ING3103 Teaching English Language Skills Prof. Dr. Amanda YEŞİLBURSA
TEACHING ENGLISH IN THE 21ST
CENTURY
WHERE DO PROSPECTIVE TEACHERS STAND IN THE FUTURE IMAGE OF ELT IN
TURKEY?
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
WHAT IS THE BIG PICTURE?
MoNE ENGLISH
LANGUAGE
TEACHING
PROGRAMMES
GLOBAL
EXPECTATIONS
ENGLISH AS AN
INTERNATIONAL
LANGUAGE
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
Constantly developing «teaching
knowledge base»
21st Century
Skills (Global
Skills)
Increasingly diverse classrooms
EXPECTATIONS FROM ENGLISH TEACHERS
Parental demands
Rapidly changing educational systems
Van Damme (2017)
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
Linguistic, functional, cultural diversity of
English in the 21st Century
The move away from «native-speaker
norms»;
English is not separate from other
languages
Does «EFL» really exist anymore?
Issues of «ownership» - rethinking
Kachru’s (1988) circles
CEFR
Preparing students as «competent users» of EIL in order «to connect with English users
from various linguistic and cultural backgrounds» (Matsuda, 2018, p. 25).
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
4+4+4 (2013,
2014)
English as an
International
Language
Communicative approach first
introduced in 1998.
CEFR
Communicative
competence
Further developed in 2006 – adapted to
EU standards, theoretical basis, teaching
English to Young Learners, and
Adolescents
Integrated
skills
21st Century
Skills
Kırkgöz, 2007; Kırkgöz, Çelik,
& Arıkan, 2016
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
Fatma Nur YANGIN, Trabzon University
ELT Year 4 student
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
THE KEY ROLE OF THE TEACHER
PROGRAMME
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
WHAT CAN A PROSPECTIVE ENGLISH LANGUAGE TEACHER DO?
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
TEACHER COMPETENCIES
• TEACHER EDUCATION PROVIDES OPPORTUNITIES TO DEVELOP COGNITIVE
CHARACTERISTICS:
• CONTENT KNOWLEDGE (ENGLISH LANGUAGE PROFICIENCY);
• PEDAGOGICAL CONTENT KNOWLEDGE (e.g., TEACHING YOUNG
LEARNERS, TEACHING ENGLISH LANGUAGE SKILLS);
• GENERAL PEDAGOGICAL KNOWLEDGE (e.g., CLASSROOM MANAGEMENT)
• GENERAL KNOWLEDGE (e.g., MEDIA LITERACY)
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
TEACHER COMPETENCIES
• BUT AFFECTIVE-MOTIVATIONAL CHARACTERISTICS ARE ALSO IMPORTANT:
• BELIEFS ABOUT:
• CONTENT
• LEARNING
• TEACHING
• CAREER MOTIVATION
• PERSONALITY
• ANXIETY
• WELL-BEING
PROFESSIONAL
IDENTITY
FORMATION
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
IT’S UP TO YOU…
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
ARE YOU READY TO TAKE YOUR PLACE?
ING3103 Teaching Language Skills Prof. Dr. Amanda YEŞİLBURSA
REFERENCES
• Blömeke, S. (2017). Modelling teachers’ professional competence as a mutli-dimensional construct. In Guerriero,
S. (ed.)
• Guerriero, S. (ed.) (2017). Teachers’ pedagogical knowledge and the teaching profession. Paris: OECD Publishing.
http://dx.doi.org/10.1787/9789264270695-en
• Kirkgoz,Y. 2007. “English Language Teaching in Turkey: Policy Changes and Their Implementations.” RELC Journal
38: 216-228. https://doi.org/10.1177/0033688207079696
• Kirkgoz,Y., Celik, S., and Arikan, A. 2016. Laying the theoretical and practical foundations for a new elementary
English curriculum in Turkey: A procedural analysis. Kastamonu Journal of Education 24 (3): 1199-1212.
• Matsuda, A. (2018). Is teaching English as an international language all about being politically correct? RELC
Journal, 49(1), 24-35. https://journals.sagepub.com/doi/10.1177/0033688217753489
• Van Damme, D. (2017). Foreword. In Guerriero, S. (ed.)