TEACHING FOREIGN LANGUAGE IN TURKEY

The New Education System ( 4+4+4) in Turkey In March 2012 the Grand National Assembly passed new legislation on primary and secondary education usually termed as "4+4+4" (4 years primary education, first level, 4 years primary education, second level and 4 years secondary education). Children will begin their primary education in when they are sixty nine( 69) months old and will come to a close during the school year in which students turn 14 years old.

Foreign Languages In Turkey the most common foreign language is English to keep up with the demands of globalization, international trade and academia.

In public schools, English is taught from 2 nd grade (age 7) onwards through to the end of high school. In 2nd and 3 rd grade classes, English Lesson is taught for 2 hours in a week. In 4th and 5 th and 6th grade classes, it is taught for 3 hours in a week.

From 2 nd grade classes to 6 th grade classes, the main target is listening and speaking. Therefore, lessons which are enriched with audio visual materials and game based activities are planned. Thus, reading and writing tasks at the lower grade levels are limited In 7nd and 8 th grade classes, students have 4 hours English lessons in a week.

In high school, English lesson hours shows differences according to the school types.In Anatolian High Schools, which students can enter after an exam, English lessons are 10 hours in a week and additionally some schools have extra 2 hours video lessons. However, in normal high schools, English lessons are only 3 hours in a week.

Furthermore, a second foreign language is introduced in high schools, German or French.

However the number of lessons given in public schools is minimal compared to private schools, which begin teaching English in kindergarten, have two or three times as many English lessons in the timetable, and in many cases employ native speakers of English as teachers.

As a result of the poor standards achieved by the public system many students take an intensive English language "prep year" when entering university. These are offered by both state and private universities throughout Turkey.

Turkish Ministery of National Education (MEB) and Higher Education Council (YOK) has decided to reform the curriculums of English Language Teaching.

They emhasizes the importance of altering the pedagogical approach to make it more communicative and learner centered. They have realized the value of the communicative approach to language learning and teachers are expected to do pair and group work and meaning focused activities.

The communicative approach entails use of the target language not only as an object of study,but as a means of interacting with others;the focus is not necessarily on grammatical structures and linguistic functions, but on authentic use of the language in an interactive context in order to generate real meaning

Our language learning environment is characterized by the following communicative features: Communication is carried out in English as much as possible. Communication is focused on the creation of real meaning. Students listen and speak just as they would in a target language community

Students are continuously exposed to English through audio and visual materials. Enjoyment of language learning is fostered through activities such as arts and crafts, TPR, and drama. L1 usage is not prohibited or discouraged, but it should be employed only as necessary (i.e., for giving complex instructions or explaining difficult concepts). Students are supported and guided by smiling teachers who “understand” what they are saying. Teachers are present in the classroom mainly for communicating in English (and, if necessary, in Turkish).

The focus of learning is on deepening communication, rather than on completing curricular items within a given period of time. Errors are not addressed during communication, so as not to disrupt the flow; problem areas are noted by the teacher and addressed at a later time through practice and reinforcement. Students frequently encounter materials that have previously been covered in order to reinforce what they already know. Students develop high motivation for learning by completing challenging, yet achievable activities.

GenresStages 1 and 2 Material Types Stage 3 Material Types Narrative Materials Cartoons Chants and Songs Fables Fairy Tales Poems Rhymes Stories Biographical Texts Diaries/Journal Entries Humorous encounters Jokes Personal Narratives Plays Tongue Twisters Informative Materials Advertisements Captions Charts Coupons Instructions Lists Menus Notices Picture Dictionaries Posters Products (Labels, Boxes) Signs Tables Brochures Catalogues Dictionaries Maps News reports Recipes Weather Reports TV Programs/News Radio Recordings Podcasts Children’sEncyclopedias Questionnaires and Surveys Interactive Materials Cards Conversations Illustrations Notes, Memos, and Messages Postcards s Formal Letters Personal Letters Phone Conversations

Suggested Assessment Types for All Stages Project and portfolio evaluation (Student- teacher cooperation) Pen and paper tests (Including listening and speaking skills) Teacher observation and evaluation Self-and peer evaluation

Europian Union Education and Youth Programmes in Turkey

Lifelong Learning Programmes Youth in Action programme

Lifelong Learning Programmes: education and training opportunities for all The European Commission’s Lifelong Learning Programme enables people at all stages of their lives to take part in stimulating learning experiences, as well as helping to develop the education and training sector across Europe.

There are four sub-programmes which fund projects at different levels of education and training: Comenius for schools Erasmus for higher education Leonardo da Vinci for vocational education and training Grundtvig for adult education

Comenius Programme: Europe in the classroom The Comenius Programme focuses on all levels of school education, from pre-school and primary to secondary schools. It is relevant for everyone involved in school education: mainly pupils and teachers but also local authorities, representatives of parents’ associations, non- government organisations, teacher training institutes and universities.

The Erasmus Programme – studying in Europe and more Celebrating its 25th anniversary in 2012, ERASMUS is the most successful student exchange programme in the world. Each year, more than students study abroad thanks to the Erasmus programme. It also offers the opportunity for student placements in enterprises, university staff teaching and training, and it funds co-operation projects between higher education institutions across Europe.

Leonardo da Vinci programme The Leonardo da Vinci Programme funds practical projects in the field of vocational education and training. Initiatives range from those giving individuals work-related training abroad to large-scale co-operation efforts.

Grundtvig: practical learning for adults The Grundtvig programme focuses on the teaching and study needs of learners taking adult education and ‘alternative’ education courses, as well as the organisations delivering these services. It aims to help develop the adult education sector, as well as enable more people to undertake learning experiences, notably in other European countries.

Youth in Action programme: Mobilising the potential of young Europeans Youth in Action is the EU Programme for young people aged (in some cases 13-30). It aims to inspire a sense of active citizenship, solidarity and tolerance among young Europeans and to involve them in shaping the Union's future. For more information visit

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