Yabancı Diller Bölümü/Birimi

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    Collaborative Bilingual Teaching in Turkish EFL Context
    (2018) Yılmaz, Melda; Dikilitaş, Kenan; 114284; 146362
    The aim of this case study is to investigate the way of implication of collaborative bilingual teaching based on co-teaching model between English language teacher and content /class teacher in a private primary level school in Istanbul in the fall term of 2017-2018 academic year and to explore the perceptions and attitudes of the administrators and teachers related to this programme maintained in Turkish EFL context. During the bilingual collaborative teaching, each 1st grade class is staffed by two Turkish native teachers, a monolingual Turkish class teacher and a bilingual English language (L2) teacher, and the medium of instruction is both in the native language, Turkish, and the international language, English. In this study, qualitative research method was used and the data was collected by means of semi structured interviews with 4 administrators and 12 teachers and observations conducted in two classes where co-teaching bilingual education was operated. The data was analysed by means of inductive analysis, a bottom up approach. The analysis of the data revealed out information about the implementation of the programme and the teachers' practises based on different co-teaching roles, administrators and teachers' perceptions including the benefits of the collaborative bilingual education and the challenges faced in this programme and the future actions need to be taken for a successful bilingual education based on collaboration. Thus, the findings were categorized under three main themes: 1) Implementing Collaborative Bilingual Programme and Classroom Practices, 2) Administrators and Teachers' Perceptions, and 3) Future Actions (Actions Need to be Taken).
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    Correlation between social skills and emotional intelligence inregarding language learning competences
    (2011) Ataç, Selçuk
    As far as technical education is concerned the lack of motivation plays a significant role in terms of academic achievement and failure within the concept of language learning and teaching. In order to supply a valid source of reference for the language teacher, we, at the Vocational School of Technical Studies, have conducted a survey to find out the effects of emotional and social skills of the learners, paying particular attention to the academic achievement, emotional intelligence and social skills and found out that students with higher academic scores were also equipped with certain social skills like self esteem and empathy. While doing this literature on the area has been scanned and case studies have been performed and one to one interviews were used so as to reach formal quantitative results. This study aims at finding out the importance of social intelligence and emotional intelligence in terms of managing language learning process. To reach this goal, a research has been conducted on the students of (n=240) of two institutions of vocational education in Istanbul. In the research, participants' emotional intelligence was assessed by the Emotional Competence Inventory (ECI, 2nd Version) developed by Boyatzis and Goleman and the Resilience Scale for Adults (RSA-scale) proposed by Hjemdal, Friborg, Martinussen, and Rosenvinge. According to the results, relationship was revealed among emotional intelligence, social intelligence and language learning.