Old Wine in a New Bottle: Implementation of Intensive Language Program in the 5th Grade in Turkey

Abstract

In search of ways to better the foreign language proficiency levels of their citizens, governments frequently announce macro foreign language policies. In Turkey, the latest education reform in 2013 lowered the onset of foreign language learning to the second grade. The piloting of the latest foreign language policy is in progress to transform the fifth grade to an English Language Preparation Program (ELPP). In line with the current changes, this study collects the secondary school English language teachers' opinions at the initial stage of the implementation. This qualitative case study questions the advantages, disadvantages, success and possible challenges of the implementation, and the necessary support mechanisms. The secondary school English language teachers reflect on their past experiences of intensive language programs and hold an overall positive approach to the new ELLP implementation. All in all, to achieve success, the findings highlight the need for teacher training on teaching English to young learners, for a sound integration of communicative language teaching with authentic materials.

Türkiye’de Yabancı Dil Ağırlıklı Beşinci Sınıf İngilizce Dersi Öğretim Programının Uygulanması: Nitel Bir Değerlendirme

“…Common programs reported at the end of the study were the lack of materials, the classroom environment, the insufficient curriculum, and the lack of professional guidance for teachers. Consistent with the literature (Aksoy et al, 2018;Erdem & Yücel-Toy, 2017), the teachers experienced issues because of classroom sizes and a lack of suitable materials. Similarly, Aksoy and colleagues (2018) have stated that the lack of adequate program materials was a disadvantage of the process since teachers had to improve their materials during the year, a task that proved highly timeconsuming and challenging for them.…”

“…Similarly, Aksoy and colleagues (2018) have stated that the lack of adequate program materials was a disadvantage of the process since teachers had to improve their materials during the year, a task that proved highly timeconsuming and challenging for them. Another disadvantage of the program was the inadequacy of the current curriculum both Aksoy et al (2018) and this study have indicated that the curriculum presented problems for teachers. Similar findings might be due to the heavy and confusing program curriculum.…”

“…As for the related literature in this field, since the current reform is a new procedure in Turkey, there is limited research on the needs and implementation of this system (e.g., Aksoy, Bozdoğan, Akbaş, & Seferoğlu, 2018;Dilekli, 2018;Erdem & Yücel-Toy, 2017). According to recent research on the needs associated with the foreign language-oriented fifth-grade English language teaching curriculum, Erdem and Yücel-Toy (2017) have reported problems based on the size of classes, the lack of a prepared curriculum, and the lack of a coursebook.…”

“…This study aims to identify English teachers' viewpoints regarding the practical aspects of the English curriculum for foreign language-oriented fifth-grade students as reflected in the current system. The main motivations for studying English language teachers in this context are that EFL teachers' experienced difficulties while teaching young learners and that teaching English to young learners requires specific pedagogical skills, knowledge of teaching methods, the effective use of materials, an understanding of individual differences, and collaborative learning (e.g., Aksoy et al;2018;Bayyurt, 2012;Haznedar, 2003Haznedar, , 2012Kırkgöz et al, 2016). Therefore, correctly identifying the ideas and suggestions of participating EFL teachers could allow researchers and the MoNE to easily and effectively overcome the problems regarding this innovation.…”

An Analysis of Foreign Language Oriented Fifth Grade English Curriculum: Opinions of Students, Teachers and Administrators

“…In this context, there have been some studies to examine the voluntary practices before the publication of a curriculum for foreign language oriented education in fifth grades from various perspectives (Gür, Yurdakul & Çelik, 2016;Özkan et al, 2018;Erdem & Yücel-Toy, 2017) and the practices and the curriculum of the pilot study process started in 2017-2018 school year (Aksoy, Bozdoğan, Akbaş & Seferoğlu, 2018;Canlıer & Bümen, 2018;Dilekli, 2018;Dinçer & Koç, 2020;Kambur, 2018;Kaya, 2019;Kayabaşı & Köse, 2019). Most of these studies were conducted by examining the opinions of teachers (Aksoy et al, 2018;Erdem & Yücel-Toy, 2017;Dilekli, 2018;Dinçer & Koç, 2019;Kambur, 2018;Özkan et al, 2018); with a limited number of studies with students (Erdem & Yücel-Toy, 2017;Kaya, 2019) and school administrators (Kayabaşı & Köse, 2019). Taking the opinions of students and administrators, two of the most important stakeholders of the curriculum, within the scope of this program is at least as valuable as the opinions of the teachers.…”