Dilemmas in Teaching English in Multigrade Classrooms: Classroom Teachers' Perceptions on English as a Foreign Language Course

Autor/inn/en	Dogan, Fatma Seyma; Çapan, Seyit Ahmet; Cigerci, Fatih Mehmet
Titel	Dilemmas in Teaching English in Multigrade Classrooms: Classroom Teachers' Perceptions on English as a Foreign Language Course
Quelle	In: Novitas-ROYAL (Research on Youth and Language), 14 (2020) 1, S.52-68 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-4733
Schlagwörter	Multigraded Classes; Teacher Attitudes; Language Proficiency; Curriculum Design; Elementary School Teachers; Teaching Methods; Instructional Materials; Instructional Improvement; Public Schools; Foreign Countries; Second Language Instruction; English (Second Language); Individualized Instruction; Problem Solving; Turkey + Suchen Sie Ihr Suchwort? Mehrstufenklasse; Lehrerverhalten; Language skill; Language skills; Sprachkompetenz; Lehrplangestaltung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtsqualität; Public school; Öffentliche Schule; Ausland; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Individualisierender Unterricht; Problemlösen; Türkei
Abstract	The Higher Council of Education in Turkey (CoHE) has mandated the inclusion of a course titled 'Foreign Language Teaching in Primary Schools' in the curriculum of classroom teacher education in 2018. Although there are some attempts to release coursebooks based on the predetermined curriculum for that course, these attempts and the curriculum are generic and largely uninformed of the needs and views of actual practitioners. Hence, the present study examined inservice classroom teachers' views on possible content to include in the above mentioned course. Moreover, the present study investigated perceived needs and deficiencies of classroom teachers in teaching English in their classrooms. Designed as a qualitative study, the present study collected data from 33 multigrade class teachers through an open-ended questionnaire. The present study revealed that multigrade class teachers perceived their own proficiency in English to be too low to teach it. Furthermore, the results pinpointed that teachers perceived their students' L1 level as an obstacle for effectively teaching them English. Finally, the present study implied that designing a curriculum responsive to particular needs and requirements of multigrade classes might be a viable solution to improve the quality of foreign language teaching in multigrade classes. (As Provided).
Anmerkungen	Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: http://www.novitasroyal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01