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Research Perspectives on Teaching and Learning English in Turkey

Policies and Practices

Edited By Yasemin Bayyurt and Yesim Bektas Cetinkaya

An increasing number of universities either provide seminars regarding the uses of English in international contexts, or on how effective methodologies can be developed for teaching English and what can be done to train future English language teachers. There are, however, very few edited volumes about English language teaching in countries like Turkey. In this respect, Research Perspectives on Teaching and Learning English in Turkey: Policies and Practices offers a broad picture of English language teaching in the Turkish EFL context. It examines the development of English language teaching and learning in Turkey and illustrates current practices through empirical studies. The sixteen chapters in the book are divided into four thematic sections: Teacher Education in Turkey, English Language Learning in Turkey, Instructional Technologies in English Language Teaching and Learning in Turkey, and English Language Education in the Turkish Socio-Cultural Context.

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Part 4: English Language Education in the Turkish Socio-Cultural Context

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Part 4 English Language Education in the Turkish Socio-Cultural Context 301 Chapter 16 Proposing a Model for English Language Education in the Turkish Sociocultural Context Yasemin Bayyurt, Boğaziçi University In today’s world, since the advent of the Internet, English has penetrated the lives of people in all sectors of life (Crystal, 2001; Norris, 2000). Almost everywhere in the world people use English to converse, to interpret technological information and instructions, to write business letters and e-mails, to read blogs written in other countries, to become, in effect, members of a digitalized international community. Since the1970s, informed and inspired by linguistic and socio-linguistic theo- ries, scholars have been studying new varieties of English, the spread of English around the world, and intelligibility issues in Global English, which, as an inter- national language, challenges the supremacy of British and American English (Crystal, 1985a, 1985b, 2003; Graddol, 1997, 1999; Kachru, 1992; Smith, 1992; Strevens, 1977, 1982, 1992). With the emergence of “new Englishes,” and inter- national projects to establish the norms of new forms of English, and dictionaries and scholarly books to describe the new forms, the notion that English belongs to one or two nations in the world has become an outdated paradigm (Braine, 2005; de Houwer & Wilton, 2011; Jenkins, 2007; Jenkins, Modiano & Seidlhofer, 2001;Kachru, 1992, 2005; Kachru & Nelson, 2006; Kirkpatrick, 2010; Saraceni, 2010; Seidlhofer, 2010, 2011). Almost three decades have passed since Kachru (1985) presented his concen- tric circles model. Despite some criticism, the model is still widely...

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