Teachers’ Opinions on the Multilevel Unified Classroom Practice in the Turkish Lessons of Bilingual Students in France

Bahadır Gülden; Mehmet Ali Akıncı; Kadir Kaplan

Makale detayları

Teachers’ Opinions on the Multilevel Unified Classroom Practice in the Turkish Lessons of Bilingual Students in France

Yazarlar:

Bahadır Gülden | Mehmet Ali Akıncı | Kadir Kaplan

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.332-358

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302279

pISSN:

2687-1831

Anahtar kelimeler:

Özet:

 The aim of this study is to reveal the teaching-learning processes of the unified classroom structures offered for bilingual students Turkish classes in France. The data were collected from active teachers with at least one year of teaching experience in various regions of France. An eight-question semi-structured interview form was applied to the teachers and the data were analyzed using a holistic single case from qualitative research designs. In this way, unified classroom structures were determined as a case and the perceptions of certain actors about the situation were focused on. The data obtained were coded, organized and interpreted in terms of categories and themes. Based on the data obtained, there are serious differences in students Turkish language levels due to different variables. It has been revealed that heterogeneous classroom structures due to diversity in age and language level pose serious problems in terms of language teaching. In order to minimize the impact of these problems, teachers stated that they focused on material and activity design taking into account age and level differences, formed different language level groups, and focused on teaching method techniques to increase interest and motivation. Determining the readiness levels of the heterogeneous student population in order to guide the teaching process also poses a serious problem. For this, teachers resort to process and product-oriented measurement methods and practices. At the same time, in order to eliminate the differences in readiness levels, teachers tend to use stimulus-rich materials and activities that prioritize student interest and motivation. Teachers state that they experience the biggest problems in the learning-teaching processes due to the unified classroom structure. The results obtained from the study were found to be largely consistent with the results of similar studies conducted in the literature on language teaching in unified classrooms and suggestions were made accordingly.

 The aim of this study is to reveal the teaching-learning processes of the unified classroom structures offered for bilingual students Turkish classes in France. The data were collected from active teachers with at least one year of teaching experience in various regions of France. An eight-question semi-structured interview form was applied to the teachers and the data were analyzed using a holistic single case from qualitative research designs. In this way, unified classroom structures were determined as a case and the perceptions of certain actors about the situation were focused on. The data obtained were coded, organized and interpreted in terms of categories and themes. Based on the data obtained, there are serious differences in students Turkish language levels due to different variables. It has been revealed that heterogeneous classroom structures due to diversity in age and language level pose serious problems in terms of language teaching. In order to minimize the impact of these problems, teachers stated that they focused on material and activity design taking into account age and level differences, formed different language level groups, and focused on teaching method techniques to increase interest and motivation. Determining the readiness levels of the heterogeneous student population in order to guide the teaching process also poses a serious problem. For this, teachers resort to process and product-oriented measurement methods and practices. At the same time, in order to eliminate the differences in readiness levels, teachers tend to use stimulus-rich materials and activities that prioritize student interest and motivation. Teachers state that they experience the biggest problems in the learning-teaching processes due to the unified classroom structure. The results obtained from the study were found to be largely consistent with the results of similar studies conducted in the literature on language teaching in unified classrooms and suggestions were made accordingly.

 The aim of this study is to reveal the teaching-learning processes of the unified classroom structures offered for bilingual students Turkish classes in France. The data were collected from active teachers with at least one year of teaching experience in various regions of France. An eight-question semi-structured interview form was applied to the teachers and the data were analyzed using a holistic single case from qualitative research designs. In this way, unified classroom structures were determined as a case and the perceptions of certain actors about the situation were focused on. The data obtained were coded, organized and interpreted in terms of categories and themes. Based on the data obtained, there are serious differences in students Turkish language levels due to different variables. It has been revealed that heterogeneous classroom structures due to diversity in age and language level pose serious problems in terms of language teaching. In order to minimize the impact of these problems, teachers stated that they focused on material and activity design taking into account age and level differences, formed different language level groups, and focused on teaching method techniques to increase interest and motivation. Determining the readiness levels of the heterogeneous student population in order to guide the teaching process also poses a serious problem. For this, teachers resort to process and product-oriented measurement methods and practices. At the same time, in order to eliminate the differences in readiness levels, teachers tend to use stimulus-rich materials and activities that prioritize student interest and motivation. Teachers state that they experience the biggest problems in the learning-teaching processes due to the unified classroom structure. The results obtained from the study were found to be largely consistent with the results of similar studies conducted in the literature on language teaching in unified classrooms and suggestions were made accordingly.

 Bu araştırmanın amacı Fransada iki dilli öğrencilerin Türkçe dersleri için sunulan birleştirilmiş sınıf yapılarının öğrenme-öğretme süreçlerini ortaya koymayı amaçlamaktadır. Araştırma verileri Fransanın çeşitli bölgelerinde en az bir yıllık görev tecrübesi bulunan aktif görevdeki öğretmenlerden elde edilmiştir. Öğretmenlere sekiz soruluk yarı yapılandırılmış görüşme formu uygulanarak veriler nitel araştırma desenlerinden bütüncül tek durum kullanılmıştır. Böylelikle birleştirilmiş sınıf yapıları durum olarak belirlenmiş ve durumla ilgili belirli aktörlerin algılarına odaklanılmıştır. Elde edilen veriler kategori ve tema ekseninde kodlanarak düzenlenmiş ve yorumlanmıştır. Elde edilen verilerden hareketle farklı değişkenlerden kaynaklı olarak öğrencilerin Türkçe dil seviyelerinde çok ciddi farklılıklar söz konusudur. Yaş ve dil seviyesindeki çeşitliliğe bağlı olarak heterojen sınıf yapılarının dil öğretimi açısından ciddi sorunlar oluşturduğu ortaya çıkmıştır. Öğretmenler bu sorunların etkisini en aza indirebilmek adına yaş ve seviye farklılıklarını dikkate alarak materyal ve etkinlik tasarımına ağırlık verdiklerini, farklı dil seviyesi grupları oluşturdukları, ilgi çekiciliği ve motivasyonu artırmaya yönelik öğretim yöntem tekniklerine ağırlık verdiklerini dile getirmişlerdir. Öğretim sürecine yön verebilmek adına heterojen yapıdaki öğrenci kitlesinin hazırbulunuşluk düzeylerinin belirlenmesi de ciddi bir sorun oluşturmaktadır. Bunun için de öğretmenler süreç ve ürün odaklı ölçme yöntemlerine ve uygulamalara başvurmaktadır. Aynı zamanda hazırbulunuşluk düzeylerindeki farklılıkların giderilmesi için öğretmenlerin öğrenci ilgisini ve motivasyonu ön planda tutan uyarıcı zenginliği fazla olan materyallere ve aktivitelere yönelmektelerdir. Öğretmenler, öğrenme-öğretme süreçlerindeki en büyük sıkıntıları birleştirilmiş sınıf yapısından kaynaklı olarak yaşadıklarını dile getirmektedir. Çalışmadan elde edilen sonuçların alanyazında birleştirilmiş sınıflarda dil öğretimine yönelik gerçekleştirilen benzer araştırmaların sonuçlarıyla büyük oranda tutarlılık gösterdiği saptanmış ve bu doğrultuda önerilerde bulunulmuştur.

Makale detayları

Teachers’ Opinions on the Multilevel Unified Classroom Practice in the Turkish Lessons of Bilingual Students in France

Yazarlar:

Bahadır Gülden | Mehmet Ali Akıncı | Kadir Kaplan

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.332-358

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302279

pISSN:

2687-1831

Bilingualism

Teaching Turkish

Multilevel Classrooms

EILE Agreement.İki Dillilik

Türkçe Öğretimi

Çok Düzeyli Sınıflar

EILE Anlaşması.

Sayı

Makale detayları

Yazarlar: Bahadır Gülden | Mehmet Ali Akıncı | Kadir Kaplan

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.332-358

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302279

pISSN: 2687-1831

Sayı

Yazarlar:

Bahadır Gülden | Mehmet Ali Akıncı | Kadir Kaplan

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.5 Issue Özel Sayı, pp.332-358

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302279

pISSN:

2687-1831