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CURRICULUM DEVELOPMENT IN TEACHING TURKISH AS A SECOND LANGUAGE Özay KARADAĞ, Ph.D .

CURRICULUM DEVELOPMENT IN TEACHING TURKISH AS A SECOND LANGUAGE Özay KARADAĞ, Ph.D . Düzce Univers i ty Education Faculty. Present Situation i n Teaching Turkish as a Second Language. There isn’t any complete and qualified curriculum prepared for teaching Turkish as a second language .

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CURRICULUM DEVELOPMENT IN TEACHING TURKISH AS A SECOND LANGUAGE Özay KARADAĞ, Ph.D .

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  1. CURRICULUM DEVELOPMENT IN TEACHING TURKISH AS A SECOND LANGUAGE Özay KARADAĞ, Ph.D. Düzce University Education Faculty

  2. Present Situation in Teaching Turkish as a Second Language • There isn’t any complete and qualified curriculumprepared for teaching Turkish as a second language. • Presentteachingactivitiesaremadebyadaptingteachingmaterialsandprogramspreparedforteaching English intoteachingTurkish as a secondlanguage.

  3. Inrecentyears, CommonEuropean Framework of Reference forLanguages: Learning, Teaching, Assesment is theframe of referenceforTurkishEducationalCenters. • “ Educationalsystem is parallelto Language criteriaandlevels of EuropeanCommunity”saysthe web page of Yunus Emre Institute of TurkishEducational Center. (http://yee.org.tr/turkiye/tr/yetem/turkce-kurslari-2) • Inpresentation of “New Hittits, TurkishForForeigners” sets, Ankara University TOMER explainsthat“profeciencyandexperience of TOMER over 20 years; which is thecenter of Turkishandforeignlanguagepractisesandresearch in Ankara University, is a product of combiningitselfwithcontemporarylanguageteachingmeasures of Europeancommunity.”(http://tomer.ankara.edu.tr)

  4. In web pages of instituteswhichgiveTurkishlanguageeducationtoforeigners, anysecondarylanguageteachingcurriculumwhichis preparedaccordingto“CommonEuropean Framework of Reference forLanguages.” • Itcannot be claimedthatthere is a commonapprochtoteachingTurkishtoforeigners. • Kara (2011) prepared, in accordancewithCommonEuropean Framework of referenceforLanguages, a “TurkishEducationalCurriculum in A1-A2 LevelsforForeignerswhoarelearningTurkish.”

  5. Solution:“ACurriculumbasedon “CommonEuropean Framework of referenceforLanguagesforTeachingTurkish.” • It is necessarythat a needanalysisbe done in ordertopreparethiscurriculum. • Needsanalysesin academiclevelareverylimitedtoteachingTurkish as a secondlanguage. • Theseareavaliablestudies:

  6. Balçıkanlı, C. (2010). A Study on needsanalysis of learners of Turkishlanguage. Sino-US English Teaching, 7(1). • It is done in ordertogatherinformationon theneeds of studentslearningTurkish in EuropeanStudy Center in Florida University. Itgives a general viewpointanddoesn’thaveanydetailedinformationaboutthesubjectmatter, as it based on onlyviewpoints of nine participants . • Çalışkan, N. ve Bayraktar, S. (2012). A Need Analysis AboutTeachingTurkishToForeigners: An Examplefrom Yunus Emre TurkishCulture Center in Cairo. VII. International Turkish Language Congress, 24-28th September, Ankara. • Intheresearch, data is gatheredfromlanguagelearningneeds of 146 studentsfromdifferentlearningcoursesbased on 11 questionswhichhave a sociolinguisticquality.

  7. Koçer, Ö. (2013).Thefirst step of curriculumdevelopment: A needandsituationanalysis in Turkish Education as a foreignlanguage. Eğitim ve Bilim, 38(169), 159-174. InTurkish Education Center (TOMER), thevariability of YDT students’ needsareexplored in thelight of data gatheredfromtheobservationsabout 40 young-adultstudentswhoarelearningTurkish (YDT), andanswers of studentsgiventoopen-endedquestionsandresults of a reviewbetweentwoteachers of YDT. Çalışkan, N. & Çangal, Ö. (2013). Language needanalysis in teachingTurkishtoforeigners: An example of BosniaandHerzegovina. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 310-334. It is done byreaching 168 studentswhoarelearningTurkish in twosections in Yunus Emre Culture Center in BosniaandHerzegovina. A questionnairewhichwasadaptedfromthestudycalledJapanese Language Need Analysis Iwai (1998), andconsisted of twoparts is used. Turkishlearningneeds of studentsweregroupedunderfoursectionswhichare: trade, educationandbusinessopportunity, personalneedsandinterests, andcommunication in classrooms.

  8. Curriculum Development in Language Teaching(Richards, 2001) A. The origins of language curriculum development. Language curriculumdevelopmentdealswiththefollowingquestions: 1. Whatprocedures can be usedtodeterminethecontent of a language program? 2. Whatarelearners’ needs? 3. How can learners’ needs be determined? 4. Whatcontextualfactorsneedto be concidered in planning a language program?

  9. 5. What is thenature of aimsandobjectives in teachingand how can these be developed? 6. Whatfactorsareinvolved in planningthesyllabusandtheunits of organization in a course? 7. How can goodteaching be provided in a program? 8. Whatissuesareinvolved in selecting, adaptinganddesigninginstructionalmaterials? 9. How can onemeasuretheeffectiveness of language program?

  10. Vocabularyselection. • Grammarselectionandgradation. • Assumptionsunderlying early approaches to syllabus design B.Fromsyllabusdesigntocurriculumdevelopment • The quest for new methods • Changing needs for foreign languagesin Europe andtheworld

  11. III. Need Analysis • WhatisThePurposeof Need Analysis? • WhatAreTheNeeds? • What Is theTargetPopulation? IV.Situation Analysis • SocialFactors • InstitutionalFactors • StudentFactors • AdaptionFactors

  12. V.Targetand Planning Learning Outcomes • TheIdeology of Curriculum • DeterminingOutcomes of Curriculum VI. Course Planning andDesigningSyllabus • Explanation of theCourse • IdentifyingEntryandExitLevels • Choosing Course Content • Determining Course ScopeandSequence • Planning Course Structure VII.ProvidingEffectiveTeaching • Institute • Teachers • Teachingand Learning Process

  13. VIII. Role andDescription Of InstructionalMaterials • CreatedMaterialsVersusAuthenticOnes • Textbooks • EvaluatingTextbooks • AdaptingTextbooks • PreparingmaterialsforaSyllabus • ManagingProduction/Creation of Material • MonitoringUsage of Materials IX. Evaluation Approaches • Evaluation Purposes -Formative Evaluation -Enlightening Evaluation -Summative Evaluation • ProceduresUsedInConducting Evaluation

  14. How Can A Short-Term Course Be BuiltForStudentsWhoHaveInadequencyInTurkish? • Description of Matter: -Some of thestudentswhoare at primarygradedon’thaveadequeteTurkishtosucceed in literacyeducation. Limitations: -Turkishpreparatorycoursesorelementaryliteracyeducation; whichwill be giventothestudentswhohaveinadequency in Turkish, should be a short-termandeffective. Theperiodandeffectiveness of thesecoursesarenecessaryforequality of opportunity.

  15. NEED ANLYSISWhat Is TargetPopulation? -Primarygradestudentswhodon’tknowTurkishand/ordon’thaveenoughTurkishforprimarygrade. *What is thedistribution of students on citiesandschools? *Whataretheleveldifferencesamongstudents? *Whatlevelsomestudentsare at in Turkishvocabulary? *Whichwordsshould be primarilytaughttothesechildren? *Whichgrammaticalfeaturesshould be acquiredfunctionally?

  16. WhatAreNeeds of TargetPopulation? • How Can theNeeds of TargetPopulation Be Determined? -It is difficulttodeterminedtheneeds in such a situation. Forthisreason, needanalysisshould be done bysociolinguistic model of Munby(1978). This model bases on gathering data aboutstudentsratherthangathering data fromstudents. Solution of sociolinguisticvariables can be done bythis model.

  17. SITUATION ANALYSIS • Turkishlimitations of students can depend on manyvariables. Forthisreason, in designingandplanningTurkishpreparationprogramsforthesestudents, externalfactorsshould be takenintoconsideration as well. • Richards (2001:91) suggeststhatsituationanalysis; whichmeansanalysis of externalfactors, should be done in developingmentionedsyllabus.

  18. SocialActivities *Familytypes *Familyperceptionaboutchildandchildhood *Meaningsattributedtochildren in family *EconomicalConditions • InstitutionalFactors *Ministry *NationalEducationManagement *School Managements *Inspectors • Teacherfactors *Teachers’ TendenciesTowardsAssumedSyllabus • Studentfactors • AdaptionFactors

  19. AimsAnd Planning Learning Outcomes • Ideology of syllabus *Equality of opportunity –providingallstudents in thecountryhavingeducationright. • Determiningoutcomes of syllabus *Determiningoutcomeswhichwill be gainedwiththissyllabus

  20. Course Planning AndDesigningsyllabus • Explanation of thecourse • Identifyingentryandexitlevels • Choosingcoursecontent • Determiningscopeandsquence of course • Planning coursestructure

  21. ProvidingEffectiveTeaching • Institution *Institutionalfactors in applyingsyllabus • Teachers *Teacherstraining in ordertomakesyllabuseffective • Teachingandlearningprocess *Monitoringteachingandlearningprocess in applyingsyllabus.

  22. DesigningInstructionalMaterials • Preparingmaterialsfornewsyllabus • Conductingmaterialcreation/writing *Experiencedteachersshould be necessarilyaddedintothisprocess. • Textbooks • Evaluatingtextbooks • Adaptingtextbooks • Monitoringmaterialusages

  23. EVALUATION • Evaluatingtheoutcomes of syllabus • Evaluativeapproaches *Formativeevaluation *Enlighteningevaluation *Summativeevaluation.

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