English language teacher education in Turkey: policy vs academic standards

Abstract

This qualitative study examines curriculum frameworks in English language teacher education (ELTE) programs in Turkey in light of current second language (L2) teaching standards and research vs Turkey's Higher Education Council (HEC) mandates. It also investigates program directors' perceptions about the current situations of their programs with regards to those standards and mandates. Data include eight ELTE curricula (including both private and public and low and high-ranking schools), interviews with eight program directors, student admission test scores, and teacher education standard manuals. Results suggest that while the overwhelming majority of the programs offer a homogeneous curriculum with a similar number of credit-hour allocation and weighted coverage for each competency area in the curriculum, compared to international education standards for teachers of English to speakers of other languages (TESOL), these programs seem to exhibit several noticeable weaknesses concerning the language, culture, instruction, assessment and professionalism domains. In addition, program directors express concern with how adherence to mandates has restricted the quality of their teacher education programs.

Keywords:

• English language teacher education programs
• TESOL and NCATE standards
• Higher Education Council in Turkey

Notes on contributors

Dr Mahalingappa is an Assistant Professor in the M.S. Ed. in English as a Second Language Program at Duquesne University. Her research interests include first and second language acquisition, sociolinguistics, and L2 teacher education. She has conducted research on the bilingual language acquisition in marginalized language communities and teachers' beliefs about teaching linguistically and culturally diverse populations. She has taught English as a Second/Foreign language in the US, Turkey, and the Former Soviet Union.

Dr Polat is an Associate Professor in the M.S. Ed. in English as a Second Language Program at Duquesne University. His research interests include second/foreign language (L2) attainment and teaching and L2 teacher education. He has articles in numerous journals including Language Learning & Technology, Linguistics and Education, Teaching Education, Foreign Language Annals, Language Learning Journal, System, Critical Inquiry in Language Studies, International Journal of Educational Research, and Journal of Language, Identity, and Education.