Copy For Citation
İlin G.
Journal of Language and Literature Education, no.9, pp.8-19, 2014 (Peer-Reviewed Journal)
Abstract
Common European Framework of Reference (CEFR), which originally aims to
provide a method of learning, teaching and assessing was soon adopted by various
countries. Similarly, in Turkey, the curriculum designed for teaching English went
through changes based on this framework. In line with this innovation, education
programmes were implemented throughout the country to provide the in-service
teachers with a ground to become familiar with the framework. In addition, two
new courses were added to the curricula of language teacher education programmes
at universities. However, not very much has been questioned on how teachers
viewed this change. Inspired by this fact, this study attempts to describe how CEFR
is perceived by one of the parties of the actual teaching learning community:
student-teachers. The participants, at the time of the study were studying the
framework in the fourth semester of their education in the English Language
Teaching (ELT) Department of a Turkish university. Their views on the issue were
elicited by means of three main standpoints; what they think about CEFR in general,
the extent to which the framework can be followed in Turkey in their opinion, and
finally, the probable positive and negative sides the framework brings to the system.
The data were gathered through the field notes of the weekly discussion meetings
and reflective essays student-teachers wrote on CEFR. Triangulation was realised by
the follow-up interviews where final remarks of the participants were elicited. The
results reveal problematic areas as orientation of teachers, adaptation of materials
and providing and sustaining equal educational opportunities for all students.