A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey

Ali KARAKAŞ (Mehmet Akif Ersoy Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Burdur, Türkiye)
Yükseköğretim ve Bilim Dergisi
3 0
Yıl: 2019 Cilt: 9 Sayı: 2 Sayfa Aralığı: 205 - 215 Metin Dili: İngilizce DOI: 10.5961/jhes.2019.322 İndeks Tarihi: 07-06-2020

A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey

Öz:
In recent years, many Turkish universities, particularly the foundation universities in the private sector, have adopted English either in part or in full, as the language of instruction. In practice, this has meant that English should be the only working language of instruction in all academic activities, ranging from lectures, seminars, presentations to thesis defenses. However, little attention has been paid to the fact that the ideals of policymakers are not always in tune with the actuals of the policy implementers ( Jenkins, 2014; Karakaş, 2016a). In the Turkish higher education, there is evidence that lecturers and students often breach the English-only policy by using a mixed-version of Turkish and English, which is widely known as Tarzanca (Tarzanish in English) in Turkey (Collins, 2010; Karakaş, 2016b). ftis critical review seeks to explore the phenomenon of Tarzanish in general and its use in English-medium instruction (EMI) universities in particular. While doing so, it is also aimed to find answers to the following questions: (1) How is Tarzanish conceptualized and described in the dictionaries, literature, online sources (e. g. blogs, discussion forums, etc.) and by scholars? (2) What are its descriptive characteristics in terms of morphology, syntax, and lexis? (3) Why do EMI people (lecturers and students) resort to it? Moreover, (4) what can be done to resolve the issue of Tarzanish in EMI universities? Drawing on the answers to these questions, the paper suggests that the notion of Tarzanish means different things to different people, lay people and EMI people resort to it for different purposes, and its use by lay people and EMI people show divergences due to some variables such as the level of language proficiency and the domains of language use (e.g., tourism, business, and higher education). Finally, some suggestions have been offered for the solution of the issue of Tarzanish in EMI universities.
Anahtar Kelime:

Türkiye’de İngilizce ile Eğitim Veren Üniversitelerdeki ‘Türkçe ve İngilizcenin Karma Kullanımı’ Olgusuna Eleştirel Bir Bakış

Öz:
Son yıllarda, özellikle de özel sektördeki vakıf üniversiteleri olmak üzere pek çok Türk üniversitesi, kısmen ya da tam olarak İngilizce’yi eğitim dili olarak benimsemişlerdir. Uygulamada bu, İngilizce’nin dersler, seminerler, sunumlar ve tez savunmaları olmak üzere tüm akademik etkinliklerde tek eğitim dili olması gerektiği anlamına gelmektedir. Bununla birlikte, politika belirleyicilerinin ideallerinin her zaman politika uygulayıcılarının gerçekleriyle uyumlu olmadığı gerçeğine çok az dikkat edilmiştir ( Jenkins, 2014; Karakaş, 2016a). Türk yükseköğreniminde, öğretim elemanlarının ve öğrencilerin yaygın olarak Tarzanca (İngilizcesi Tarzanish) olarak bilinen Türkçe ve İngilizce karışımı bir dil kullanarak sadece İngilizce kullanımı politikasını sıklıkla ihlal ettiklerine dair kanıtlar bulunmaktadır (Collins, 2010; Karakaş,2016b). Bu eleştirel inceleme, genel olarak Tarzan-İngilizcesi olgusunu ve özellikle İngilizce ile eğitim veren üniversitelerdeki kullanımını araştırmayı amaçlamaktadır. Bunu yaparken de, şu sorulara cevap bulunması amaçlanmaktadır: (1) Tarzan-İngilizcesi sözlüklerde, literatürde, çevrimiçi kaynaklarda (blog, tartışma forumları vb.) ve araştırmacılar tarafından nasıl kavramsallaştırılır ve betimlenir? (2) Morfolojik, sözdizim, ve sözcük yapısı açılarından tanımlayıcı özellikleri nelerdir? (3) İngilizce ile eğitimin paydaşları (öğretim üyeleri ve öğrenciler) niçin buna başvurur? (4) İngilizce ile eğitim veren üniversitelerde Tarzanca sorununu çözmek için neler yapılabilir? Bu makale, bu sorulara verilen cevaplardan yola çıkarak Tarzanca kavramının farklı insanlar için farklı şeyler anlamına geldiğini, sıradan insanların ve İngilizce ile eğitimin paydaşlarının ona farklı amaçlar için başvurduklarını, sıradan insanların ve İngilizce ile eğitimin paydaşlarının Tarzanca kullanımının dil yeterliliği düzeyi ve dil kullanım alanı (örneğin turizm, işletme ve yükseköğrenim) gibi bazı değişkenlerden dolayı farklılık gösterdiğini belirtmektedir. Son olarak, Tarzanca sorununun İngilizce ile eğitim veren üniversitelerde çözümüne yönelik öneriler getirilmiştir.
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APA karakaş a (2019). A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey. , 205 - 215. 10.5961/jhes.2019.322
Chicago karakaş ali A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey. (2019): 205 - 215. 10.5961/jhes.2019.322
MLA karakaş ali A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey. , 2019, ss.205 - 215. 10.5961/jhes.2019.322
AMA karakaş a A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey. . 2019; 205 - 215. 10.5961/jhes.2019.322
Vancouver karakaş a A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey. . 2019; 205 - 215. 10.5961/jhes.2019.322
IEEE karakaş a "A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey." , ss.205 - 215, 2019. 10.5961/jhes.2019.322
ISNAD karakaş, ali. "A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey". (2019), 205-215. https://doi.org/10.5961/jhes.2019.322
APA karakaş a (2019). A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey. Yükseköğretim ve Bilim Dergisi, 9(2), 205 - 215. 10.5961/jhes.2019.322
Chicago karakaş ali A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey. Yükseköğretim ve Bilim Dergisi 9, no.2 (2019): 205 - 215. 10.5961/jhes.2019.322
MLA karakaş ali A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey. Yükseköğretim ve Bilim Dergisi, vol.9, no.2, 2019, ss.205 - 215. 10.5961/jhes.2019.322
AMA karakaş a A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey. Yükseköğretim ve Bilim Dergisi. 2019; 9(2): 205 - 215. 10.5961/jhes.2019.322
Vancouver karakaş a A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey. Yükseköğretim ve Bilim Dergisi. 2019; 9(2): 205 - 215. 10.5961/jhes.2019.322
IEEE karakaş a "A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey." Yükseköğretim ve Bilim Dergisi, 9, ss.205 - 215, 2019. 10.5961/jhes.2019.322
ISNAD karakaş, ali. "A Critical Look at the Phenomenon of ‘A Mixed-Up Use of Turkish and English’ in English-Medium Instruction Universities in Turkey". Yükseköğretim ve Bilim Dergisi 9/2 (2019), 205-215. https://doi.org/10.5961/jhes.2019.322
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