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Meb & elt programs

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2014 Uluslararası Lider Martılar Projesi_No 3
2014 International ICT Leading Seagulls Projects #3

Published in: Education
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Meb & elt programs

  1. 1. Ruffles Eaters! Listen, speak, educate, repeat!
  2. 2. Meeting Day: Tueasdays at 9:00 am, Study Hall. Group members: Ayşe GÜNALAY Gülseren BELKIRAT Nilay Cemre ARTEMEL Sevilay GÜNEY
  3. 3. Table of Contents  Introduction  Literature Review  Methodology  Fishbone  Matrix Diagram  Gannt Card  Teacher Profile  Survey Results  Interviews  Conclusions  Solutions 3
  4. 4. Our problem is; Why can not the Ministry of Education improve and start an ideal FL program for Turkish schools? 4
  5. 5. 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 negative effects. 5
  6. 6. Literature Review 4+4+4 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
  7. 7. Literature Review 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 elective courses. 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 teachers) 7
  8. 8. Methodology - 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 levels. - We analyzed the results and tried to find solutions based on the results. 8
  9. 9. FISHBONE Foreign Language Education Environment Facilities System Theory based teaching Young learner education Family and economic status Physical environment of schools (private vs state) Listening materials Updated course books Inapplicability of the curriculum Constantly changing education system Why can not the Ministry of Education improve and start an ideal FL program for Turkish schools? 9
  10. 10. Matrix Diagram MATRIX DIAGRAM Members Foreign Language Education 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 10
  11. 11. Gannt Card Expected Observed 11
  12. 12. Teacher Profile 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 12
  13. 13. Survey Results 1-New curriculum is in line with contemporary educational research and international standards for learning. Totaly disagree Disagree Not sure Agree Totaly agree 13
  14. 14. 2-The new program takes the needs of young learners into account. Totaly disagree Disagree Not sure Agree Totaly agree 14
  15. 15. 3-English teaching program in 4+4+4 system develops communicative competence of students. Totaly disagree Disagree Not sure Agree Totaly agree 15
  16. 16. 4-Being exposed to English in younger ages is more effective for students’communicative skills. Totaly disagree Disagree Not sure Agree Totaly agree 16
  17. 17. 5-Students develop a positive attitude towards language thanks to this communicative based program. Totaly disagree Disagree Not sure Agree Totaly agree 17
  18. 18. 6-The new curriculum foster an enjoyable and motivating learning environment for young learners . Totaly disagree Disagree Not sure Agree Totaly agree 18
  19. 19. 7-The learning tasks in the new curriculum provide learner autonomy. Totaly disagree Disagree Not sure Agree Totaly agree 19
  20. 20. 8-Problem solving skills which are basis for communicative competence can be improved with the learning tasks in the new curriculum. Totaly disagree Disagree Not sure Agree Totaly agree 20
  21. 21. 9-English is presented as a means of communication rather than as a subject to be learned. Totaly disagree Disagree Not sure Agree Totaly agree 21
  22. 22. 10-Because the new program is in line with students’ daily lives, it provides a more meaningful learning environment. Totaly disagree Disagree Not sure Agree Totaly agree 22
  23. 23. 11-The update language theories are regarded while preparing this new program. Totaly disagree Disagree Not sure Agree Totaly agree 23
  24. 24. 12-The communicative aspect of English learning will be fostered thanks to this program. Totaly disagree Disagree Not sure Agree Totaly agree 24
  25. 25. 13-The students will be able to use English more communicatively. Totaly disagree Disagree Not sure Agree Totaly agree 25
  26. 26. 14-English teaching program in 4+4+4 system develops communicative competence of students. Totaly disagree Disagree Not sure Agree Totaly agree 26
  27. 27. 15-Being able to speak English makes students more self-confident in language use. Totaly disagree Disagree Not sure Agree Totaly agree 27
  28. 28. Interviews • 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. 28
  29. 29. Interviews • 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. 29
  30. 30. Conclusion • 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. 30
  31. 31. Solutions “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) 31
  32. 32. References • 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, 43(4),349-366. • 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, 2014,fromhttp://www.meb.gov.tr/duyurular/duyurular2012/12Yil_Soru_Cevaplar.pdf 32
  33. 33. Thank you for listening  33
  34. 34. Special thanks to Dr. Hayal KÖKSAL 34

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