Education Quarterly Reviews
Published: 10 September 2021
Voices of Underrepresented Stakeholders: Parental Evaluation on 5th Grade ELT Curricula
Esin Dündar, Ali Merç
Mersin University (Turkey), Anadolu University (Turkey)
Download Full-Text Pdf
Keywords: Curriculum Evaluation, English Language Teaching, Parental Evaluation, Stakeholders
The opinions of parents as a school-based stakeholders on ELT curricula have been neglected by not only authorities but also the related literature. Except from their consent or demands’ being a prerequisite for the application of intensive curriculum for 5th graders, parents do not have a role for the development or application of English language curricula in Turkish education system. The present study is an attempt to hearken to their voices about the English language curricula implemented for 5th graders in Turkish middle schools. To this end, a cross-sectional survey study was designed and 116 parents of 5th graders were reached through ‘Parental Questionnaire on ELT Curriculum.’ The data were analyzed through Nvivo 12 and the results were supported with visual maps and direct quotations. The findings indicated that with high expectations from the curricula, the parents supported learning English based on the factors of providing long-term benefits and keeping up the new world order. Sharing their opinions on teaching material, content, class hours, assignments, and activities, participants gave suggestions on cognitive, affective, and practical aspects to improve the applications.
Ahmad, F. (1993). The making of modern Turkey. London: Routledge.
Arikan, A. (2009). Problems with coursebooks in EFL classrooms: Prospective teachers' opinions. EKEV Academic Review, 38, 309-317. https://files.eric.ed.gov/fulltext/ED506597.pdf
Arias, M. B., & Morillo-Campbell, M. (2008). Promoting ELL parental involvement: Challenges in contested times. Retrieved from https://files.eric.ed.gov/fulltext/ED506652.pdf
Baeza, R. (2012). The educational impact of involvement of immigrant Latino parents on their high-achieving 5thgrade children(Unpublished Doctoral Dissertation). University of California, Los Angeles.
Bartram, B. (2006). An examination of perceptions of parental influence on attitudes to language learning. Educational Research, 48(2), 211-221. https://doi.org/10.1080/00131880600732298
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
Çakır, İ. (2017). The washback effects of secondary education placement examination on teachers, school administrators and parents with specific reference to teaching English as a foreign language. Turkish Journal of Teacher Education, 6(2), 61-73. http://tujted.com/makale_indir/631
Çetin, E., & Gündoğdu, K. (2020). The evaluation of the 7th grade English curriculum according to the Eisner's educational connoisseurship and criticism model. Elementary Education Online, 19(3), 1242-1266. https://doi.org/10.17051/ilkonline.2020.728032
De Bot, K. (2014). The effectiveness of early foreign language learning in the Netherlands. Studies in Second Language Learning and Teaching, 4(3), 409-418. https://doi.org/10.14746/ssllt.2014.4.3.2
Demirpolat, B. C. (2015). Türkiye’nin yabancı dil öğretimiyle imtihanı: Sorunlar ve çözüm önerileri [The challenge of foreign language teaching in Turkey: Problems and solutions]. İstanbul: SETA.
Demirtaş, Z., & Erdem, S. (2015). 5. sınıf İngilizce dersi öğretim programı: Güncellenen programın bir önceki programla karşılaştırılması ve programa ilişkin öğretmen görüşleri [Fifth grade English course curriculum: Comparison of the revised curriculum with the previous curriculum and teachers’ views related to the new curriculum]. Sakarya University Journal of Education, 5(2), 55-80. https://doi.org/10.19126/suje.59904
Dias De Carvalho, A., & Fadigas, N. (2009). Os manuais escolares no relacao escola familia [School textbooks in relation to family school]. Porto: ORE-Observatorio dos Recursos Educativos.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Harlow: Pearson.
Dündar, E., & Merç, A. (2017). A critical review of research on curriculum development and evaluation in ELT. European Journal of Foreign Language Teaching, 2(1), 136-168. https://doi.org/10.5281/zenodo.437574
Enever, J., Moon, J. & Raman, U. (Eds.). (2009). Young learner English language policy and implementation: International perspectives. UK: Garnet Publishing.
Erarslan, A. (2018). Strengths and weaknesses of primary school English language teaching programs in Turkey: Issues regarding program components. Eurasian Journal of Applied Linguistics, 4(2), 325-347. http://dx.doi.org/10.32601/ejal.464194
Ersoy, A. (2007). The opinions of parents on the implications of the primary school (1-5 grades) curriculum. Educational Sciences: Theory & Practice, 7(2), 753-763.
Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press.
Gürsoy, E., Korkmaz, S. Ç., & Damar, A. E. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice. Eurasian Journal of Educational Research, 53(A), 59-74. http://ejer.com.tr/public/assets/catalogs/0527491001578658390.pdf
Haznedar, B. (2010). Türkiye’de yabancı dil eğitimi: Reformlar, yönelimler ve öğretmenlerimiz [Foreign language education in Turkey: Reforms, trends, and our teachers]. International Conference on New Trends in Education and Their Implications. Antalya, Turkey, Nov. 11-13. pp. 747-755. ISBN: 9786053641049.
Hillberry, M. M. (2008). An examination of the effectiveness of English language learner programs at the elementary level(Unpublished Doctoral Dissertation). Oakland University, Rochester.
Jansen, J. D., & Middlewood, D. (2003). From policy to action: Curriculum management at School Level. In M. Coleman, M. Graham-Jolly & D. Middlewood (Eds.), Managing the curriculum in South African schools(pp. 49-64). London: Common Wealth Secretariat.
Kachru, Y., & Smith, L. E. (2009). The Karmic cycle of world Englishes: Some futuristic constructs. World Englishes, 28(1), 1-14. https://doi.org/10.1002/9781119147282.ch42
Kefeli, H. (2008). Exploring the perceptions of teachers, students, and parents about the new 4-year Anatolian high school English program(Unpublished Master’s Thesis). Middle East Technical University, Ankara.
Kirkgöz, Y. (2007). Language planning and implementation in Turkish primary schools. Current Issues in Language Planning, 8(2), 174-191. https://doi.org/10.2167/cilp114.0
Kirkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684. https://doi.org/10.1177/0895904808316319
Kirkgöz, Y. (2017). English education policy in Turkey. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa(pp. 235-256). Switzerland: Springer.
Krekeler, C. F. (1993). An evaluation of the elementary English-as-a-second language program in Klein, Texas independent school district(Unpublished Doctoral Dissertation). Texas A&M University, Texas.
Marsh, C. J. (2004). Key concepts for understanding curriculum. New York: RoutledgeFalmer.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: SAGE.
Ministry of National Education (MNE). (2018a). 43769797-10.07.01-E.14674863 sayılı resmi yazı [Official letter]. https://tegm.meb.gov.tr/meb_iys_dosyalar/2018_09/19170048_14AYustos_Yllere_giden_yazY.pdf
Ministry of National Education (MNE). (2018b). Yabancı Dil Ağırlıklı 5. Sınıf İngilizce Dersi Öğretim Programı [Intensive English language teaching curriculum for 5th grade]. http://mufredat.meb.gov.tr/
Ministry of National Education (MNE). (2018c). İngilizce Dersi Öğretim Programı (ilkokul ve ortaokul) [English language teaching curriculum (primary and secondary school)]. http://mufredat.meb.gov.tr/
Olibie, E. I. (2014). Parental involvement in curriculum implementation as perceived by Nigeria secondary school principals. Journal of Education and Learning, 3(1), 40-51. http://dx.doi.org/10.5539/jel.v3n1p40
Ornstein, A., & Hunkins, F. (2018). Curriculum: Foundations, principles and issues. Boston: Pearson/Allyn and Bacon.
Peterson, K. D., Wahlquist, C., Brown, J. E., & Mukhopadhyay, S. (2003). Parent surveys for teacher evaluation. Journal of Personnel Evaluation in Education, 17(4), 317-330. https://doi.org/10.1007/s11092-006-57409
Pinar, W. F. (Ed.) (2003). International handbook of curriculum research. New Jersey: Lawrence Erlbaum Associates.
Phillips, D., & Filmer-Sankey, C. (1993). Diversification in modern language teaching: Choice and the national curriculum. London: Routledge.
Poyraz, E. (2017). The effects of parental involvement in English language learning of secondary school students. ELT Research Journal, 6(3), 250-275. https://dergipark.org.tr/en/download/article-file/387173
Rich, S. (Ed.). (2014). International perspectives on teaching English to young learners. London: Palgrave Macmillan
Romero, J.L.R., Sayer, P., & Irigoyen, E.N.P. (2014). English language teaching in public primary schools in Mexico: The practices and challenges of implementing a national language education program. International Journal of Qualitative Studies in Education, 27(8), 1020-1043. https://doi.org/10.1080/09518398.2014.924638
Saldaña, J. (2013). The coding manual for qualitative researchers. London: SAGE.
Szpotowicz, M., Djigunovic, J., M., & Enever, J. (2009). Early language learning in Europe: A multinational, longitudinal study. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives(pp. 141–147). UK: Garnet Publishing.
Şahin, S. (2020). Revisiting primary English teachers' critical reflections on coursebook usage. International Journal of Research in Education and Science, 6(3), 458-466. https://doi.org/10.33258/birle.v3i2.895
Şimşek, M. R., & Dündar, E. (2017). Investigating EFL coursebook research in Turkey: Trends in graduate theses of the 2001-2013 period. Educational Sciences: Theory & Practice, 17(3), 969-1014. https://doi.org/10.12738/estp.2017.3.0090
Tavil, Z. M. (2009). Parental attitudes towards English education for kindergarten students in Turkey. Kastamonu Education Journal, 17(1), 331-340. https://dergipark.org.tr/en/download/article-file/817954
TEPAV & British Council (2014). Türkiye’deki devlet okullarında İngilizce dilinin öğretimine ilişkin ulusal ihtiyaç analizi [National need analysis for teaching English in state schools in Turkey]. Ankara: Yorum Publishing.
Young, A. S. (1994). Motivational state and process within the sociolinguistic context: An Anglo-French comparative study of school pupils learning foreign languages(Unpublished Doctoral Dissertation). Aston University, Birmingham.
Zein, M. S. (2017). Elementary English education in Indonesia: Policy developments, current practices, and future prospects. English Today, 33(1), 53-59. https://doi.org/10.1017/S0266078416000407