English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries...

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Bibliographic Details
Published inInternational education studies Vol. 10; no. 4; pp. 18 - 30
Main Authors Gursoy, Esim, Korkmaz, Sule C, Damar, Ebru A
Format Journal Article
LanguageEnglish
Published Canadian Center of Science and Education 30.03.2017
Subjects
Comparative Analysis
Educational Change
Educational Policy
English (Second Language)
Foreign Countries
Language Teachers
Questionnaires
Second Language Instruction
Stakeholders
Statistical Analysis
Student Teacher Attitudes
Teacher Attitudes
Teaching Methods
Time Factors (Learning)
Turkey
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Summary:Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries has changed its educational policy in 2012 and launched the new English Language Teaching Program for grades 2-8 in 2013. Along with many changes, the new system offers EFL in the second grade. The present study not only aims to investigate the views of prospective ELT teachers towards this change, but also to compare their views with those of trainers, and English teachers who were investigated in the earlier phases of the study. The results indicate that although all three groups of participants favor an earlier start in foreign language education, there are significant differences between groups in terms of the appropriate starting time and teaching methodologies used. Teachers were indecisive as they favored both the first and second tiers to introduce a foreign language. The results have implications for policy makers, teachers, teacher trainers, and prospective teachers.
ISSN:1913-9020
DOI:10.5539/ies.v10n4p18