A Suggested Curriculum Integration Model with Activities to Fit the 2023 Education Vision of Turkey

Autor/in	Aksoy, Erdem
Titel	A Suggested Curriculum Integration Model with Activities to Fit the 2023 Education Vision of Turkey
Quelle	In: Journal on English Language Teaching, 10 (2020) 3, S.22-34 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Integrated Curriculum; Second Language Learning; Second Language Instruction; English (Second Language); Interdisciplinary Approach; Teacher Attitudes; Phenomenology; Foreign Countries; Thematic Approach; Elementary School Teachers; Teaching Methods; Textbooks; Turkey + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Themenzentrierter Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Türkei
Abstract	In 2018, the Turkish Ministry of National Education (MoNE) launched new curricula which emphasised the use of Theme- Based Instruction. On top of that, in 2019, the MoNE released a new vision document in which an interdisciplinary approach requiring integration among various courses was targeted. Based on earlier empirical studies, as well as a previous study by the researcher on TBI in the Turkish context, this study investigated primary school English language teachers' opinions on the effective use of TBI and offered an integrated curriculum model of instruction with sample activities to be used in primary school English language courses. The study was designed as a phenomenological qualitative study. A structured interview form, as well as document analysis methods, were used to gather data. Descriptive statistics were used to present demographic data, while content analysis was used to present qualitative data. One notable finding of the study was the teachers' suggestions that course books should be designed to explicitly show the relations of integration among various courses, and that activities should be prepared together with another content teacher. A suitable model of integration and sample activities to be used were designed based on teachers' suggestions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01