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Journals / Akdeniz Eğitim Araştırmaları Dergisi / 2020 / Cilt: 14 - Sayı: 34

A Critical Analysis of the 2014 and 2018 High Schools Elt Curricula of Turkey

TÜRKİYE'DEKİ 2014 VE 2018 LİSELER İÇİN İNGİLİZCE DERSİ ÖĞRETİM PROGRAMLARININ ELEŞTİREL BİR ANALİZİ

Ahmet ACAR
Pages
510–528
Publication Date
2022-10-11
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Minor revisions are observed in goal andobjectives, content (syllabus), approach and method, materials and weekly class hours.

📌 3 Key Takeaways

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Objective & Hypothesis:This study explores what new contributions the 2018 ELT curriculum for high schools with no foreignlanguage preparatory classes in Turkey brought by comparing it with the previous ELT curriculum for highschools with no foreign language preparatory classes, namely, the 2014 high school ELT curriculum by utilizingdocument analysis as a form of qualitative research.
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Key Findings & Data:Because of word limitation, the ELT curriculum for highschools with foreign language preparatory classes was excluded from the study and only 12th-grade syllabi inboth curricula are compared.
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Conclusion & Impact:Minor revisions are observed in goal andobjectives, content (syllabus), approach and method, materials and weekly class hours.
🔬Design:Research Article
📍Scope:2018 Verileri
⚙️Variables:Domain Parameters

Abstract

This study explores what new contributions the 2018 ELT curriculum for high schools with no foreignlanguage preparatory classes in Turkey brought by comparing it with the previous ELT curriculum for highschools with no foreign language preparatory classes, namely, the 2014 high school ELT curriculum by utilizingdocument analysis as a form of qualitative research. Because of word limitation, the ELT curriculum for highschools with foreign language preparatory classes was excluded from the study and only 12th-grade syllabi inboth curricula are compared. The result of the analysis indicates that many parts of the theoretical background ofthe 2018 ELT curriculum for high schools are copied (without citation) from the theoretical background of the2014 ELT curriculum for high schools. The new contribution in the theoretical background of the 2018 ELTcurriculum is observed to be the inclusion of ‘ethics and values education’, which is explained in only half of thepage. There is no difference between the two curricula in terms of the treatment of needs analysis, assessmentand evaluation and the use of mother tongue in the classroom. Minor revisions are observed in goal andobjectives, content (syllabus), approach and method, materials and weekly class hours.

Özet

Bu çalışma, Türkiye'deki 2018 yabancı dil hazırlık sınıfı olmayan liseler İngilizce dersi öğretim programını, bir önceki, yani 2014 yabancı dil hazırlık sınıfı olmayan liseler İngilizce dersi öğretim programı ile eğitim araştırmalarında nitel araştırma modelini kullanmak suretiyle karşılaştırarak getirdiği yenilikleri incelemektedir. Kelime sınırlamasından dolayı yabancı dil hazırlık sınıfı olan liseler İngilizce dersi öğretim programı çalışmadan çıkarılmış ve sadece on ikinci sınıf izlenceleri karşılaştırılmıştır. Analiz sonucu, 2018 İngilizce dersi öğretim programının birçok kuramsal bölümünün 2014 liseler İngilizce dersi öğretim programının kuramsal bölümünden alıntı yapmadan kopyalandığını göstermektedir. 2018 İngilizce dersi öğretim programının kuramsal altyapısının getirdiği yeniliğin yarım sayfada açıklanan ‘etik ve değerler eğitimi’ olduğu gözlemlenmiştir. İki program arasında ihtiyaç analizi, ölçme ve değerlendirme ve sınıfta ana dil kullanımını ele alma konularında bir fark yoktur. Hedefler ve amaçlar, izlence (içerik), yaklaşım ve yöntem, materyaller ve haftalık ders saatleri alanlarında küçük çaplı değişiklikler gözlemlenmiştir.

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Cite This Article

ACAR, A. (2022). A Critical Analysis of the 2014 and 2018 High Schools Elt Curricula of Turkey. Akdeniz Eğitim Araştırmaları Dergisi, Cilt: 14 - Sayı: 34, 510–528. https://ajindex.com/articles/433068

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