Research Article
BibTex RIS Cite

ÖĞRETİM DİLİ OLARAK İNGİLİZCE: ÖĞRETİM ELEMANLARININ GÖRÜŞLERİ

Year 2021, Volume: 21 Issue: 4, 1230 - 1244, 15.12.2021
https://doi.org/10.17240/aibuefd.2021..-577202

Abstract

Bu çalışma, Türk öğretim elemanlarının üniversite seviyesinde öğretim dili olarak İngilizce kullanımı ile ilgili görüşlerini ortaya çıkarmayı hedefler. Bu amaçla, farklı üniversitelerde çalışan, unvanları araştırma görevlisinden doçente değişen 30 katılımcıya bir anket verilmiştir. Araştırmada öğretim dili olarak İngilizce kullanımının küresel boyuttaki faydaları, öğretme-öğrenme süreçlerine etkileri, ulusal kimlik, dil ve kalkınma üzerindeki etkileri ile öğretim dili ile çalışma dili arasındaki uyumsuzluk hakkında öğretim elemanlarının görüşleri incelenmiştir. Ayrıca, bu çalışma öğretim elemanlarının görüşlerindeki cinsiyet, unvan, eğitim dili ve özel veya devlet okulunda çalışmak gibi değişkenlere bağlı farklılıkları da ortaya çıkarmayı hedeflemiştir. Toplanan veriler nicel yöntemler kullanılarak analiz edilmiştir. Bulgular, a) öğretim dili olarak İngilizce kullanımını ulusal dil, kimlik gibi ulusal kavramlar üzerindeki etkisine ilişkin görüşlerinde kadın ve erkek katılımcılar arasında farklılık olduğunu; b) kendi öğrenimlerinde öğrenim dili olarak İngilizce kullanılan katılımcıların, öğretim dili olarak İngilizce kullanımının küresel açıdan ve öğrenme-öğretme süreçlerine faydaları konusunda daha olumlu olduklarını, c) unvanları incelendiğinde, katılımcıların ulusal kavramlar ile öğrenme-öğretme süreçleri hakkındaki görüşlerinin birbirlerinden farklı olduğunu, d) katılımcıların öğretimde kullanılan dil nedeniyle iş yeri ve okul arasında bir uyumsuzluk olabileceği görüşüne katıldıklarını, e) ve son olarak devlet kurumlarında görev yapan öğretim elemanlarının öğretim dili olarak İngilizce kullanımının öğrenme-öğretme süreçlerine etkisi konusunda özel kurumlarda çalışan öğretim elemanlarından daha olumlu olduklarını göstermiştir.

References

  • Arkın, İ. E. (2013). English-medium instruction in higher education: A case study in a Turkish university context [Unpublished Doctoral Dissertation]. East Mediterranean University, Northern Cyprus.
  • Aydın, Ö., Bilgen, S., Çıkrıkçı, S., Ergenç, İ., Müftüoğlu, G. & Yücel, M. (2004). Yabancı dille yapılan eğitimin anadili becerileri üzerindeki etkisi. Bilim ve Ütopya, 119, 46-47.
  • Başıbek, N., Dolmacı, M., Cengiz, B. C., Bür, B., Dilek, Y., & Kara, B. (2014). Lecturers’ perceptions of English medium instruction at engineering departments of higher education: A study on partial English medium instruction at some state universities in Turkey. Procedia-Social and Behavioral Sciences, 116, 1819-1825.
  • Björkman, B. (2008). So where we are: Spoken lingua franca English at a Swedish technical university. English Today, 24(2), 11-17.
  • Bozdoğan, D., & Karlıdağ, B. (2013). A case of CLIL practice in the Turkish context: Lending an ear to students. Asian EFL Journal, 15(4), 89-110.
  • Brown, J. D. (2001). Using surveys in language programs. Cambridge University Press.
  • Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1–14.
  • Çelebi, M. D. (2006). Türkiye’de anadili eğitimi ve yabancı dil öğretimi. Sosyal Bilimler Enstitüsü Dergisi, 21, 285-307.
  • Çekiç, H. (1992). Attitudes of Turkish youth towards English language. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 301-311.
  • Demircan, Ö. (1988). Dünden bugüne Türkiye’de yabancı dil. Remzi Kitabevi.
  • Dearden, J., & Macaro, E. (2016). Higher Education teachers’ attitudes towards English medium instruction: A three-country comparison. Studies in Second Language Learning and Teaching, 6(3), 455-486.
  • Doğançay-Aktuna, S. (2010). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24-39.
  • Floris, F. D. (2014). Learning subject matter through English as the medium of instruction: Students’ and teachers’ perspectives. Asian Englishes, 16(1), 47-59.
  • Flowerdew, J., Li, D., & Miller, L. (1998), Attitudes towards English and Cantonese among Hong Kong Chinese university lecturers. TESOL Quarterly, 32, 201–231.
  • Hasol, D. (1999, December 6). Öğretimde Türkçeden kaçış. Cumhuriyet Gazetesi.
  • Hellekjaer, G. O., & Westergaard, M. (2003). An exploratory survey of content learning through English at Nordic Universities. In C. Van Leeuwen & R. Wilkinson (Eds.), Multilingual approaches in university education: Challenges and practices (pp. 65-80). Valkhof Pers.
  • Jensen, C., & Thøgersen, J. (2011). Danish university lecturers’ attitudes towards English as the medium of instruction. Ibèrica, 22, 13-34.
  • Karakaş, A. (2013). The expansion of English language across Turkey: Threat or opportunity. Mediterranean Journal of Humanities, 3(2), 159-171.
  • Kavcar, C. (1998). Türkçe eğitimi ve sorunlar. Ankara Üniversitesi TÖMER Dil Dergisi, 65, 5-17.
  • Kılıçkaya, F. (2006). Instructors’ attitudes towards English-medium instruction in Turkey. Humanising Language Teaching, 8(6), 1-16.
  • Lo, Y., & Macaro, E. (2011). The medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools. International Journal of Bilingual Education and Bilingualism, 15(1), 29-52.
  • Lund, T. (2012). Combining qualitative and quantitative approaches: Some arguments for mixed methods research. Scandinavian Journal of Educational Research, 56(2), 155-165.
  • Margić, B. D., & Vodopija-Krstanović, I. (2018). Language development for English-medium instruction: Teachers’ perceptions, reflections and learning. Journal of Academic Purposes, 35, 31-41.
  • Ölçü, Z., & Eröz-Tuğa, B. (2013). Attitudes of university faculty towards English-medium instruction in Turkey. Çankaya University Journal of Humanities and Social Sciences, 10(2), 185-200.
  • Ören, T. (2012). Bilim dili olarak Türkçe ve Türkçe bilinci. Anahtar-Bilim, Sanayi ve Teknoloji Bakanlığı Dergisi, 25(296), 22-27.
  • Reagan, T. G. (2009). Language matters: Reflections on educational linguistics. Information Age Publishing Inc.
  • Rowland, L., & Murray, N. (2020). Finding their feet: Lecturers’ and students’ perceptions of English as a medium of instruction in a recently-implemented Master's programme at an Italian university. Journal of Multilingual and Multicultural Development, 41(3), 232-245.
  • Sav, A., Yeğen, B. Ç., Fak, A. S. & İskit, S. (2003). Tıp eğitiminde dil tartışması. Üniversite Toplum Dergisi, 3(2), 4.
  • Shohamy, E. (2013). A critical perspective on the use of English as a medium of instruction at universities. In A. Doiz, D. Lasagabaster & J. M. Sierra (Eds.), English-medium instruction at universities (pp. 3-25). Short Run Press.
  • Simbolon, N. E., Oliver, R., & Mercieca, P. (2020). Lecturers’ perceptions of English Medium Instruction (EMI) practice at a university in Indonesia. Pertanika Journal Social Sciences & Humanities, 28(2), 1065-1081.
  • Sinanoğlu, O. (2000). Bye bye Türkçe. Otopsi Yayınevi.
  • Somer, S. (2001). The role of English medium instruction in engineering and architecture courses at Anadolu University [Unpublished master’s thesis]. Bilkent University.
  • Tarhan, Ş. (2003). Perceptions of students, teachers and parents regarding English medium instruction at secondary education [Unpublished doctoral disertation]. Middle East Technical University.
  • Tosun, C. (2006). Yabancı dille eğitim sorunu. Journal of Language and Linguistic Studies, 2(1), 28-42.
  • Van Leeuwen, C. (2004). Multilingual universities in Europe: Models and realities. In R. Wilkinson (Ed.), Integrating content and language: Meeting the challenge of a multilingual higher education (pp. 576-584). Universitaire Pers Maastricht.
  • Wächter, B., & Maiworm, F. (2008). English-taught programmes in European higher education: The picture in 2007. Lemmens.
  • Zorlu, E. (1991). Teknoloji derslerinde salt yabancı dille ve ana dil desteğinde yabancı dille eğitim gören öğrencilerin bilişsel alanlarda erişileri ve yeni öğrenilen davranışların kalıcılığı yönünden değerlendirilmesi [Unpublished doctoral dissertation]. Hacettepe University.

ENGLISH AS A MEDIUM OF INSTRUCTION: FROM ACADEMIC STAFF’S PERSPECTIVE

Year 2021, Volume: 21 Issue: 4, 1230 - 1244, 15.12.2021
https://doi.org/10.17240/aibuefd.2021..-577202

Abstract

This study reveals Turkish academic staff’s opinions about English as a medium of instruction at the university level. A survey was given to 30 participants whose titles ranged from research assistants to associate professors working at different universities. In the study, the academic staff’s opinions about the benefits of EMI from global aspects, its effects on learning and teaching processes, its impact on the national identity, language, and development, and also the discrepancy between the language of instruction and work-life were examined. Additionally, the study reveals the differences in the academic staff’s opinions depending on gender, title, medium of instruction in education, and working in private or public institutions. The data were analyzed by quantitative methods. The findings showed a) a difference between male and female participants in their opinions regarding the effect of EMI on national concepts such as national language, identity; b) that the participants educated in EMI were more positive about the benefits of EMI for its global aspects and its effects on learning and teaching processes; c) that the participants’opinons differed from each other in national concepts as well as learning and teaching processes when the titles were analyzed; d) that the participants agreed on the possibility of a mismatch between the workplace and school due to the language of instruction e) and finally a difference between academic staff working in state institutions and private institutions revealing the academic staff in state institutions were more positive about the impact of EMI on learning and teaching processes.

References

  • Arkın, İ. E. (2013). English-medium instruction in higher education: A case study in a Turkish university context [Unpublished Doctoral Dissertation]. East Mediterranean University, Northern Cyprus.
  • Aydın, Ö., Bilgen, S., Çıkrıkçı, S., Ergenç, İ., Müftüoğlu, G. & Yücel, M. (2004). Yabancı dille yapılan eğitimin anadili becerileri üzerindeki etkisi. Bilim ve Ütopya, 119, 46-47.
  • Başıbek, N., Dolmacı, M., Cengiz, B. C., Bür, B., Dilek, Y., & Kara, B. (2014). Lecturers’ perceptions of English medium instruction at engineering departments of higher education: A study on partial English medium instruction at some state universities in Turkey. Procedia-Social and Behavioral Sciences, 116, 1819-1825.
  • Björkman, B. (2008). So where we are: Spoken lingua franca English at a Swedish technical university. English Today, 24(2), 11-17.
  • Bozdoğan, D., & Karlıdağ, B. (2013). A case of CLIL practice in the Turkish context: Lending an ear to students. Asian EFL Journal, 15(4), 89-110.
  • Brown, J. D. (2001). Using surveys in language programs. Cambridge University Press.
  • Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39(1), 1–14.
  • Çelebi, M. D. (2006). Türkiye’de anadili eğitimi ve yabancı dil öğretimi. Sosyal Bilimler Enstitüsü Dergisi, 21, 285-307.
  • Çekiç, H. (1992). Attitudes of Turkish youth towards English language. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 301-311.
  • Demircan, Ö. (1988). Dünden bugüne Türkiye’de yabancı dil. Remzi Kitabevi.
  • Dearden, J., & Macaro, E. (2016). Higher Education teachers’ attitudes towards English medium instruction: A three-country comparison. Studies in Second Language Learning and Teaching, 6(3), 455-486.
  • Doğançay-Aktuna, S. (2010). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24-39.
  • Floris, F. D. (2014). Learning subject matter through English as the medium of instruction: Students’ and teachers’ perspectives. Asian Englishes, 16(1), 47-59.
  • Flowerdew, J., Li, D., & Miller, L. (1998), Attitudes towards English and Cantonese among Hong Kong Chinese university lecturers. TESOL Quarterly, 32, 201–231.
  • Hasol, D. (1999, December 6). Öğretimde Türkçeden kaçış. Cumhuriyet Gazetesi.
  • Hellekjaer, G. O., & Westergaard, M. (2003). An exploratory survey of content learning through English at Nordic Universities. In C. Van Leeuwen & R. Wilkinson (Eds.), Multilingual approaches in university education: Challenges and practices (pp. 65-80). Valkhof Pers.
  • Jensen, C., & Thøgersen, J. (2011). Danish university lecturers’ attitudes towards English as the medium of instruction. Ibèrica, 22, 13-34.
  • Karakaş, A. (2013). The expansion of English language across Turkey: Threat or opportunity. Mediterranean Journal of Humanities, 3(2), 159-171.
  • Kavcar, C. (1998). Türkçe eğitimi ve sorunlar. Ankara Üniversitesi TÖMER Dil Dergisi, 65, 5-17.
  • Kılıçkaya, F. (2006). Instructors’ attitudes towards English-medium instruction in Turkey. Humanising Language Teaching, 8(6), 1-16.
  • Lo, Y., & Macaro, E. (2011). The medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools. International Journal of Bilingual Education and Bilingualism, 15(1), 29-52.
  • Lund, T. (2012). Combining qualitative and quantitative approaches: Some arguments for mixed methods research. Scandinavian Journal of Educational Research, 56(2), 155-165.
  • Margić, B. D., & Vodopija-Krstanović, I. (2018). Language development for English-medium instruction: Teachers’ perceptions, reflections and learning. Journal of Academic Purposes, 35, 31-41.
  • Ölçü, Z., & Eröz-Tuğa, B. (2013). Attitudes of university faculty towards English-medium instruction in Turkey. Çankaya University Journal of Humanities and Social Sciences, 10(2), 185-200.
  • Ören, T. (2012). Bilim dili olarak Türkçe ve Türkçe bilinci. Anahtar-Bilim, Sanayi ve Teknoloji Bakanlığı Dergisi, 25(296), 22-27.
  • Reagan, T. G. (2009). Language matters: Reflections on educational linguistics. Information Age Publishing Inc.
  • Rowland, L., & Murray, N. (2020). Finding their feet: Lecturers’ and students’ perceptions of English as a medium of instruction in a recently-implemented Master's programme at an Italian university. Journal of Multilingual and Multicultural Development, 41(3), 232-245.
  • Sav, A., Yeğen, B. Ç., Fak, A. S. & İskit, S. (2003). Tıp eğitiminde dil tartışması. Üniversite Toplum Dergisi, 3(2), 4.
  • Shohamy, E. (2013). A critical perspective on the use of English as a medium of instruction at universities. In A. Doiz, D. Lasagabaster & J. M. Sierra (Eds.), English-medium instruction at universities (pp. 3-25). Short Run Press.
  • Simbolon, N. E., Oliver, R., & Mercieca, P. (2020). Lecturers’ perceptions of English Medium Instruction (EMI) practice at a university in Indonesia. Pertanika Journal Social Sciences & Humanities, 28(2), 1065-1081.
  • Sinanoğlu, O. (2000). Bye bye Türkçe. Otopsi Yayınevi.
  • Somer, S. (2001). The role of English medium instruction in engineering and architecture courses at Anadolu University [Unpublished master’s thesis]. Bilkent University.
  • Tarhan, Ş. (2003). Perceptions of students, teachers and parents regarding English medium instruction at secondary education [Unpublished doctoral disertation]. Middle East Technical University.
  • Tosun, C. (2006). Yabancı dille eğitim sorunu. Journal of Language and Linguistic Studies, 2(1), 28-42.
  • Van Leeuwen, C. (2004). Multilingual universities in Europe: Models and realities. In R. Wilkinson (Ed.), Integrating content and language: Meeting the challenge of a multilingual higher education (pp. 576-584). Universitaire Pers Maastricht.
  • Wächter, B., & Maiworm, F. (2008). English-taught programmes in European higher education: The picture in 2007. Lemmens.
  • Zorlu, E. (1991). Teknoloji derslerinde salt yabancı dille ve ana dil desteğinde yabancı dille eğitim gören öğrencilerin bilişsel alanlarda erişileri ve yeni öğrenilen davranışların kalıcılığı yönünden değerlendirilmesi [Unpublished doctoral dissertation]. Hacettepe University.
There are 37 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Saliha Toscu 0000-0002-8179-5444

Publication Date December 15, 2021
Submission Date June 12, 2019
Published in Issue Year 2021 Volume: 21 Issue: 4

Cite

APA Toscu, S. (2021). ENGLISH AS A MEDIUM OF INSTRUCTION: FROM ACADEMIC STAFF’S PERSPECTIVE. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(4), 1230-1244. https://doi.org/10.17240/aibuefd.2021..-577202