Transcript PowerPoint Sunusu

CURRICULUM DEVELOPMENT
IN TEACHING TURKISH AS A
SECOND LANGUAGE
Özay KARADAĞ, Ph.D.
Düzce University Education Faculty
Present Situation in Teaching
Turkish as a Second Language

There isn’t any complete and qualified
curriculum prepared for teaching Turkish as
a second language.

Present teaching activities are made by
adapting teaching materials and programs
prepared for teaching English into teaching
Turkish as a second language.
In recent years, Common European Framework of
Reference for Languages: Learning, Teaching,
Assesment is the frame of reference for Turkish
Educational Centers.
 “ Educational system is parallel to Language criteria
and levels of European Community” says the web
page of Yunus Emre Institute of Turkish Educational
Center. (http://yee.org.tr/turkiye/tr/yetem/turkce-kurslari-2)
 In presentation of “New Hittits, Turkish For
Foreigners” sets, Ankara University TOMER
explains that “profeciency and experience of TOMER
over 20 years; which is the center of Turkish and
foreign language practises and research in Ankara
University, is a product of combining itself with
contemporary language teaching measures of
European community.”(http://tomer.ankara.edu.tr)

In web pages of institutes which give
Turkish language education to foreigners,
any secondary language teaching curriculum
which is prepared according to “Common
European Framework of Reference for
Languages.”
 It cannot be claimed that there is a common
approch to teaching Turkish to foreigners.
 Kara (2011) prepared, in accordance with
Common European Framework of reference
for Languages, a “Turkish Educational
Curriculum in A1-A2 Levels for Foreigners
who are learning Turkish.”


Solution:“A Curriculumbased on “Common
European Framework of reference for
Languages for Teaching Turkish.”

It is necessary that a need analysis be done in
order to prepare this curriculum.

Needs analyses in academic level are very
limited to teaching Turkish as a second
language.

These are avaliable studies:

Balçıkanlı, C. (2010). A Study on needs analysis of
learners of Turkish language. Sino-US English
Teaching, 7(1).

It is done in order to gather information on the needs of students
learning Turkish in European Study Center in Florida University. It
gives a general viewpoint and doesn’t have any detailed information
about the subject matter, as it based on only viewpoints of nine
participants .

Çalışkan, N. ve Bayraktar, S. (2012). A Need
Analysis About Teaching Turkish To Foreigners:
An Example from Yunus Emre Turkish Culture
Center in Cairo. VII. International Turkish
Language Congress, 24-28th September, Ankara.

In the research, data is gathered from language learning needs of 146
students from different learning courses based on 11 questions which
have a sociolinguistic quality.
Koçer, Ö. (2013).The first step of curriculum
development: A need and situation analysis in Turkish
Education as a foreign language. Eğitim ve Bilim, 38(169),
159-174.
In Turkish Education Center (TOMER), the variability of YDT students’ needs
are explored in the light of data gathered from the observations about 40 youngadult students who are learning Turkish (YDT), and answers of students given
to open-ended questions and results of a review between two teachers of YDT.
Çalışkan, N. & Çangal, Ö. (2013). Language need analysis
in teaching Turkish to foreigners: An example of Bosnia
and Herzegovina. Abant İzzet Baysal Üniversitesi Eğitim
Fakültesi Dergisi, 13(2), 310-334.
It is done by reaching 168 students who are learning Turkish in two sections in
Yunus Emre Culture Center in Bosnia and Herzegovina. A questionnaire which
was adapted from the study called Japanese Language Need Analysis Iwai
(1998), and consisted of two parts is used. Turkish learning needs of students
were grouped under four sections which are: trade, education and business
opportunity, personal needs and interests, and communication in classrooms.
Curriculum Development in Language Teaching
(Richards, 2001)
A. The origins of language curriculum
development.
Language curriculum development deals with
the following questions:
1. What procedures can be used to determine
the content of a language program?
2. What are learners’ needs?
3. How can learners’ needs be determined?
4. What contextual factors need to be
concidered in planning a language program?
5. What is the nature of aims and objectives in
teaching and how can these be developed?
6. What factors are involved in planning the
syllabus and the units of organization in a
course?
7. How can good teaching be provided in a
program?
8. What issues are involved in selecting,
adapting and designing instructional materials?
9. How can one measure the effectiveness of
language program?
Vocabulary selection.
 Grammar selection and gradation.
 Assumptions underlying early approaches to
syllabus design

B. From syllabus design to curriculum
development
 The quest for new methods
 Changing needs for foreign languages in
Europe and the world
III. Need Analysis
 What is The Purpose of Need Analysis?
 What Are The Needs?
 What Is the Target Population?
IV. Situation Analysis
 Social Factors
 Institutional Factors
 Student Factors
 Adaption Factors
V. Target and Planning Learning Outcomes
 The Ideology of Curriculum
 Determining Outcomes of Curriculum
VI. Course Planning and Designing Syllabus
 Explanation of the Course
 Identifying Entry and Exit Levels
 Choosing Course Content
 Determining Course Scope and Sequence
 Planning Course Structure
VII. Providing Effective Teaching
 Institute
 Teachers
 Teaching and Learning Process
VIII. Role and Description Of Instructional
Materials
 Created Materials Versus Authentic Ones
 Textbooks
 Evaluating Textbooks
 Adapting Textbooks
 Preparing materials for a Syllabus
 Managing Production/Creation of Material
 Monitoring Usage of Materials
IX. Evaluation Approaches
 Evaluation Purposes
-Formative Evaluation
-Enlightening Evaluation
-Summative Evaluation
 Procedures Used In Conducting Evaluation
How Can A Short-Term Course Be Built For
Students Who Have Inadequency In Turkish?
Description of Matter:
-Some of the students who are at primary
grade don’t have adequete Turkish to succeed
in literacy education.
Limitations:
-Turkish preparatorycourses or elementary
literacy education; which will be given to the
students who have inadequency in Turkish,
should be a short-term and effective. The
period and effectiveness of these courses are
necessary for equality of opportunity.

NEED ANLYSIS
What Is Target Population?
-Primary grade students who don’t know
Turkish and/or don’t have enough Turkish for
primary grade.
*What is the distribution of students on cities and
schools?
*What are the level differences among students?
*What level some students are at in Turkish
vocabulary?
*Which words should be primarily taught to these
children?
*Which grammatical features should be acquired
functionally?
What Are Needs of Target Population?
 How Can the Needs of Target Population Be
Determined?
-It is difficult to determined the needs in
such a situation. For this reason, need analysis
should be done by sociolinguistic model of
Munby (1978). This model bases on gathering
data about students rather than gathering data
from students. Solution of sociolinguistic
variables can be done by this model.

SITUATION ANALYSIS

Turkish limitations of students can depend on
many variables. For this reason, in designing
and planning Turkish preparation programs
for these students, external factors should be
taken into consideration as well.

Richards (2001:91) suggests that situation
analysis; which means analysis of external
factors, should be done in developing
mentioned syllabus.
Social Activities
*Family types *Family perception about child and
childhood
*Meanings attributed to children in family
*Economical Conditions
 Institutional Factors
*Ministry *National Education Management
*School Managements *Inspectors
 Teacher factors
*Teachers’ Tendencies Towards Assumed Syllabus
 Student factors
 Adaption Factors

Aims And Planning Learning
Outcomes
Ideology of syllabus
*Equality of opportunity –providing all
students in the country having education right.

Determining outcomes of syllabus
*Determining outcomes which will be gained
with this syllabus

Course Planning And Designing syllabus

Explanation of the course

Identifying entry and exit levels

Choosing course content

Determining scope and squence of course

Planning course structure
Providing Effective Teaching
Institution
*Institutional factors in applying syllabus

Teachers
*Teachers training in order to make syllabus
effective

Teaching and learning process
*Monitoring teaching and learning process in
applying syllabus.

Designing Instructional Materials
Preparing materials for new syllabus
 Conducting material creation/writing
*Experienced teachers should be necessarily
added into this process.
 Textbooks
 Evaluating textbooks
 Adapting textbooks
 Monitoring material usages

EVALUATION
Evaluating the outcomes of syllabus
 Evaluative approaches
*Formative evaluation
*Enlightening evaluation
*Summative evaluation.
