Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2020, Cilt: 16 Sayı: 4, 1821 - 1832, 30.12.2020

Ahmet Erdost Yastıbaş

https://doi.org/10.17263/jlls.851007

Öz

Kaynakça

  • Acar, A. (2018). A comparison of the 2013 and 2018 primary and secondary schools ELT curricula in Turkey: An analysis of 7th-grade syllabi. Milli Eğitim, 48(224), 299-325.
  • Akkabak, F., Kutlu, M. Z., Kayıran, M. T., Sağlam, P., & Karaköse, S. (2019). İlkokul İngilizce 3 ders kitabı. Ankara: Milli Eğitim Bakanlığı Yayınları.
  • Ali, M. M. (2010). Revisiting English language teaching (ELT) curriculum design: How appropriate is Bangladesh higher secondary level national ELT curriculum as a learner-centred one? IIUC Studies, 7, 283-296.
  • Alnefaie, S. K. (2016). Teachers’ role in the development of EFL curriculum in Saudi Arabia: The marginalized status. Cogent Education, 3, 1-14.
  • Anastasiadou, A. (2015). EFL curriculum design: The case of the Greek state school reality in the last two decades (1997-2014). International Journal of Applied Linguistics & English Literature, 4(2), 112-119.
  • Atai, M. R. & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24(3), 389-411.
  • Atai, M. R., Babaii, E., & Mazlum, F. (2012). Mainstream ELT curriculum implementation in Iran: A micro analysis perspective. TELL, 6(2), 1-23.
  • Baghoussi, M. & El Ouchdi, I. Z. (2019). The implementation of the project-based learning approach in the Algerian EFL context: Curriculum designers’ expectations and teachers’ obstacles. Arab World English Journal, 10(1), 271-282.
  • Bulut, İ. & Atabey, E. (2016). An evaluation of the effectiveness of the primary school 2nd grade English language curriculum in practice. İnönü University Journal of the Faculty of Education, 17(3), 257-280.
  • Büyükduman, F. İ. (2005). İlköğretim okulları İngilizce öğretmenlerinin birinci kademe İngilizce öğretim programına ilişkin görüşleri [The opinions of elementary school English teachers on the English curriculum for elementary schools]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 55-64.
  • Cartens, D. (2016). The Anthropocene crisis and higher education: A fundamental shift. South African Journal of Higher Education, 30(3), 255-273.
  • Çiftçi Cinkavuk, E. & Cesur, K. (2018). An evaluation of second grade English language teaching program of primary school: Tokat case. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 749-766.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California, the United States of America: Sage Publications.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, California, the United States of America: Sage Publications Inc.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, California, the United States of America: Sage Publications Inc.
  • Crutzen, P. J. (2006a). The “Anthropocene”. In E. Ehlers & T. Krafft (Eds.), Earth system science in the Anthropocene (pp. 13-18). Springer.
  • Crutzen, P. J. (2006b). The Anthropocene: The current human-dominated geological era. Retrieved from www.pas.va/content/dam/accademia/pdf/acta18/acta18-crutzen.pdf
  • Dubetz, N. E. (2014). Studying the effects of an EFL curriculum for young adults in Brazil. English Language Teaching, 7(1), 103-112.
  • Duhn, I., Malone, K., & Tesar, M. (2017). Troubling the intersections of urban/nature/childhood in environmental education. Environmental Education Research, 23(10), 1357-1368.
  • Fang, X. & Garland, P. (2014). Teacher orientation to ELT curriculum reform: An ethnographic study in a Chinese secondary school. Asia-Pacific Education Researcher, 23(2), 311-319.
  • Gherzouli, I. (2019). Towards a democratic Algerian curriculum development through secondary EFL teachers’ involvement. International Journal of Curriculum and Instruction, 11(1), 1-22.
  • Gilbert, J. (2016). Transforming science education for the Anthropocene – is it possible? Research in Science Education, 46, 187-201.
  • Gray, D. & Colucci-Gray, L. (2014). Globalisation and the Anthropocene: The reconfiguration of science education for a sustainable future. Sisyphus Journal of Education, 2(3), 14-31.
  • Hongboontri, C. (2014). Practical curriculum inquiry: Students’ voices of their EFL curriculum and instruction. Australian Journal of Teacher Education, 39(11), 65-81.
  • Ketabi, S., Zabihi, R., & Ghadiri, M. (2012). Critical thinking across the ELT curriculum: A mixed methods approach to analyzing L2 teachers’ attitudes toward critical thinking instruction. International Journal of Research Studies in Education, 2(3), 15-24.
  • Kopnina, H. (2012). Education for sustainable development (ESD): The turn away from ‘environment’ in the environmental education? Environmental Education Research, 18(5), 699-717.
  • Kurt, A. (2017). 4. sınıf İngilizce dersi öğretim programının bağlami girdi, süreç, ürün modeline göre değerlendirilmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 30, 508-524.
  • Leinfelder, R. (2013). Anthropocene: Envisioning the future age of humans. RCC Perspectives, 3, 9-28.
  • Lewis, S. L. & Maslin, M. A. (2015). Defining the Anthropocene. Nature, 519, 171-180.
  • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
  • Madya, S. (2007). Searching for an appropriate EFL curriculum design for the Indonesian pluralistic society. TEFLIN Journal, 18(2), 196-221.
  • Mahaffy, P. G. (2014). Telling time: Chemistry education in the Anthropocene epoch. Journal of Chemical Education, 91, 463-465.
  • Mappiasse, S. S. & Sihes, A. J. B. (2014). Evaluation of English as a foreign language and its curriculum in Indonesia: A review. English Language Teaching, 7(1), 113-121.
  • Milli Eğitim Bakanlığı [Ministry of National Education]. (2018). İngilizce dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [English language teaching program (primary school and lower secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades)]. 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
  • Orafi, S. M. S. & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37, 243-253.
  • Papajani, J. (2015). Reshaping the EFL curriculum in Albania – main factors coming from the high schools of Elbasan. European Scientific Journal, 2, 1-11.
  • Pawson, E. (2015). What sort of geographical education for the Anthropocene? Geographical Research, 53(3), 306-312.
  • Putra, K. A. (2014). The implication of curriculum renewal on ELT in Indonesia. Parole, 4(1), 63-75.
  • Ritchie, J. (2015). Social, cultural, and ecological justice in the age of the Anthropocene: A New Zealand early childhood care and education perspective. Journal of Pedagogy, 2, 41-56.
  • Sari, S. N. W. & Wardani, N. A. K. (2018). An analysis of Indonesia’s 2013 EFL curriculum and Turkey’s national English language curriculum for secondary schools. Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 23-37.
  • Selveraj, B. (2010). English language teaching (ELT) curriculum reforms in Malaysia. Voice of Academia, 5(1), 51-60.
  • Somerville, M. (2017). The Anthropocene’s call to educational research. In K. Malone, S. Truong, & T. Gray (Eds.), Reimagining sustainability in precarious times (pp. 17-28). Springer.
  • Steffen, W., Grinevald, J., Crutzen, P., & McNeill, J. (2011). The Anthropocene: Conceptual and historical perspectives. Philosophical Transactions of the Royal Society A, 369, 842-867.
  • Sterling, S. (2017). Assuming the future: Repurposing education in a volatile age. In B. Jickling & S. Sterling (Eds.), Post-sustainability and environmental education (pp. 31-45). Palgrave.
  • Stratford, R. (2019). Educational philosophy, ecology, and the Anthropocene. Educational Philosophy and Theory, 51(2), 149-152.
  • Tan, F. (2019). İlkokul İngilizce 2 ders kitabı. Ankara: Bilim Yayın Kültür Limited Şirketi.
  • Tan, F. (2019). İlkokul İngilizce 4 ders kitabı. İstanbul: FCM Yayıncılık.
  • Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the Anthropocene. Environmental Education Research, 23(10), 1448-1461.
  • Taylor, A. & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies. Pedagogy, Culture & Society, 23(4), 507-529.
  • Truong, S. (2017). Expanding curriculum pathways between education for sustainability (EfS) and health and physical education (HPE). In K. Malone, S. Truong, & T. Gray (Eds.), Reimagining sustainability in precarious times (pp. 239-251). Springer.
  • Wagler, R. (2011). The Anthropocene mass extinction: An emerging curriculum theme for science educators. The American Biology Teacher, 73(2), 78-83.
  • Waters, A. & Vilches, M. L. C. (2008). Factors affecting ELT reforms: The case of the Philippines basic education reform. RELC, 39(1), 5-24.
  • Yeh, H-C. (2013). English curriculum redesign through an EFL teacher study group. Taiwan Journal of TESOL, 10(1), 1-35.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Research methods in social sciences] (9th ed.). Ankara: Seçkin Yayıncılık.
  • Zalasiewicz, J., Williams, M., Haywood, A., & Ellis, M. (2011). The Anthropocene: A new epoch of geological time? Philosophical Transactions of the Royal Society A, 369, 835-841.

Evaluating the new English language teaching program of Turkey for primary schools anthropocentrically

Yıl 2020, Cilt: 16 Sayı: 4, 1821 - 1832, 30.12.2020

Ahmet Erdost Yastıbaş

https://doi.org/10.17263/jlls.851007

Öz

The new geological epoch called the Anthropocene has shown how human activities have influenced the world negatively and revealed the threat created by ongoing human activities to the sustainability of the future of the world. Therefore, what the Anthropocene has shown has to be dealt with. One way to do this is education. Therefore, the present study aimed to evaluate the new Turkish English Language Teaching Program for primary schools anthropocentrically. It was designed as a qualitative study. The data were collected through the new program for primary schools and the coursebooks prepared according to the new program. The data was analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy. The findings have shown that the new program has seven themes related to nature in the 2nd, 3rd, and 4th-grade syllabi. They have also indicated that these themes can help students to study and learn English in relation to nature. The findings were discussed and suggestions for further studies made.

Anahtar Kelimeler

the Anthropocene; the new English language teaching program primary schools

Kaynakça

  • Acar, A. (2018). A comparison of the 2013 and 2018 primary and secondary schools ELT curricula in Turkey: An analysis of 7th-grade syllabi. Milli Eğitim, 48(224), 299-325.
  • Akkabak, F., Kutlu, M. Z., Kayıran, M. T., Sağlam, P., & Karaköse, S. (2019). İlkokul İngilizce 3 ders kitabı. Ankara: Milli Eğitim Bakanlığı Yayınları.
  • Ali, M. M. (2010). Revisiting English language teaching (ELT) curriculum design: How appropriate is Bangladesh higher secondary level national ELT curriculum as a learner-centred one? IIUC Studies, 7, 283-296.
  • Alnefaie, S. K. (2016). Teachers’ role in the development of EFL curriculum in Saudi Arabia: The marginalized status. Cogent Education, 3, 1-14.
  • Anastasiadou, A. (2015). EFL curriculum design: The case of the Greek state school reality in the last two decades (1997-2014). International Journal of Applied Linguistics & English Literature, 4(2), 112-119.
  • Atai, M. R. & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24(3), 389-411.
  • Atai, M. R., Babaii, E., & Mazlum, F. (2012). Mainstream ELT curriculum implementation in Iran: A micro analysis perspective. TELL, 6(2), 1-23.
  • Baghoussi, M. & El Ouchdi, I. Z. (2019). The implementation of the project-based learning approach in the Algerian EFL context: Curriculum designers’ expectations and teachers’ obstacles. Arab World English Journal, 10(1), 271-282.
  • Bulut, İ. & Atabey, E. (2016). An evaluation of the effectiveness of the primary school 2nd grade English language curriculum in practice. İnönü University Journal of the Faculty of Education, 17(3), 257-280.
  • Büyükduman, F. İ. (2005). İlköğretim okulları İngilizce öğretmenlerinin birinci kademe İngilizce öğretim programına ilişkin görüşleri [The opinions of elementary school English teachers on the English curriculum for elementary schools]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 55-64.
  • Cartens, D. (2016). The Anthropocene crisis and higher education: A fundamental shift. South African Journal of Higher Education, 30(3), 255-273.
  • Çiftçi Cinkavuk, E. & Cesur, K. (2018). An evaluation of second grade English language teaching program of primary school: Tokat case. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 749-766.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California, the United States of America: Sage Publications.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, California, the United States of America: Sage Publications Inc.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, California, the United States of America: Sage Publications Inc.
  • Crutzen, P. J. (2006a). The “Anthropocene”. In E. Ehlers & T. Krafft (Eds.), Earth system science in the Anthropocene (pp. 13-18). Springer.
  • Crutzen, P. J. (2006b). The Anthropocene: The current human-dominated geological era. Retrieved from www.pas.va/content/dam/accademia/pdf/acta18/acta18-crutzen.pdf
  • Dubetz, N. E. (2014). Studying the effects of an EFL curriculum for young adults in Brazil. English Language Teaching, 7(1), 103-112.
  • Duhn, I., Malone, K., & Tesar, M. (2017). Troubling the intersections of urban/nature/childhood in environmental education. Environmental Education Research, 23(10), 1357-1368.
  • Fang, X. & Garland, P. (2014). Teacher orientation to ELT curriculum reform: An ethnographic study in a Chinese secondary school. Asia-Pacific Education Researcher, 23(2), 311-319.
  • Gherzouli, I. (2019). Towards a democratic Algerian curriculum development through secondary EFL teachers’ involvement. International Journal of Curriculum and Instruction, 11(1), 1-22.
  • Gilbert, J. (2016). Transforming science education for the Anthropocene – is it possible? Research in Science Education, 46, 187-201.
  • Gray, D. & Colucci-Gray, L. (2014). Globalisation and the Anthropocene: The reconfiguration of science education for a sustainable future. Sisyphus Journal of Education, 2(3), 14-31.
  • Hongboontri, C. (2014). Practical curriculum inquiry: Students’ voices of their EFL curriculum and instruction. Australian Journal of Teacher Education, 39(11), 65-81.
  • Ketabi, S., Zabihi, R., & Ghadiri, M. (2012). Critical thinking across the ELT curriculum: A mixed methods approach to analyzing L2 teachers’ attitudes toward critical thinking instruction. International Journal of Research Studies in Education, 2(3), 15-24.
  • Kopnina, H. (2012). Education for sustainable development (ESD): The turn away from ‘environment’ in the environmental education? Environmental Education Research, 18(5), 699-717.
  • Kurt, A. (2017). 4. sınıf İngilizce dersi öğretim programının bağlami girdi, süreç, ürün modeline göre değerlendirilmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 30, 508-524.
  • Leinfelder, R. (2013). Anthropocene: Envisioning the future age of humans. RCC Perspectives, 3, 9-28.
  • Lewis, S. L. & Maslin, M. A. (2015). Defining the Anthropocene. Nature, 519, 171-180.
  • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
  • Madya, S. (2007). Searching for an appropriate EFL curriculum design for the Indonesian pluralistic society. TEFLIN Journal, 18(2), 196-221.
  • Mahaffy, P. G. (2014). Telling time: Chemistry education in the Anthropocene epoch. Journal of Chemical Education, 91, 463-465.
  • Mappiasse, S. S. & Sihes, A. J. B. (2014). Evaluation of English as a foreign language and its curriculum in Indonesia: A review. English Language Teaching, 7(1), 113-121.
  • Milli Eğitim Bakanlığı [Ministry of National Education]. (2018). İngilizce dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [English language teaching program (primary school and lower secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades)]. 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
  • Orafi, S. M. S. & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37, 243-253.
  • Papajani, J. (2015). Reshaping the EFL curriculum in Albania – main factors coming from the high schools of Elbasan. European Scientific Journal, 2, 1-11.
  • Pawson, E. (2015). What sort of geographical education for the Anthropocene? Geographical Research, 53(3), 306-312.
  • Putra, K. A. (2014). The implication of curriculum renewal on ELT in Indonesia. Parole, 4(1), 63-75.
  • Ritchie, J. (2015). Social, cultural, and ecological justice in the age of the Anthropocene: A New Zealand early childhood care and education perspective. Journal of Pedagogy, 2, 41-56.
  • Sari, S. N. W. & Wardani, N. A. K. (2018). An analysis of Indonesia’s 2013 EFL curriculum and Turkey’s national English language curriculum for secondary schools. Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 23-37.
  • Selveraj, B. (2010). English language teaching (ELT) curriculum reforms in Malaysia. Voice of Academia, 5(1), 51-60.
  • Somerville, M. (2017). The Anthropocene’s call to educational research. In K. Malone, S. Truong, & T. Gray (Eds.), Reimagining sustainability in precarious times (pp. 17-28). Springer.
  • Steffen, W., Grinevald, J., Crutzen, P., & McNeill, J. (2011). The Anthropocene: Conceptual and historical perspectives. Philosophical Transactions of the Royal Society A, 369, 842-867.
  • Sterling, S. (2017). Assuming the future: Repurposing education in a volatile age. In B. Jickling & S. Sterling (Eds.), Post-sustainability and environmental education (pp. 31-45). Palgrave.
  • Stratford, R. (2019). Educational philosophy, ecology, and the Anthropocene. Educational Philosophy and Theory, 51(2), 149-152.
  • Tan, F. (2019). İlkokul İngilizce 2 ders kitabı. Ankara: Bilim Yayın Kültür Limited Şirketi.
  • Tan, F. (2019). İlkokul İngilizce 4 ders kitabı. İstanbul: FCM Yayıncılık.
  • Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the Anthropocene. Environmental Education Research, 23(10), 1448-1461.
  • Taylor, A. & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies. Pedagogy, Culture & Society, 23(4), 507-529.
  • Truong, S. (2017). Expanding curriculum pathways between education for sustainability (EfS) and health and physical education (HPE). In K. Malone, S. Truong, & T. Gray (Eds.), Reimagining sustainability in precarious times (pp. 239-251). Springer.
  • Wagler, R. (2011). The Anthropocene mass extinction: An emerging curriculum theme for science educators. The American Biology Teacher, 73(2), 78-83.
  • Waters, A. & Vilches, M. L. C. (2008). Factors affecting ELT reforms: The case of the Philippines basic education reform. RELC, 39(1), 5-24.
  • Yeh, H-C. (2013). English curriculum redesign through an EFL teacher study group. Taiwan Journal of TESOL, 10(1), 1-35.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Research methods in social sciences] (9th ed.). Ankara: Seçkin Yayıncılık.
  • Zalasiewicz, J., Williams, M., Haywood, A., & Ellis, M. (2011). The Anthropocene: A new epoch of geological time? Philosophical Transactions of the Royal Society A, 369, 835-841.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Ahmet Erdost Yastıbaş

Yayımlanma Tarihi 30 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 16 Sayı: 4

Kaynak Göster

APA Yastıbaş, A. E. (2020). Evaluating the new English language teaching program of Turkey for primary schools anthropocentrically. Journal of Language and Linguistic Studies, 16(4), 1821-1832. https://doi.org/10.17263/jlls.851007
AMA Yastıbaş AE. Evaluating the new English language teaching program of Turkey for primary schools anthropocentrically. Journal of Language and Linguistic Studies. Aralık 2020;16(4):1821-1832. doi:10.17263/jlls.851007
Chicago Yastıbaş, Ahmet Erdost. “Evaluating the New English Language Teaching Program of Turkey for Primary Schools Anthropocentrically”. Journal of Language and Linguistic Studies 16, sy. 4 (Aralık 2020): 1821-32. https://doi.org/10.17263/jlls.851007.
EndNote Yastıbaş AE (01 Aralık 2020) Evaluating the new English language teaching program of Turkey for primary schools anthropocentrically. Journal of Language and Linguistic Studies 16 4 1821–1832.
IEEE A. E. Yastıbaş, “Evaluating the new English language teaching program of Turkey for primary schools anthropocentrically”, Journal of Language and Linguistic Studies, c. 16, sy. 4, ss. 1821–1832, 2020, doi: 10.17263/jlls.851007.
ISNAD Yastıbaş, Ahmet Erdost. “Evaluating the New English Language Teaching Program of Turkey for Primary Schools Anthropocentrically”. Journal of Language and Linguistic Studies 16/4 (Aralık 2020), 1821-1832. https://doi.org/10.17263/jlls.851007.
JAMA Yastıbaş AE. Evaluating the new English language teaching program of Turkey for primary schools anthropocentrically. Journal of Language and Linguistic Studies. 2020;16:1821–1832.
MLA Yastıbaş, Ahmet Erdost. “Evaluating the New English Language Teaching Program of Turkey for Primary Schools Anthropocentrically”. Journal of Language and Linguistic Studies, c. 16, sy. 4, 2020, ss. 1821-32, doi:10.17263/jlls.851007.
Vancouver Yastıbaş AE. Evaluating the new English language teaching program of Turkey for primary schools anthropocentrically. Journal of Language and Linguistic Studies. 2020;16(4):1821-32.