. Peker (Ed.). Ankara, Turkey: Devlet Kitapları [State Press].
  • Bacanlı-Kurt, C., Ünlü-Buldur, Çoban, Ö., Sarandal, M., Tekir, S., & Sayıner, İ. (2011). Spot on 7. B. G. Peker (Ed.). Ankara, Turkey: Devlet Kitapları [State Press].
  • Bacanlı-Kurt, C., Ünlü-Buldur, P., Çoban, Ö., Norşenli, F., Sarandal, M., Tekir, S., & Sayıner, İ. (2011). Spot on 8. B. G. Peker (Ed.). Ankara, Turkey: Devlet Kitapları [State Press].
  • Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70. doi:10.1093/elt/ccr017.
  • Buttjes, D. (1991). Mediating languages and cultures: The social and intercultural dimension restored. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education (pp. 3-16). Clevedon, England: Multilingual Matters.
  • Büyükkantarcıoğlu, N. (2004). A sociolinguistic analysis of the present dimension of English as a foreign language in Turkey. International Journal of Sociology of Languages, 165, 33-58.
  • Byram, M. (1991). Teaching culture and language: Towards an integrated method. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education (pp. 17-32). Clevedon, England: Multilingual Matters.
  • Byram, M., & Feng, A. (2005). Teaching and researching intercultural competence. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 911-930). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  • Çakır, I. (2010). The frequency of culture-specific elements in the ELT coursebooks at elementary schools in Turkey. Novitas-ROYAL (Research on Youth and Language), 4(2), 182-189. Retrieved from http://www.novitasroyal.org/Vol_4_2/cakir.pdf
  • Council of Europe (CoE). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press. Available at http:// www.coe.int/t/dg4/linguistic/Source/Framework_en.pdf
  • Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.) Culture in second language teaching and learning (pp. 196-219). Cambridge, England: Cambridge University Press.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-131. doi:10.1080/14681366.2011.527118
  • Crystal, D. (2012). English as a global language (3rd ed.). Cambridge, England: Cambridge University Press.
  • Dasli, M. (2011). Reviving the ‘moments’: From cultural awareness and cross-cultural mediation to critical intercultural language pedagogy. Pedagogy, Culture & Society, 19(1), 21-39.
  • Doğançay-Aktuna, S., & Kızıltepe, Z. (2005). English in Turkey. World Englishes, 24(2), 263-265.
  • Dooly, M., & Villanueva, M. (2006). Internationalisation as a key dimension to teacher education. European Journal of Teacher Education, 29(2), 223-240.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
  • Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective. Oxford, England: Oxford University Press.
  • Halliday, M. A. K. (2007) Language and education (Vol. 9 in the Collected Works of M. A. K. Halliday, Vol. 9, Ed. By J. J. Webster). London: Continuum.
  • Hamiloğlu, K., & Mendi, B. (2010). A content analysis related to the cross-cultural elements used in EFL coursebooks. Sino-US English Teaching, 7(1), 16-24.
  • Hasan, A. S., & Raddatz, V. (2008). Analysis of EFL elementary textbooks in Syria and Germany: Cognitive, affective and procedural aspects in their inter-cultural context. Journal of Intercultural Communication, 17. Retrieved from http://www.immi.se/intercultural/nr17/hasan.htm
  • Houghton, S. (2009). The role of intercultural communicative competence in the development of world Englishes and lingua francas. 3L: The Southeast Asian Journal of English Language Studies, 15, 69-95.
  • Işık, A. (2011). Language education and ELT materials in Turkey from the path dependence perspective. Hacettepe University Journal of Education, 40, 256-266.
  • Jahan, R., & Roger, P. T. (2006). Global perspectives on the notion of ‘target culture’ associated with English as a foreign language. University of Sydney Papers in TESOL, 1, 1-17.
  • Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.
  • Kachru, B. B. (2005). Asian Englishes: Beyond the Canon. Hong Kong, China: Hong Kong University Press.
  • Kırkgöz, Y. (2007a). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228. doi: 10.1177/0033688207079696
  • Kırkgöz, Y. (2007b). Language planning and implementation in Turkish primary schools. Current Issues in Language Planning, 8(2), 174-191. doi:10.2167/cilp114.0
  • Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684. doi: 10.1177/0895904808316319
  • Kramsch, C. (1993). Context and culture in language teaching. Oxford, England: Oxford University Press.
  • Krippendorff, K. (2004). Content analysis: An introduction to its methodology. London, England: Sage Publications.
  • Meyer, M. (1991). Developing transcultural competence: Case studies of advanced foreign language learners. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education (pp. 136-158). Clevedon, England: Multilingual Matters.
  • Mirici, İ. H. (2008). Development and validation process of a European language portfolio model for young learners. The Turkish Online Journal of Distance Education, 9(2), 26-34.
  • National Standards in Foreign Language Education Project (NSFLEP). (1996). Standards for foreign language learning: Preparing for the 21st century (1st ed.). Yonkers, NY: Author.
  • National Standards in Foreign Language Education Project (NSFLEP). (1999). Standards for foreign language learning: Preparing for the 21st century (2nd ed.). Lawrence, KS: Allen Press.
  • National Standards in Foreign Language Education Project (NSFLEP). (2006). Standards for foreign language learning in the 21st century (Rev. 3rd ed.). Lawrence, KS: Allen Press.
  • National Standards in Foreign Language Education Project (NSFLEP). (n. d.). Standards for foreign language learning: Executive Summary. Retrieved from http://www.actfl.org/files/public/ StandardsforFLLexecsumm_rev.pdf
  • Neundorf, K. A. (2002). The content analysis guidebook. London, England: Sage Publications.
  • Özil, Ş. (1999). Devlet Okullarındaki Yabancı Dil Derslerinde Hedef Kültüre Ait Öğelerin Aktarımı [The transfer of elements that belong to target culture in foreign language lessons in public schools]. Retrieved from http://www.ingilish.com/kultur-aktarimi.htm
  • Piasecka, L. (2011). Sensitizing foreign language learners to cultural diversity through developing intercultural communicative competence. In J. Arabski & A. Wojtaszek (Eds.), Aspects of culture in second language acquisition and foreign language learning (pp. 21-33). Berlin, Germany: Springer-Verlag.
  • Rajagopalan, K. (2004). The concept of ‘World Englishes’ and its implications for ELT. ELT Journal, 58(2), 111-117. doi:10.1093/elt/ccq089
  • Risager, K. (1991). Cultural references in European textbooks: an evaluation of recent tendencies. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education (pp. 181-192). Clevedon, England: Multilingual Matters.
  • Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341. doi:10.1093/elt/cci064
  • Shin, J., Eslami, Z. R., & Chen, W. C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture, and Curriculum, 24(3), 253-268.
  • Sowden, C. (2012). ELF on a mushroom: The overnight growth in English as a Lingua Franca. ELT Journal, 66(1), 89-96. doi:10.1093/elt/ccr024
  • T.C. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı [Republic of Turkey, Ministry of National Education (MoNE) Board of Education]. (2006). İlköğretim İngilizce dersi (4, 5, 6, 7 ve 8. sınıflar) öğretim programı [English language curriculum for primary education (grades 4, 5, 6, 7 and 8)]. Ankara, Turkey. Retrieved from http://ttkb.meb.gov.tr/program. aspx?islem=2&kno=31
  • T.C. Milli Eğitim Bakanlığı Yayımlar Dairesi Başkanlığı [Republic of Turkey, Ministry of National Education (MoNE) Department of Publications]. (January, 2011). 2011-2012 Eğitim ve Öğretim Yılında Okutulacak İlköğretim ve Ortaöğretim Ders Kitapları [Textbooks that will be followed during the 2011-2012 school year]. Tebliğler Dergisi [Bulletins Journal], Vol. 74, No. 2640. Retrieved from http://yayim.meb.gov.tr/dergiler/pdf/2640.pdf
  • Tomlinson, B. (Ed.). (2008). English language learning materials: A critical review. New York, NY: Continuum International Publishing Group.
  • Türkan, S., & Çelik, S. (2007). Integrating culture into EFL texts and classrooms: Suggested lesson plans. Novitas-ROYAL (Research on Youth and Language), 1(1), 18-33. Retrieved from http:// www.novitasroyal.org/turkan.pdf
  • Yuen, K.-M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458-466. doi:10.1093/elt/ccq089
APA ÇELİK S (2013). Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?. , 336 - 351.
Chicago ÇELİK Servet Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?. (2013): 336 - 351.
MLA ÇELİK Servet Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?. , 2013, ss.336 - 351.
AMA ÇELİK S Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?. . 2013; 336 - 351.
Vancouver ÇELİK S Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?. . 2013; 336 - 351.
IEEE ÇELİK S "Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?." , ss.336 - 351, 2013.
ISNAD ÇELİK, Servet. "Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?". (2013), 336-351.
APA ÇELİK S (2013). Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?. Eğitim ve Bilim, 38(167), 336 - 351.
Chicago ÇELİK Servet Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?. Eğitim ve Bilim 38, no.167 (2013): 336 - 351.
MLA ÇELİK Servet Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?. Eğitim ve Bilim, vol.38, no.167, 2013, ss.336 - 351.
AMA ÇELİK S Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?. Eğitim ve Bilim. 2013; 38(167): 336 - 351.
Vancouver ÇELİK S Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?. Eğitim ve Bilim. 2013; 38(167): 336 - 351.
IEEE ÇELİK S "Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?." Eğitim ve Bilim, 38, ss.336 - 351, 2013.
ISNAD ÇELİK, Servet. "Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features?". Eğitim ve Bilim 38/167 (2013), 336-351.
Sayfa Oluşturulma Tarihi
22-04-2024 18:29

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları