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Türkiye’nin Yeni İngilizce Öğretmeni Eğitim Programında Kapsayıcı Eğitimin Yeri

Year 2021, Volume: 2 Issue: 1, 1 - 9, 27.04.2021

Abstract

Göçmen ve mülteci olmak gibi birçok faktör, İngilizce öğrenen öğrenciler için öğrenme zorluklarına neden olabilir. İngilizce öğretmenleri böyle öğrencilerle çalışabilirler. Bir İngilizce sınıfındaki tüm öğrencilerin eğitim materyallerine ulaşabileceğinden ve başarılı olabileceğinden emin olmak için, kapsayıcı uygulamalar İngilizce öğretiminde kullanılmalıdır. Kapsayıcı uygulamaların başarısı için, kapsayıcı eğitim İngilizce öğretmeni yetiştirme programında bulunmalıdır; fakat alan yazın öğrenci ve çalışan İngilizce öğretmenlerinin kapsayıcı eğitim konusunda yeterli eğitimleri olmadığını ortaya çıkarmıştır. Bu nedenle, bu nitel çalışma, Türkiye’nin yeni İngilizce öğretmeni eğitim programını, öğrenci İngilizce öğretmenlerini kapsayıcı eğitim konusunda eğitip eğitmediğini bulmak için değerlendirmeyi amaçlamıştır. Türkiye’nin yeni İngilizce öğretmeni eğitim programı, veri toplama aracı olarak kullanılmış ve doküman analizine tabi tutulmuştur. Bulgular, Türkiye’nin yeni İngilizce öğretmeni eğitim programının kapsayıcı eğitimle alakalı altı dersi içerdiğini ve böylelikle öğrenci İngilizce öğretmenlerini kapsayıcı eğitim konusunda eğittiğini göstermiştir. Bulgular, alan yazından elde edilen bulgular ile tartışılmıştır. Çalışmanın sınırlılıklarına değinilmiş ve sonraki çalışmalar için önerilerde bulunulmuştur.

References

  • Acuña, L. M. R., & Cárdenas, M. L. (2017). Inclusive education and ELT policies in Colombia: Views from some Profile journal authors. Profile, 19(1), 121-136. http://dx.doi.org/10.15446/profile.v19n1.61075
  • Aksu Ataç, B., & Taşçı, S. (2020). An investigation of prospective language teachers’ knowledge and attitudes towards inclusive education in Turkey. International Journal of Curriculum and Instruction, 12(2), 359-373.
  • Arribas, L. B., del Río, M. A. B., Peñalver, E. A., & Sigona, C. M. (2020). Teaching English to adults with disabilities: A digital solution through en-abilities. Teaching English with Technology, 20(1), 80-103.
  • Çelik, Ş. N., & Kasap, S. (2019). Türkiye’de uygulanan İngilizce öğretmen yetiştirme programları üzerine karşılaştırmalı bir değerlendirme. YYÜ Eğitim Fakültesi Dergisi, 16(1), 1010-1031. http://dx.doi.org/10.23891/efdyyu.2019.151
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California, the United States of America: Sage Publications.
  • Dexter, P. (2019). Special educational needs and disability. In S. Douglas (Ed.), Creating an inclusive school environment (pp. 117-118). British Council.
  • Heijnen-Maathuis, E. (2019). Successful inclusive education starts with teachers: What have we learned? A multi-country case study. In S. Douglas (Ed.), Creating an inclusive school environment (pp. 131-143). British Council.
  • Hutchinson, Y. (2019). Minority ethnic groups in the classroom. In S. Douglas (Ed.), Creating an inclusive school environment (pp. 171-173). British Council.
  • Ingram, R. (2019). Gender and inclusion in the classroom. In S. Douglas (Ed.), Creating an inclusive school environment (pp. 65-66). British Council.
  • Jozwick, S., & Cuenca-Carlino, Y. (2020). Promoting self-advocacy through persuasive writing for English language learners with learning disabilities. Rural Special Education Quarterly, 39(2), 82-90. https://doi:10.1177/8756870519892883
  • Kennett, P. (2019). Displaced populations. In S. Douglas (Ed.), Creating an inclusive school environment (pp. 13-14). British Council.
  • Kiyawa, M. S. (2015). Inclusive education and English language teaching in the universal basic education programme in Nigerian. National Journal of Inclusive Education, 3(1), 1-7.
  • Kraayenoord, C. E. V., Miller, R., Moni, K. B., & Jobling, A. (2009). Teaching writing to students with learning difficulties in inclusive English classrooms: Lessons from an exemplary teacher. English Teaching: Practice and Critique, 8(1), 23-51.
  • Miller, R. D. (2016). Contextualizing instruction for English language learners with learning disabilities. Teaching Exceptional Children, 49(1), 58-65.
  • O’Connor, R. E., Beach, K. D., Sanchez, V. M., Kim, J. J., Knight-Teague, K., Orozco, G., & Jones, B. T. (2019). Teaching academic vocabulary to sixth-grade students with disabilities. Learning Disability Quarterly, 42(1), 231-243. https://doi:10.1177/073194871882091
  • Orosco, M. J., & O’Connor, R. (2014). Culturally responsive instruction for English language learners with learning disability. Journal of Learning Disabilities, 47(6), 515-531. https://doi:10.1177/0022219413476553
  • Rezai, M. J., Jabbari, A. A., & Ahmadi, M. (2018). Its greatest benefit of inclusion is its challenge: EFL teachers’ attitudes towards inclusion of learners with disabilities. Anadolu Journal of Educational Sciences International, 8(2), 262-292. https://doi:10.18039/ajesi.454570
  • Smith, A. M. (2006). Inclusion in English language teacher training and education [Doctoral dissertation, Department of Educational Research, Department of Linguistics and English Language, Lancaster University]. http://eltwell.com/wp-content/uploads/2015/08/Inclusion-In-English-Language-Teacher-Training-and-Education.pdf
  • Smith, A. M. (2018). Inclusive practices in English language teaching. Oxford University Press.
  • The Higher Education Council of Turkey. (2018). İngilizce Öğretmenliği Lisans Programı (English Language Teacher Education Program). Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
  • Yaman, İ. (2018). 2006 ve 2018 İngilizce öğretmenliği lisans programlaru üzerine karşılaştırmalı bir değerlendirme. EKEV Akademi Dergisi, 22(76), 149-164.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Research methods in social sciences] (9th ed.). Ankara: Seçkin Yayıncılık.
  • Zhalelkanova, Z. (2019). Pre-service EFL teachers’ views on inclusive education in ELT: A comparative study of Kazakh and Turkish contexts [Master’s thesis, the Institute of Educational Sciences of Pamukkale University]. Thesis Center of the Council of Higher Education of Turkey.

The Place of Inclusive Education in the New English Language Teacher Education Program of Turkey

Year 2021, Volume: 2 Issue: 1, 1 - 9, 27.04.2021

Abstract

Several factors such as being a migrant and refugee can lead to learning difficulties for students who learn English. English language teachers can work with such students. To ensure all students in an English language class can have access to teaching materials and become successful, inclusive practices should be used in English language teaching. For the success of inclusive practices, inclusive education should be included in English language teacher education. However, the literature has revealed that preservice and in service English language teachers lack enough training on inclusive education. Therefore, the present study aimed to evaluate the new English language teacher education program (ELTEP) of Turkey to find out whether it trains preservice English language teachers on inclusive education. It was designed as a qualitative study in which the new ELTEP of Turkey was used as the data collection tool and document analyzed. The results have shown that the new ELTEP of Turkey includes six courses relating to inclusive education, so it trains preservice English language teachers on inclusive education. The results were discussed with the findings of the literature review. Limitations of the study were mentioned and suggestions for further studies were made. 

References

  • Acuña, L. M. R., & Cárdenas, M. L. (2017). Inclusive education and ELT policies in Colombia: Views from some Profile journal authors. Profile, 19(1), 121-136. http://dx.doi.org/10.15446/profile.v19n1.61075
  • Aksu Ataç, B., & Taşçı, S. (2020). An investigation of prospective language teachers’ knowledge and attitudes towards inclusive education in Turkey. International Journal of Curriculum and Instruction, 12(2), 359-373.
  • Arribas, L. B., del Río, M. A. B., Peñalver, E. A., & Sigona, C. M. (2020). Teaching English to adults with disabilities: A digital solution through en-abilities. Teaching English with Technology, 20(1), 80-103.
  • Çelik, Ş. N., & Kasap, S. (2019). Türkiye’de uygulanan İngilizce öğretmen yetiştirme programları üzerine karşılaştırmalı bir değerlendirme. YYÜ Eğitim Fakültesi Dergisi, 16(1), 1010-1031. http://dx.doi.org/10.23891/efdyyu.2019.151
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California, the United States of America: Sage Publications.
  • Dexter, P. (2019). Special educational needs and disability. In S. Douglas (Ed.), Creating an inclusive school environment (pp. 117-118). British Council.
  • Heijnen-Maathuis, E. (2019). Successful inclusive education starts with teachers: What have we learned? A multi-country case study. In S. Douglas (Ed.), Creating an inclusive school environment (pp. 131-143). British Council.
  • Hutchinson, Y. (2019). Minority ethnic groups in the classroom. In S. Douglas (Ed.), Creating an inclusive school environment (pp. 171-173). British Council.
  • Ingram, R. (2019). Gender and inclusion in the classroom. In S. Douglas (Ed.), Creating an inclusive school environment (pp. 65-66). British Council.
  • Jozwick, S., & Cuenca-Carlino, Y. (2020). Promoting self-advocacy through persuasive writing for English language learners with learning disabilities. Rural Special Education Quarterly, 39(2), 82-90. https://doi:10.1177/8756870519892883
  • Kennett, P. (2019). Displaced populations. In S. Douglas (Ed.), Creating an inclusive school environment (pp. 13-14). British Council.
  • Kiyawa, M. S. (2015). Inclusive education and English language teaching in the universal basic education programme in Nigerian. National Journal of Inclusive Education, 3(1), 1-7.
  • Kraayenoord, C. E. V., Miller, R., Moni, K. B., & Jobling, A. (2009). Teaching writing to students with learning difficulties in inclusive English classrooms: Lessons from an exemplary teacher. English Teaching: Practice and Critique, 8(1), 23-51.
  • Miller, R. D. (2016). Contextualizing instruction for English language learners with learning disabilities. Teaching Exceptional Children, 49(1), 58-65.
  • O’Connor, R. E., Beach, K. D., Sanchez, V. M., Kim, J. J., Knight-Teague, K., Orozco, G., & Jones, B. T. (2019). Teaching academic vocabulary to sixth-grade students with disabilities. Learning Disability Quarterly, 42(1), 231-243. https://doi:10.1177/073194871882091
  • Orosco, M. J., & O’Connor, R. (2014). Culturally responsive instruction for English language learners with learning disability. Journal of Learning Disabilities, 47(6), 515-531. https://doi:10.1177/0022219413476553
  • Rezai, M. J., Jabbari, A. A., & Ahmadi, M. (2018). Its greatest benefit of inclusion is its challenge: EFL teachers’ attitudes towards inclusion of learners with disabilities. Anadolu Journal of Educational Sciences International, 8(2), 262-292. https://doi:10.18039/ajesi.454570
  • Smith, A. M. (2006). Inclusion in English language teacher training and education [Doctoral dissertation, Department of Educational Research, Department of Linguistics and English Language, Lancaster University]. http://eltwell.com/wp-content/uploads/2015/08/Inclusion-In-English-Language-Teacher-Training-and-Education.pdf
  • Smith, A. M. (2018). Inclusive practices in English language teaching. Oxford University Press.
  • The Higher Education Council of Turkey. (2018). İngilizce Öğretmenliği Lisans Programı (English Language Teacher Education Program). Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
  • Yaman, İ. (2018). 2006 ve 2018 İngilizce öğretmenliği lisans programlaru üzerine karşılaştırmalı bir değerlendirme. EKEV Akademi Dergisi, 22(76), 149-164.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Research methods in social sciences] (9th ed.). Ankara: Seçkin Yayıncılık.
  • Zhalelkanova, Z. (2019). Pre-service EFL teachers’ views on inclusive education in ELT: A comparative study of Kazakh and Turkish contexts [Master’s thesis, the Institute of Educational Sciences of Pamukkale University]. Thesis Center of the Council of Higher Education of Turkey.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ahmet Erdost Yastıbaş 0000-0002-1886-7951

Publication Date April 27, 2021
Acceptance Date January 20, 2021
Published in Issue Year 2021 Volume: 2 Issue: 1

Cite

APA Yastıbaş, A. E. (2021). The Place of Inclusive Education in the New English Language Teacher Education Program of Turkey. Eurasian Journal of Teacher Education, 2(1), 1-9.

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