Benefiting from Culture in Language Teaching of Teachers Teaching Turkish to Bilingual Students in France

Bahadır Gülden

Makale detayları

Benefiting from Culture in Language Teaching of Teachers Teaching Turkish to Bilingual Students in France

Yazarlar:

Bahadır Gülden

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.548-569

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296495

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 The role of culture in language teaching has been a controversial issue for a long time. However, especially in the last half century, the positive effects of culture in language teaching have been revealed by many theories. The use of culture in language teaching varies from region to region, depending on the fact that the concept of culture is subjective and has a wide range of meanings. The ELCO Agreement, which has been in force for many years in the teaching of minority languages in France, has been abolished. Therefore, it has become important to examine Turkish teaching within the framework of cultural perspective under the new conditions. In this study, it was aimed to determine the situation of benefiting from culture in Turkish teaching with 27 teachers who have been teaching Turkish in France for 1-5 years. A semi-structured interview form was used in the study. What are the teachers views on the use of culture in the Turkish teaching processes in France? Depending on the basic question, it is aimed to determine the teachers thoughts on the importance of culture in language teaching and the conditions in the teaching process. At the same time, it was tried to determine the cultural effectiveness functionality of the curriculum, textbooks and classroom environments. It has been determined that the teachers agree that supporting Turkish teaching with culture makes significant contributions. It has been determined that teachers often reflect these thoughts on practice by making use of various cultural elements in their teaching activities. On the other hand, it has been determined that in Turkish lessons given within the framework of the new agreement called EILE, teachers sometimes feel anxious when using cultural elements in language teaching, and this situation has a negative effect on their benefiting from culture in language teaching. In addition, only the 2nd-5th grades of Turkish teaching. Giving it to the students at grade level in combined classes and at A1 level causes the following disadvantages. This situation both negatively affects the functionality of the courses and is incompatible with the understanding of benefiting from culture in accordance with the modern language teaching approach. Due to the temporary or variable nature of the classrooms provided for Turkish lessons, teachers cannot sufficiently benefit from cultural materials in classroom environments.

 The role of culture in language teaching has been a controversial issue for a long time. However, especially in the last half century, the positive effects of culture in language teaching have been revealed by many theories. The use of culture in language teaching varies from region to region, depending on the fact that the concept of culture is subjective and has a wide range of meanings. The ELCO Agreement, which has been in force for many years in the teaching of minority languages in France, has been abolished. Therefore, it has become important to examine Turkish teaching within the framework of cultural perspective under the new conditions. In this study, it was aimed to determine the situation of benefiting from culture in Turkish teaching with 27 teachers who have been teaching Turkish in France for 1-5 years. A semi-structured interview form was used in the study. What are the teachers views on the use of culture in the Turkish teaching processes in France? Depending on the basic question, it is aimed to determine the teachers thoughts on the importance of culture in language teaching and the conditions in the teaching process. At the same time, it was tried to determine the cultural effectiveness functionality of the curriculum, textbooks and classroom environments. It has been determined that the teachers agree that supporting Turkish teaching with culture makes significant contributions. It has been determined that teachers often reflect these thoughts on practice by making use of various cultural elements in their teaching activities. On the other hand, it has been determined that in Turkish lessons given within the framework of the new agreement called EILE, teachers sometimes feel anxious when using cultural elements in language teaching, and this situation has a negative effect on their benefiting from culture in language teaching. In addition, only the 2nd-5th grades of Turkish teaching. Giving it to the students at grade level in combined classes and at A1 level causes the following disadvantages. This situation both negatively affects the functionality of the courses and is incompatible with the understanding of benefiting from culture in accordance with the modern language teaching approach. Due to the temporary or variable nature of the classrooms provided for Turkish lessons, teachers cannot sufficiently benefit from cultural materials in classroom environments.

 The role of culture in language teaching has been a controversial issue for a long time. However, especially in the last half century, the positive effects of culture in language teaching have been revealed by many theories. The use of culture in language teaching varies from region to region, depending on the fact that the concept of culture is subjective and has a wide range of meanings. The ELCO Agreement, which has been in force for many years in the teaching of minority languages in France, has been abolished. Therefore, it has become important to examine Turkish teaching within the framework of cultural perspective under the new conditions. In this study, it was aimed to determine the situation of benefiting from culture in Turkish teaching with 27 teachers who have been teaching Turkish in France for 1-5 years. A semi-structured interview form was used in the study. What are the teachers views on the use of culture in the Turkish teaching processes in France? Depending on the basic question, it is aimed to determine the teachers thoughts on the importance of culture in language teaching and the conditions in the teaching process. At the same time, it was tried to determine the cultural effectiveness functionality of the curriculum, textbooks and classroom environments. It has been determined that the teachers agree that supporting Turkish teaching with culture makes significant contributions. It has been determined that teachers often reflect these thoughts on practice by making use of various cultural elements in their teaching activities. On the other hand, it has been determined that in Turkish lessons given within the framework of the new agreement called EILE, teachers sometimes feel anxious when using cultural elements in language teaching, and this situation has a negative effect on their benefiting from culture in language teaching. In addition, only the 2nd-5th grades of Turkish teaching. Giving it to the students at grade level in combined classes and at A1 level causes the following disadvantages. This situation both negatively affects the functionality of the courses and is incompatible with the understanding of benefiting from culture in accordance with the modern language teaching approach. Due to the temporary or variable nature of the classrooms provided for Turkish lessons, teachers cannot sufficiently benefit from cultural materials in classroom environments.

 Dil öğretiminde kültürün rolü uzun süreden beri tartışılan bir konudur. Ancak özellikle son yarım yüzyılda dil öğretiminde kültürün olumlu etkileri pek çok kuramla ortaya koyulmuştur. Kültür kavramının öznel ve çok geniş anlam zenginliğine sahip bir kavram olmasına bağlı olarak dil öğretiminde kültürden yararlanılması bölgeden bölgeye değişiklikler göstermektedir. Fransada azınlık dillerinin öğretiminde uzun yıllardan beri yürürlükteki ELCO Anlaşmasının kaldırılması, oluşan yeni şartlara altında Türkçe öğretiminin kültürel perspektif çerçevesinde incelemeye değer kılmıştır. Bu araştırmada 1-5 yıldır Fransada Türkçe öğretmenliği yapan 27 öğretmenle Türkçe öğretiminde kültürden yararlanma durumlarına yönelik tespitler yapılması amaçlanmıştır. Çalışmada yarı yapılandırılmış görüşme formu kullanılmıştır. Öğretmenlerin Fransada Türkçe öğretimi süreçlerinde kültürden yararlanılması hakkında görüşleri nedir? temel sorusuna bağlı olarak öğretmenlerin dil öğretiminde kültürün önemine yönelik düşüncelerinin ve öğretim sürecindeki şartların tespit edilmesi amaçlanmıştır. Aynı zamanda müfredatın, ders kitaplarının, sınıf ortamlarının kültürel açıdan etkinliği işlevselliği tespit edilmeye çalışılmıştır. Öğretmenlerin Türkçe öğretiminin kültürle desteklenmesinin önemli katkılar sağladığı konusunda hem fikir oldukları tespit edilmiştir. Öğretmenlerin bu düşüncelerini öğretim faaliyetlerinde sıklıkla çeşitli kültürel unsurlardan yararlanarak uygulamaya da yansıttıkları tespit edilmiştir. Buna karşın EILE adındaki yeni anlaşma çerçevesinde verilen Türkçe derslerinde öğretmenlerin kültürel unsurları dil öğretiminde kullanırken zaman zaman kaygı duydukları ve bu durumun dil öğretiminde kültürden yararlanmalarında olumsuz etkiye yol açtığı saptanmıştır. Buna ek olarak Türkçe öğretiminin sadece 2-5. sınıf seviyesindeki öğrencilere birleştirilmiş sınıflarda ve A1 seviyesinde verilmesi hem derslerin işlevselliğini olumsuz etkilemekte hem de modern dil öğretim anlayışına uygun olarak kültürden yararlanılması anlayışıyla bağdaşmamaktadır. Türkçe dersleri için sağlanan dersliklerin geçici veya değişken nitelikte olmasına bağlı olarak öğretmenler sınıf ortamlarında kültürel materyallerden yeterince yararlanamamaktadır.

Makale detayları

Benefiting from Culture in Language Teaching of Teachers Teaching Turkish to Bilingual Students in France

Yazarlar:

Bahadır Gülden

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.548-569

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296495

pISSN:

2602-2249

Teaching Turkish

culture

teachers

ELCO

EILEİki dillilik

Türkçe öğretimi

kültür

öğretmenler

ELCO

EILE

Sayı

Makale detayları

Yazarlar: Bahadır Gülden

Yayıncı: Anadolu University

Ana Başlıklar: Studies on Education

Dergi: Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.548-569

Belge Tipi: Makale

Yayın Tarihi: 7/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001296495

pISSN: 2602-2249

Sayı

Yazarlar:

Bahadır Gülden

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.548-569

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296495

pISSN:

2602-2249