İngilizce'ın genç öğrencileri daha fazlasını hak ediyor

Ehsan Gorji
Ehsan Gorji
Elinde bir mum boya ile sınıfta gülümseyen küçük bir çocuk.
Okuma zamanı: 3 dakikadır.

8-9 yaş arası İngilizce dil öğrencilerinden oluşan ve sevdikleri dinamik bir öğretmen tarafından öğretilen bir sınıf hayal edin. Genç öğrenciler, Yabancı Dil (EFL) olarak İngilizce öğrenmek için haftada üç kez iki saat birlikte otururlar. Sınıfa yanlarında getirdikleri hava, dinamik öğretmen ve ders planlarında geliştirdiği yaratıcılık harika.

Genç öğrencilere EFL öğretme eğilimlerini gözlemliyorum ve okul yöneticilerinin, müfredat oluşturucuların, öğretmenlerin, velilerin ve öğrencilerin hepsinin bu görüntüden memnun olduğu benim için açık... "Yaşasın! Genç öğrenciler, Yabancı Dilolarak İngilizce öğrenmek için haftada üç kez iki saat birlikte otururlar. Ve öğretmen sınıfı yönetebiliyor. Bravo!" Ama bu yeterli mi?

Odaklanma eksikliÄŸine ne sebep olur?

Her şey ders kitaplarıyla başlar. Genç öğrenciler için bir ders kitabı alır ve 'Kapsam ve Sıra' sayfalarına göz atarsanız, her ünitede dil girdisinin bütünsel tanımlarını göreceksiniz. Okul yetkilileri daha sonra ders kitabına dayalı bir kurs tasarlarlar ve kartopu etkisi gerçekleşir, bu sayede tam olarak neye odaklanacaklarına dair belirli ayrıntılar olmadan bir kurs tasarlarlar.

Şimdi sıra öğretmende. Yaratıcı ve dinamik öğretmen, genç öğrencilerin birlikte İngilizce öğrenebilecekleri mükemmel bir sınıf deneyimi sağlar. Ayrıca bir ev ödevi de veriyor: bir arkadaşınıza bir e-posta yazın ve ona son tatilinizden bahsedin.

Öğretmen e-postaları gözden geçirdiğinde, basit geçmiş zamanın hem olumlu hem de olumsuz biçimlerde birçok kullanımını bulduğunda gülümser. Daha sonra herkese teşekkür eden ve onları cömertçe öven bir e-posta hazırlar. Dilbilgisini pekiştirmek için diğer alıştırmaların PDF'sine bir bağlantı içerir (ertesi gün sınıfta, tamamlanan çalışma notlarını gözden geçireceklerdir).

Bu çalışkan öğretmen, tarzını dijital okuryazarlıkla harmanlamaya çalışıyor ve yol boyunca yaratıcılığı uyguluyor. Sınıfında her şey mükemmel görünüyor ve düzenli olarak ebeveynlerden ona teşekkür eden e-postalar alıyor. Bununla birlikte, bazı sorular devam ediyor: Görev neydi? Öğrenme sonucu neydi? Hangi öğrenme hedefi takip edilmeliydi?

Görevi yeniden gözden geçirelim – bu sefer eleştirmen şapkamızla – ve bu sınıfta neler olduğunu analiz edelim. Genç öğrencilerin İngilizceöğrenmek için bir araya gelmeleri çok güzel ve öğretmen sınıfı başarılı bir şekilde yönetebiliyor ama tek başına eğlenmek ve rahatlamak yeterli değil. "Eğlence, kolaylık ve sonuçları" hedeflemeliyiz.*

*İngilizce'nın Genç Öğrenciler Değerlendirilmesi: Küresel ve Yerel Perspektifler, Dr. Marianne Nikolov, 2016.

Hangi önemli dinamikler göz önünde bulundurulmalı?

Verilen ev ödevi şöyle dedi: bir arkadaşınıza bir e-posta yazın ve ona son tatilinizden bahsedin. Ancak, gerçekte olan şey, bu görevden öğrencilerin basit geçmiş zaman cümleleri üretmedeki en iyi performansına geçişti. Öğretmenin odağından çıkan başka önemli dinamikler de var. Öğrenciler e-postalarına uygun şekilde başladılar mı? Üslup uygun muydu? Düşüncelerini cümleler ve paragraflar halinde düzenlemeye dikkat ettiler mi? Noktalama işaretleri doğru muydu? E-postalarını doğru şekilde bitirdiler mi?

Ders kitabı açık ve somut öğrenme hedefleriyle donatılmış olsaydı, ders yöneticileri çalışma müfredatlarını tasarlarken bunları kullanırdı ve öğretmen ders planlaması yaparken bunları kullanırdı. Sonuç olarak, öğrencinin biçimlendirici ve özetleyici ilerlemesi, bazılarının ortalamadan daha iyi yaptığı şeylere göre değil, bu ayrıntılı öğrenme hedeflerine göre değerlendirilecekti.

Öğrenme hedefleri görevlere nasıl uygulanabilir?

Global Scale of English (GSE) ile yayıncılar, kurs tasarımcıları, öğretmenler ve hatta ebeveynler yeni bir İngilizce dil öğretimi ve testi dünyasına erişebilirler. Bu küresel İngilizce dil standardı, genç öğrenciler için görevlere uygulanabilecek özel öğrenme hedefleri sağlar.

Örneğin, görevimiz için GSE aşağıdaki öğrenme hedeflerini önermektedir:

  • Tanıdık konular, verilen istemler veya bir model hakkında kısa, basit kiÅŸisel e-postalar / mektuplar yazabilir.
(GSE 40/A2+)
  • Basit, gayri resmi kiÅŸisel mesajlarda (örneÄŸin, kartpostallar veya e-postalar) uygun standart selamlama ve kapanışları kullanabilir. (GSE: 37/A2+)
  • Dil öğrenme parçalarını (öğrenme hedefleri, dilbilgisi ve kelime daÄŸarcığı) uygulayarak ve her birinin baÅŸarması gereken baÅŸarılabilir görevi belirleyerek, öğretme ve test etme daha somut, pratik ve ölçülebilir hale gelir. Orijinal senaryoma geri dönersek, genç öğrencilerin Yabancı Dil olarak İngilizce öğrenmek için haftada üç kez iki saat birlikte oturmaları mükemmel - hangi öğrenme hedeflerine odaklanacağımızı, hangi becerileri geliÅŸtireceÄŸimizi ve hangi öğrenme sonuçlarını bekleyeceÄŸimizi ayrıntılı olarak bilmemiz ÅŸartıyla.

    Yazar hakkında

    Ehsan Gorji, İranlı bir öğretmen, öğretmen eğitmeni ve öğretmen eğitimcisidir. Ayrıca stratejik planlar tasarlar, çalışma müfredatları tasarlar, kalite kontrol gözlemleri yapar ve ülkedeki farklı dil enstitüleri ve okulları için materyaller ve testler geliştirir. Ehsan, 2016'dan beri GSE Düşünce Lideri ve Expert Değerlendiricisidir.

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