ERG SES D 14, Education and Teachers' Practice
The waves of globalisation and rapid developments in communications and technologies have paved the way for the spread of English in the world. As a result, individuals have had a greater need for learning English as a foreign language, and many countries have introduced English as a subject into primary and secondary curriculum (Truchot, 2002). According to the data published by the Eurydice (2012), English is the most commonly learned foreign langauge in primary and secondary education in 33 European countries.
As is the case in the world, Turkey attaches great importance to teaching English as a foreign language. Since the 1980s, Turkey has followed a language policy which strongly favours teaching English at schools considering the fact that English is crucial to international relations in today's world (König, 1990; Dogancay-Aktuna, 1998; Kırkgöz, 2009). The most noticeable signal of that policy is the introduction of English as a compulsory subject at all levels of education.
In line with the adopted policy, concerted efforts have been made to improve English education at schools. Within this framework, the lenghth of English education was extended to eleven years in 2012. Moreover, primary and secondary national English curricula were revised gradually, and the new curricula were introduced in 2013 and 2011, respectively. The new curricula were developed based on Communicative Approach, and in line with the Common European Framework of Reference for Languages (CoE, 2001).
Despite all the efforts, learner achievement in English at the end of secondary education is still insuficient because students can generally become only a basic user at the end of eleven-year compulsory English education (König, 1990; Kırkgöz, 2009; Paker, 2012). The research that investigated the reasons behind that problem in terms of the new curricula and their implementation revealed that there were inconsistencies between the curricula and their implementation (Karcı, 2012; Tekin-Özel, 2011; Dönmez, 2010; İnam-Çelik, 2009; Kefeli, 2008; Ersen-Yanık, 2007; Er, 2006). This research was focused on primary education, and based on learner and teacher opinions related to the curricula and their implementation. In this respect, it is observed that there exists a need for more detailed classroom research focused on classroom interaction in order to see how the national curricula are reflected in the English classroom, and what are the inconsistencies and the reasons behind.
Against this background, the purpose of this research is to investigate how the Communicative Approach which forms the basis of the new secondary national English curriculum is reflected in the 10th-grade English classrooms.
Allen, J. P., Fröhlich, M., & Spada, N. (1984). The communicative orientation of language teaching: An observation scheme. In J. Handscombe, R. A. Orem, & B. Taylor (Eds.), On TESOL '83 (pp. 231-252). Washington, DC: TESOL. Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press. CoE. (2001). Common European framework of reference for languages: Learning, teaching, assessment – A guide for users. Strasbourg: Language Policy Division. Doğançay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1) , 24-39. Dönmez, Ö. (2010). Implementation of the new eighth grade English language curriculum from the perspectives of teachers and students (Unpublished master dissertation). Middle East Technical University, Ankara. Er, K. O. (2006). İlköğretim 4. ve 5. sınıf İngilizce öğretim programlarının değerlendirilmesi (Unpublished doctoral dissertation). Ankara University, Ankara. Ersen-Yanık, A. (2007). A study of English language curriculum implementation in 6th, 7th and 8th grades of public primary schools through teachers' and students' perceptions (Unpublished doctoral dissertation). Middle East Technical University, Ankara. Eurydice. (2012). Key data on teaching languages at school in Europe 2012. Brussels: European Commission. İnam-Çelik, G. (2009). İlköğretim okulları 4. sınıf İngilizce dersi öğretim programının değerlendirilmesine ilişkin öğretmen görüşleri (Unpublished master dissertation). Adnan Menderes University, Aydın. Karcı, C. (2012). Ortaöğretim dokuzuncu sınıf İngilizce öğretim programının öğretmen görüşlerine göre değerlendirilmesi (Unpublished master dissertation). Adnan Menderes University, Aydın. Kefeli, H. (2008). Exploring the perceptions of teachers, students and parents about the new 4 Year Anatolian high school English program (Unpublished master dissertation). Middle East Technical University, Ankara. Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5) , 663-684. König, G. (1990). The place of English in Turkey. In D. Bozer (Ed.), The birth and growth of a department: Department of English language and literature: 25th anniversary (pp. 157-167). Ankara: Hacettepe University. Paker, T. (2012). Türkiye'de neden yabancı dil (İngilizce) öğretemiyoruz ve neden öğrencilerimiz iletişim kurabilecek düzeyde İngilizce öğrenemiyor? (Why can't we teach foreign languages (English) in Turkey?) Pamukkale University Journal of Education, 32(2), 89-94. Tekin-Özel, R. (2011). İlköğretim İngilizce dersi öğretim programlarının uygulanmasında karşılaşılan güçlüklerin belirlenmesi (Ankara ili örneği) (Unpublished master dissertation). Ankara Üniversitesi, Ankara. Truchot, C. (2002). Key aspects of the use of English in Europe. Strasbourg: Council of Europe.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.