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Global Issues in EFL Teaching: EFL Lecturers’ Voices at a State University

Yıl 2020, Cilt: 2 Sayı: 1, 83 - 102, 31.12.2020

Öz

Though the inclusion of global issues (GIs) -such as war, health problems, and environmental pollution- in foreign language teaching materials and contents dates back to few decades ago, its reflections in English as a Foreign Language (EFL) teaching contexts in Turkey have not been investigated sufficiently. Drawn from this local gap the authors decided to conduct this qualitative research at a state university to unfold the views of EFL lecturers on integrating GIs into teaching English. The authors obtained the data through a short survey of open-ended questions and follow-up semi-structured interviews. The analysis of the data was conducted through inductive content analysis method. The findings indicate that EFL lecturers have a clear understanding of GIs and they prefer coursebook dependent and independent methods to incorporate GIs in language teaching. Also, they address young adults at tertiary level with at least B1 level of English proficiency to be the best target learner groups for embedding GIs in language teaching. In addition, they prefer mostly speaking and writing skills to incorporate GIs in their teaching with students whose majors could invoke interest. The study ends with several methodological and pedagogical implications for researchers and teachers to incorporate GIs in EFL teaching.

Kaynakça

  • Akbari, R. (2008). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal 62(3). 276 –83
  • Al-Shuga'a, L.A., Yunus, K., Bashir, I., & Alawamreh, A.R. (2019). Global issues: The importance of its integrating in EFL classrooms. Trends in Social Sciences, 1(2), 68-76.
  • Anderson, G.G. (1996). Global Issues in the University ESL Classroom.The Language Teacher Online, 20 (11). http://www.jalt-publications.org/tlt/files/96/nov/univ.html
  • Arikan, A. (2009). Environmental peace education in foreign language learners’ English grammar lessons. Journal of Peace Education, 6(1), 87-99. https://doi.org/10.1080/17400200802655064
  • Banegas, D. L. (2010). Teaching more than English in secondary education. ELT Journal, 65(1), 80-82.
  • Başarır, F. (2017). Examining the perceptions of english instructors regarding the incorporation of global citizenship education into elt. Online Submission, 5(4), 409-425.
  • Bhargava, V. K. (Ed.). (2006). Global issues for global citizens: An introduction to key development challenges. Washington, DC: The World Bank.
  • Brown, H. D. (1997). The place of moral and political issues in language pedagogy. Asian Journal of English Language Teaching, 7, 21-33.
  • Cates, K. (1990). Teaching for a better world: Global issues in language education. The Language Teacher, 14(5), 3-5.
  • Cates, K. (2000). Entry for 'Global Education', in M. Byram (Ed.) Routledge Encyclopedia of Language Teaching and Learning. London: Routledge, 241-243.
  • Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed method research. Sage. Thousand Oaks, CA, 201.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches(4th ed.). Thousand Oaks, CA: Sage.
  • Çavdar, S. S. (2006).Increasing EFL teachers' awareness on global issues in ELT classroom. Unpublished master’s thesis, Çukurova University, Adana, Turkey.
  • Dyer, B., & Bushell, B. (1996). World issues or a global perspective?.Language Teacher Kyoto-JALT-, 20, 10-19.
  • Ead, H. A. (2019). Globalization in higher education in Egypt in a historical context. Research in Globalization, 1, 100003.https://doi.org/10.1016/j.resglo.2019.100003
  • Erfani, S. M. (2012). The Rationale for Introducing" Global Issues" in English Textbook Development. Theory and Practice in Language Studies, 2(11), 2412.
  • Fisher, S., & Hicks, D. (1985). World studies 8-13: A teacher‘s handbook. Edinburgh: Oliver & Boyd.
  • Focho, G. N. (2010). Language as tool for a global education: Bridging the gap between the traditional and a global curriculum. Journal of Research in Innovative Teaching, 3(1), 135-148.
  • Gray, J. (2002). The global coursebook in English language teaching. In D. Block and D. Cameron (Eds), Globalization and Language Teaching (pp. 151-167). London: Routledge.
  • Gursoy, E., & Saglam, G. T. (2011). Elt teacher trainees attitudes towards environmental education and their tendency to use it in the language classroom. Journal of International Education Research (JIER), 7(4), 47-52.
  • Gürsoy, E., & Salı, P. (2014). A Language course within the scheme of socially responsible teaching: ELT trainees’ expectations. Journal of Educational and Social Research, 4(2), 355-365.
  • Hillyard, S. (2005). Content with your content? Why teach Global Issues in ELT? In L. Angada (Ed.), 30th FAAPI Conference, Towards the Knowledge Society: Making EFL Education Relevant. Conference Proceedings, Cordoba, Argentina: Comunicarte.
  • Jacobs, G. M., & Cates, K. (1999). Global education in second language teaching.KATA, 1(1), 44-56.
  • Kaplan, M. (2019). Perceptions and practices of turkishefl teachers and students on the use of global issues. Upublished Master’s Thesis.ÇanakkaleOnsekiz Mart University, Çanakkale, Turkey.
  • Kaplan, M., & Topkaya, E. Z. (2016). Bringing global issues into efl classrooms: a quasi- experimental study in turkish high school context. Proceedings of first TUB conference at ÇanakkaleOnsekiz Mart University.https://cdn.comu.edu.tr/cms/tubogrencikongresi2016/files/6-tub-kitapcik.pdf
  • Kuo, I. C. (2006). Addressing the issue of teaching English as a lingua franca. ELT Journal, 60(3), 213-221.
  • Leather, S. (2003). Taboos and issues.ELT Journal, 57(2): 205-206.
  • Lee, C. S. (2017). Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers. Master's Projects and Capstones: 643. University of San Fransisco.https://repository.usfca.edu/capstone/643/
  • Mark, K. (1993). “Some Thoughts about Global Content.” The Language Teacher 17(5). Matsuda, A. (2012). Teaching materials in EIL. In L. Alsagoff, S. McKay, G. Hu, & W. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 168–85). New York, NY: Routledge
  • McLuhan, M. (1964). Understanding media. New York: Mentor.
  • Naidoo, R., & Fisher, B. (2020). Reset sustainable development goals for a pandemic world. Nature, 583, 198–201.
  • Omidvar, R., & Sukumar, B. (2013). The Effects of Global Education in the English Language Conversation Classroom. English Language Teaching, 6(7), 151-157.
  • Özbaş, B. Ç., & Güryay, B. (2014). Can social studies and language lessons be integrated via global education? English Language Teacher Candidates’ Perceptions. Procedia-Social and Behavioral Sciences, 116, 1132-1136.https://doi.org/10.1016/j.sbspro.2014.01.357
  • Paradewari, D. S., Avillanova, A. A., & Lasar, A. B. (2018). Promoting Environmental Awareness In Learning Contexts. International Journal of Humanity Studies (IJHS), 1(2), 243-252.
  • Pike, G., & D. Selby. (1988). Global Teacher, Global Learner. London: Hodder and Stoughton.
  • Porto, M., & Yulita, L. (2019) Is there a place for forgiveness and discomforting pedagogies in the foreign language classroom in higher education?,Cambridge Journal of Education, 49(4), 477-499, DOI: 10.1080/0305764X.2019.1566441
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issuesintoenglish language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Read, C. (2017). Developing children’s understanding of the global goals. In A. Maley, & N, Peachey (Eds.). Integrating global issues in the creative English language classroom: With reference to the United Nations Sustainable Development Goals (pp. 11-20). London: British Council.
  • Rosengren, F. H. (1983). Internationalizing your school: a handbook and resource guide for teachers, administrators, parents and school board members. National Council on Foreign Language and International Studies, New York, NY 10158.
  • Roulston, K. J. (2008). Open-ended question. The SAGE encyclopedia of qualitative research methods, 583584.
  • Royal, D. (2007).Global issues, everyday actions.Global Issues in Language Education, 65, 15-17.
  • Sampedro, R., & Hillyard, H. (2004). Global Issues. Oxford: Oxford University Press.
  • Salı, P., & Gürsoy, E. (2014). Evaluation of a language course within the framework of socially responsible teaching.ELT Research Journal, 3(3), 140-152.
  • Selby, D. (1999). Global Education: Towards a quantum model of environmental education. Canadian Journal of Environmental Education, 4, 125-141.
  • Syahril, I. (2019). The new generation of high quality esl/efl teachers: a proposal for interdisciplinary teacher education. LLT Journal: A Journal on Language and Language Teaching, 22(1), 33-45.
  • Tye, K. A. (2003). Global education as a worldwide movement.The Phi Delta Kappan, (2), 165.
  • UNESCO (2020).COVID-19 Impact on Education. https://en.unesco.org/covid19/educationresponse
  • United Nations (2015) Sustainable Development Goals.https://www.un.org/sustainabledevelopment/sustainable-development-goals/
  • Yakovchuk, N. (2004).Global issues and values in foreign language education: Selection and awareness raising. Master’s thesis.https://core.ac.uk/download/pdf/46464.pdf

Yabancı Dil Olarak İngilizcenin Öğretiminde Küresel Konular: Bir Devlet Üniversitesindeki İngilizce Öğretim Görevlilerinin Görüşleri

Yıl 2020, Cilt: 2 Sayı: 1, 83 - 102, 31.12.2020

Öz

Savaş, sağlık sorunları ve çevre kirliliği gibi küresel sorunların yabancı dil öğretim materyallerine ve içeriğine dahil edilmesi birkaç on yıl öncesine dayanmasına rağmen, Türkiye'deki yabancı dil olarak İngilizcenin öğretimi bağlamındaki yansımaları yeterince araştırılmamıştır. Bu yerel boşluktan yola çıkarak, yazarlar öğretim görevlilerinin İngilizce öğretiminde küresel sorunların dahil edilmesine ilişkin görüşlerini toplayarak bu nitel araştırmayı bir devlet üniversitesinde yapmaya karar vermişlerdir. Yazarlar veriyi açık uçlu sorulardan oluşan kısa bir anket ve yarı yapılandırılmış mülakat aracılığı ile toplamıştır. Elde edilen verinin analizi tümevarımsal içerik analizi yöntemi ile yapılmıştır. Çalışmanın bulguları İngilizce öğretim görevlilerinin küresel sorunlar hakkında net bir fikre sahip olduklarını ve küresel sorunları dil öğretimine entegre etmek için ders kitabına bağlı ve bağımsız yöntemleri tercih ettiklerini göstermektedir. Ayrıca, İngilizce öğretim görevlileri, küresel sorunları dil öğretiminin içerisinde kullanabilmek için en iyi hedef öğrenci grupları olarak en az B1 İngilizce yeterlilik seviyesine sahip üniversite düzeyindeki genç yetişkinlere değinmektedirler. Buna ek olarak, öğretim görevlileri öğrencilerin öğrenim gördükleri kendi bölümlerinin küresel konulara ilişkin ilgilerini oluşturabileceğini dikkate alarak küresel konuları çoğunlukla konuşma ve yazma becerileri öğretiminde kullanmayı tercih etmektedirler. Çalışma, araştırmacıların ve öğretmenlerin küresel konuları İngilizceyi yabancı dil olarak öğretimine dahil etmeleri için çeşitli metodolojik ve pedagojik sonuçlar ile sona ermektedir.

Kaynakça

  • Akbari, R. (2008). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal 62(3). 276 –83
  • Al-Shuga'a, L.A., Yunus, K., Bashir, I., & Alawamreh, A.R. (2019). Global issues: The importance of its integrating in EFL classrooms. Trends in Social Sciences, 1(2), 68-76.
  • Anderson, G.G. (1996). Global Issues in the University ESL Classroom.The Language Teacher Online, 20 (11). http://www.jalt-publications.org/tlt/files/96/nov/univ.html
  • Arikan, A. (2009). Environmental peace education in foreign language learners’ English grammar lessons. Journal of Peace Education, 6(1), 87-99. https://doi.org/10.1080/17400200802655064
  • Banegas, D. L. (2010). Teaching more than English in secondary education. ELT Journal, 65(1), 80-82.
  • Başarır, F. (2017). Examining the perceptions of english instructors regarding the incorporation of global citizenship education into elt. Online Submission, 5(4), 409-425.
  • Bhargava, V. K. (Ed.). (2006). Global issues for global citizens: An introduction to key development challenges. Washington, DC: The World Bank.
  • Brown, H. D. (1997). The place of moral and political issues in language pedagogy. Asian Journal of English Language Teaching, 7, 21-33.
  • Cates, K. (1990). Teaching for a better world: Global issues in language education. The Language Teacher, 14(5), 3-5.
  • Cates, K. (2000). Entry for 'Global Education', in M. Byram (Ed.) Routledge Encyclopedia of Language Teaching and Learning. London: Routledge, 241-243.
  • Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed method research. Sage. Thousand Oaks, CA, 201.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches(4th ed.). Thousand Oaks, CA: Sage.
  • Çavdar, S. S. (2006).Increasing EFL teachers' awareness on global issues in ELT classroom. Unpublished master’s thesis, Çukurova University, Adana, Turkey.
  • Dyer, B., & Bushell, B. (1996). World issues or a global perspective?.Language Teacher Kyoto-JALT-, 20, 10-19.
  • Ead, H. A. (2019). Globalization in higher education in Egypt in a historical context. Research in Globalization, 1, 100003.https://doi.org/10.1016/j.resglo.2019.100003
  • Erfani, S. M. (2012). The Rationale for Introducing" Global Issues" in English Textbook Development. Theory and Practice in Language Studies, 2(11), 2412.
  • Fisher, S., & Hicks, D. (1985). World studies 8-13: A teacher‘s handbook. Edinburgh: Oliver & Boyd.
  • Focho, G. N. (2010). Language as tool for a global education: Bridging the gap between the traditional and a global curriculum. Journal of Research in Innovative Teaching, 3(1), 135-148.
  • Gray, J. (2002). The global coursebook in English language teaching. In D. Block and D. Cameron (Eds), Globalization and Language Teaching (pp. 151-167). London: Routledge.
  • Gursoy, E., & Saglam, G. T. (2011). Elt teacher trainees attitudes towards environmental education and their tendency to use it in the language classroom. Journal of International Education Research (JIER), 7(4), 47-52.
  • Gürsoy, E., & Salı, P. (2014). A Language course within the scheme of socially responsible teaching: ELT trainees’ expectations. Journal of Educational and Social Research, 4(2), 355-365.
  • Hillyard, S. (2005). Content with your content? Why teach Global Issues in ELT? In L. Angada (Ed.), 30th FAAPI Conference, Towards the Knowledge Society: Making EFL Education Relevant. Conference Proceedings, Cordoba, Argentina: Comunicarte.
  • Jacobs, G. M., & Cates, K. (1999). Global education in second language teaching.KATA, 1(1), 44-56.
  • Kaplan, M. (2019). Perceptions and practices of turkishefl teachers and students on the use of global issues. Upublished Master’s Thesis.ÇanakkaleOnsekiz Mart University, Çanakkale, Turkey.
  • Kaplan, M., & Topkaya, E. Z. (2016). Bringing global issues into efl classrooms: a quasi- experimental study in turkish high school context. Proceedings of first TUB conference at ÇanakkaleOnsekiz Mart University.https://cdn.comu.edu.tr/cms/tubogrencikongresi2016/files/6-tub-kitapcik.pdf
  • Kuo, I. C. (2006). Addressing the issue of teaching English as a lingua franca. ELT Journal, 60(3), 213-221.
  • Leather, S. (2003). Taboos and issues.ELT Journal, 57(2): 205-206.
  • Lee, C. S. (2017). Teaching EFL/ESL College-level Learners through Current Global Topics: Integrated Lessons for EFL/ESL Teachers. Master's Projects and Capstones: 643. University of San Fransisco.https://repository.usfca.edu/capstone/643/
  • Mark, K. (1993). “Some Thoughts about Global Content.” The Language Teacher 17(5). Matsuda, A. (2012). Teaching materials in EIL. In L. Alsagoff, S. McKay, G. Hu, & W. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 168–85). New York, NY: Routledge
  • McLuhan, M. (1964). Understanding media. New York: Mentor.
  • Naidoo, R., & Fisher, B. (2020). Reset sustainable development goals for a pandemic world. Nature, 583, 198–201.
  • Omidvar, R., & Sukumar, B. (2013). The Effects of Global Education in the English Language Conversation Classroom. English Language Teaching, 6(7), 151-157.
  • Özbaş, B. Ç., & Güryay, B. (2014). Can social studies and language lessons be integrated via global education? English Language Teacher Candidates’ Perceptions. Procedia-Social and Behavioral Sciences, 116, 1132-1136.https://doi.org/10.1016/j.sbspro.2014.01.357
  • Paradewari, D. S., Avillanova, A. A., & Lasar, A. B. (2018). Promoting Environmental Awareness In Learning Contexts. International Journal of Humanity Studies (IJHS), 1(2), 243-252.
  • Pike, G., & D. Selby. (1988). Global Teacher, Global Learner. London: Hodder and Stoughton.
  • Porto, M., & Yulita, L. (2019) Is there a place for forgiveness and discomforting pedagogies in the foreign language classroom in higher education?,Cambridge Journal of Education, 49(4), 477-499, DOI: 10.1080/0305764X.2019.1566441
  • Pratama, H., & Yuliati, Y. (2016). Global education in english classroom: integrating global issuesintoenglish language teaching. International Journal of Social Science and Humanity, 6(9), 719.
  • Read, C. (2017). Developing children’s understanding of the global goals. In A. Maley, & N, Peachey (Eds.). Integrating global issues in the creative English language classroom: With reference to the United Nations Sustainable Development Goals (pp. 11-20). London: British Council.
  • Rosengren, F. H. (1983). Internationalizing your school: a handbook and resource guide for teachers, administrators, parents and school board members. National Council on Foreign Language and International Studies, New York, NY 10158.
  • Roulston, K. J. (2008). Open-ended question. The SAGE encyclopedia of qualitative research methods, 583584.
  • Royal, D. (2007).Global issues, everyday actions.Global Issues in Language Education, 65, 15-17.
  • Sampedro, R., & Hillyard, H. (2004). Global Issues. Oxford: Oxford University Press.
  • Salı, P., & Gürsoy, E. (2014). Evaluation of a language course within the framework of socially responsible teaching.ELT Research Journal, 3(3), 140-152.
  • Selby, D. (1999). Global Education: Towards a quantum model of environmental education. Canadian Journal of Environmental Education, 4, 125-141.
  • Syahril, I. (2019). The new generation of high quality esl/efl teachers: a proposal for interdisciplinary teacher education. LLT Journal: A Journal on Language and Language Teaching, 22(1), 33-45.
  • Tye, K. A. (2003). Global education as a worldwide movement.The Phi Delta Kappan, (2), 165.
  • UNESCO (2020).COVID-19 Impact on Education. https://en.unesco.org/covid19/educationresponse
  • United Nations (2015) Sustainable Development Goals.https://www.un.org/sustainabledevelopment/sustainable-development-goals/
  • Yakovchuk, N. (2004).Global issues and values in foreign language education: Selection and awareness raising. Master’s thesis.https://core.ac.uk/download/pdf/46464.pdf
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Yunus Emre Akbana 0000-0002-5707-3564

Aysun Yavuz 0000-0001-6838-8695

Yayımlanma Tarihi 31 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 2 Sayı: 1

Kaynak Göster

APA Akbana, Y. E., & Yavuz, A. (2020). Global Issues in EFL Teaching: EFL Lecturers’ Voices at a State University. Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi, 2(1), 83-102.

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