English language courses in Turkey: needs of empowering and improving practices - Summary

           Turkey is one of the many countries which is nowadays looking for new ways of improving the teaching and learning processes in its English language classes inside its primary institutions. In 2006, the Ministry of National Education published a new curriculum which not only regulates the contents and practices but also gives the teachers ideas of how to implement it (Arda 2011, para 1). In the article “A small-scale study of primary school English language teachers’ classroom activities and problems” (Arda, 2011), the author explains what the reality of Turkish primary schools is in relation to its English language classes, gives a description of the study conducted by Akdeniz University and exposes its results.

          To begin with, the author explains the importance English is gaining in the country which is shown in the attitude parents and teachers have towards the subject: the earlier the children are taught the language, the better it will be. As a result, the age at which they are first introduced to the language has gone down and more studies direct their attention to the type of activities developed at this early stage. However, different problems should be faced if excellence wants to be achieved. Developing the wrong type of language activities is an example. Teacher should have in mind that young learners do not learn the same way adults do, and thus, they should be taught differently.

          To carry out the study a group of 46 teachers were asked to answer 3 questions which targeted the type and frequency of language learning activities developed in the classes, what teachers needed to improve their practices and what the teachers considered of outmost importance for language learners to be a successful. From the study, it could be concluded that students continued to be recipients of the target language and that the teachers’ practices centered around themselves. It was also shown that teachers fostered the teaching of vocabulary, pronunciation, reading and speaking leaving aside others areas of equal importance, such as culture, writing, grammar and listening. (Arda, para. 11).

          To conclude, the author compares the results of this study to the Ministry of National Education’s OBBS report (2009) in which similar findings were exposed. The needs of shifting form teacher-centred activities to student-directed ones is crucial if Language courses should be upgraded.  

References

Arda A. (2011).  A small-scale study of primary school English language teachers’ classroom activities and problems. International Conference on New Trends in Education and their implications.