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The Implementation of the 4+4+4 Educational Policy in Turkey: Reflections from English Classrooms

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Interface between English Language Education Policies and Practice

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Abstract

Lowering the age of English instruction has been a common language policy of many countries in response to the global status of English, as well as the benefits of learning a foreign language at a younger age. However, how congruent the policies are with actual implementations is a crucial question. That being the case, the purpose of this study was to investigate the training backgrounds, perceived pedagogical weaknesses, needs, frequent classroom practices, and challenges of primary school English teachers in Turkey after a policy change that lowered the beginning age of English instruction from 4th grade to 2nd grade. Qualitative and quantitative data were collected via questionnaires and semi-structured interviews based on a mixed-methods research design. The results indicate that most teachers express needs for their everyday classroom practices, such as games, songs, and materials, whereas theoretical or cultural constructs are of secondary importance to them. In addition, the policy change entails modifications in the curricula of teacher education programs.

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Notes

  1. 1.

    Anatolian high schools were state schools that offered one-year intensive (i.e., 24 hours a week) English education after primary school so that most secondary and high school courses could be taught in English (Hismanoğlu, 2012).

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Author information

Authors and Affiliations

  1. Abdullah Gül University, Kayseri, Turkey

    Tuğba Birdal

  2. Erciyes University, Kayseri, Turkey

    Seniye Vural

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  1. Tuğba Birdal
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  2. Seniye Vural
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Correspondence to Seniye Vural .

Editor information

Editors and Affiliations

  1. Higher Teacher Training College (ENS), Université de Yaoundé I, Yaounde, Cameroon

    Eric Enongene Ekembe

  2. University of Arizona, Tucson, AZ, USA

    Lauren Harvey

  3. College of Arts, Sciences & Education, Florida International University, Miami, FL, USA

    Eric Dwyer

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Birdal, T., Vural, S. (2023). The Implementation of the 4+4+4 Educational Policy in Turkey: Reflections from English Classrooms. In: Ekembe, E.E., Harvey, L., Dwyer, E. (eds) Interface between English Language Education Policies and Practice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-14310-6_3

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  • DOI: https://doi.org/10.1007/978-3-031-14310-6_3

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  • Print ISBN: 978-3-031-14309-0

  • Online ISBN: 978-3-031-14310-6

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