English Language Teachers Implementation of Curriculum with Action Oriented Approach in Turkish Primary Education Classrooms

2016-04-01
Yeni Palabıyık, Pınar
Daloğlu, Ayşegül
Show full item record
210
views
0
downloads
The aim of the study is to explore English language teachers' implementation of a curriculum innovation with an actionoriented approach in the context of teaching English to very young learners in Turkish primary schools. As a part of exploratory case study design, data from multiple sources were gathered in the form of observational field notes, followup interviews and document analysis. Findings indicated a variation in teachers' instructional practices ranging from traditional to constructivist. Even if factors such as presence of instructional materials and facilities of the school influenced the implementation, this study indicated that the teacher is the main factor in effective delivery of any imposed change. Besides, the positive influence of proficiency in subject-matter knowledge and curricular knowledge to achieve coherence between the intended and delivered curriculum was revealed. The results showed that providing an ongoing support and including teachers in the process of curriculum development helped to promote the effective implementation of the curriculum innovation
Curriculum implementation, Primary education, Teaching english to young learners, Action-oriented approach, Case study
https://hdl.handle.net/11511/73934
i-Manager's Journal on English Language Teaching
Department of Foreign Language Education, Article

Suggestions

Implementation of the New Eighth Grade English Language Curriculum from the Perspectives of Teachers and Students
Gunal, Ozge Donmez; Engin Demir, Cennet (2012-02-11)
This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NELC) and the challenges faced by them in the implementation process. The participants were 10 English language teachers and 73 8th grade students of public primary schools in analyzed through content analysis. It was revealed that NELC was not implemented effectively due to the lack of necessary materials, crowded classes, insufficient class hours, lack of gradual i...
English language teachers’ perceptions of differentiated instruction at a foundation school in Turkey: A case study
Tokatlı, Esma; Gündüz, Müge; Department of English Language Teaching (2022-12)
Process of learning a new language can be a challenging journey shaped by various differences students bring into the classrooms. This situation can pave the way for adopting the differentiated instruction approach. Since teachers are the ones managing the process of differentiated instruction, they hold a significant place as stakeholders. Therefore, this case study aims to investigate the ways the instruction is differentiated in English lessons in a private middle school in Ankara and how the teachers pe...
EFL student and instructor perceptions of pair and group work speaking activities: a case study at a state university in Turkey
İlkyaz Akın, İnci Nur; Savaş, Perihan; Department of English Literature (2018)
The aim of this study was to investigate the perceptions of English preparatory school students and their language instructors of the implication of pair and group work speaking activities in English as a Foreign Language (EFL) classes. The study was conducted as a case study with 496 English as a foreign language (EFL) students and nine instructors of English language in the preparatory school of a state university in Ankara, Turkey. The data for this study were collected through a questionnaire administer...
Implementation of the new eighth grade english language curriculum from the perspectives of teachers and students
Dönmez, Özge; Engin Demir, Cennet; Department of Educational Sciences (2010)
This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NEC) in public primary schools and the challenges and/or problems faced by the teachers and students in the implementation process. This qualitative study was conducted in 9 public primary schools in Polatlı town of Ankara. A total of 10 English language teachers and 73 8th grade students participated in the study. The data were collected through in-depth interviews ...
EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes
Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014)
The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
Citation Formats
P. Yeni Palabıyık and A. Daloğlu, “English Language Teachers Implementation of Curriculum with Action Oriented Approach in Turkish Primary Education Classrooms,” i-Manager’s Journal on English Language Teaching, pp. 45–57, 2016, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/73934.
METU IIS - Integrated Information Service open@metu.edu.tr