Our problem is;
Why can not the Ministry of Education improve and start
an ideal FL program for Turkish schools?
Why did we choose this topic?
Foreign language education has been problematic
before or after the new sistem has arrived. We wanted to
learn more about the new system and its positive or
1. Why did we need these legislative changes?
-The system was changed to increase the number of university and high school
graduates to catch the standards of the world’s developed countries where the
obligatory education is at least 11-12 years.
- The system facilitates external and internal transfer regarding the development
and capability of students
6TC.MEB(2012).12 YIL ZORUNLU EĞİTİM
2. What is the current situation with this new arrangement?
- 8-year obligatory education was replaced with 12-year graded education. The first 4 years is
elementary school, the second 4 is primary education and the last 4 is high school.
- Pupils start school when they are 66-months old.
- Apart from obligatory courses, students and parents are given the chance to decide on their
3. When will foreign language education start?
- Foreign language education will start from the second grade as 2 hours per week
(previously fourth grade)
4. Will teachers get training for the new system?
- Teachers will have a 5-week training for 12 years compulsory education. ( especially first grade
- First, we identified the problem and we formed a question about it.
- We carried out a survey and an interview in different schools from different
- We analyzed the results and tried to find solutions based on the results.
Theory based teaching
Young learner education
Family and economic
Physical environment of
schools (private vs
Updated course books
Inapplicability of the
Why can not the Ministry of
Education improve and start an
ideal FL program for Turkish
Facilities Environment System
Ayşe 6 3 4 7
Gülseren 4 3 5 7
Nilay 7 3 4 6
Sevilay 7 4 3 6
Total %85 %46 %57 %92
1. T 2. T 3. T 4. T 5. T 6. T
Age 29 35 31 40 29 26
Gender Female Female Female Male Male Female
City Muğla Muğla Artvin Artvin Isparta Şanlıurfa
Experience 7 12 9 15 7 4
1-New curriculum is in line with contemporary educational research and
international standards for learning.
2-The new program takes the needs of young learners into account.
3-English teaching program in 4+4+4 system develops communicative
competence of students.
4-Being exposed to English in younger ages is more effective for
5-Students develop a positive attitude towards language thanks to this
communicative based program.
6-The new curriculum foster an enjoyable and motivating learning environment
for young learners .
7-The learning tasks in the new curriculum provide learner autonomy.
8-Problem solving skills which are basis for communicative competence can be
improved with the learning tasks in the new curriculum.
9-English is presented as a means of communication rather than as a subject to be
10-Because the new program is in line with students’ daily lives, it provides a
more meaningful learning environment.
11-The update language theories are regarded while preparing this new program.
12-The communicative aspect of English learning will be fostered thanks to this
13-The students will be able to use English more communicatively.
14-English teaching program in 4+4+4 system develops communicative
competence of students.
15-Being able to speak English makes students more self-confident in language
• Do you think English class hours a week are sufficient for language learning ?
-Generally, teachers think the class hours are sufficient for elementary level but
not for upper grades.
• What kind of advantages and disadvantages in new system (4+4+4) do you
experience with your students?
-The common idea is that beginning language learning at earlier ages is useful
because unlike other older students, young learners learn the language via
songs, games rather than focusing on exams.
• If you compare old system with new one, what can you say about the difference
in English teaching?
-Apart from starting language learning earlier, teachers state that that is not much
difference in terms of curriculum or teaching approach.
• Do you think the attitude of the students towards English has changed through
the new system?
-Majority of the teachers state that there is not a significant difference on the
attitudes of students, however some teachers assert that students are more
eager to learn at early ages.
• Do you think this new system will foster communicative language teaching?
-Almost all teachers agree that students are not hesitant to learn and act at early
ages so this will foster communicate language learning and teaching.
• We tried to briefly talk about the 4+4+4 system and collected data with a survey
and interviews conducted in different schools, with different teachers.
• One of the general results is that it is too early to decide on the effects of the new
system on the long run.
• Although there is not a big difference in the curriculum, it is still beneficial
because students at early ages are not hesitant to act and make mistakes.
Therefore, they learn the language in a safer environment.
• Teachers expect a change in the curriculum as well, and they wish students to be
released of exam oriented education so that they can enjoy learning.
“Implimentation should be to the point when policy is being formulated.
Additionally, teachers hold great responsibility in enacting the policy into
practise.” (Goodwyn and Findlay, 2003)
“No matter how desirable language policies may be, unless they are backed by
the will to implement them, they can not be all any effect.” (Bamgbose,2003)
“University teacher education programs should be revised and updated to train
competent teachers.” (Kırkgöz, 2008)
“Teachers from different schools should come together and cooperate
concerning many aspects of policy implementations. This would give teachers a
chance to learn from others in similar positions. Thereby, contributing towards
teachers’ professional development.” (Carless, 1997)
• Bamgbose, A. (2003). A recurring decimal: English in language policy and planning.
World Englishes, 22(4), 419-431.
• Carless, D. R. (1997). Managing systematic curriculum change: A critical analysis of Hong
Kong’s target-oriented curriculum initiative. International Review of Education,
• Goodwyn, A., & Findlay, K. (2003). Shaping literacy in the secondary school: Policy,
practice and agency in the age of the national literacy strategy. British Journal of
Educational Studies, 51(1), 20-35.
• Imece Circles by Dr Hayal Koksal
• Kırkgöz, Y. (2008). Globalization and English Language Policy in Turkey.Educational
Policy, 23, 663.
• TC, MEB. (2012). 12 YIL ZORUNLU EĞİTİM SORULAR - CEVAPLAR. . Retrieved April 26,