An Analysis of Two Turkish EFL Books in Terms of Cultural Aspects

AbstractThis study aims to investigate how culture is employed in English language textbooks, which are used for 3rd and 4th grade students in state schools in Turkey. The study explores the cultural content and the usage frequency of elements related to native culture, target culture and international culture in the series of textbooks. In order to analyse the series of textbooks, descriptive content analysis is used. Quantitative data are gathered through Checklist and Item Frequency Analysis. The results of the study indicate that 3rd grade textbook has more cultural items than 4th grade textbook does in total. The findings also point out that there is an unbalance among culture related items, which means native culture items are less than target and intercultural items in both 3rd and 4th grade textbooks. Consequently, this study also makes suggestions about how cultural load may be presented in those textbooks by indicating a need for rich cultural content

A PROBE INTO THE INDICATORS OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN AN EFL SELF-STUDY TEXTBOOK

Textbooks play a vital role for teaching about different cultures since they present various regions, people, behavior, conventions, religions, values and some other cultural elements of different societies around the world.This study aimed to investigate the cultural content of a self-study textbook which was designed for Open Education Faculty in Turkey. In the study design the descriptive content analysis was employed in order to explore which aspects of intercultural communicative competence were addressed. The findings pointed out that the major part of many activities focused on cultural aspects. The study also put forward some practical recommendations on what content should be delivered through a textbook in order to develop intercultural communicative competence. Keywords: textbook, intercultural communicative competence, culture teachin

VISUALS SPEAK: Using drawings to unravel the perceptions of the language teaching profession

Agency and professional development are highly linked to the teachers’ professional identity (Beauchamp & Thomas, 2009). Apart from that, teaching beliefs and assumptions might have an immense impact on one’s perceptions of the teaching profession, thereby influencing practices and behaviors. For this reason, uncovering how teacher identity is formed could be helpful to highlight views and concerns regarding professional development of pre-service and in-service teachers. With this mind, in this present study, the drawings and memos obtained from the in-service and senior pre-service EFL teachers were investigated and the visual content analysis was adopted to gain an insight into their understanding of the teaching profession. Consequently, the findings illustrated that perceptions of pre-service and in-service EFL teachers are mainly centered around teachers’ attitudes towards learners and teacher roles

Towards a continuum from know-how to show-how for developing EFL student-teachers’ assessment literacy

It mushrooms as an unerring fact that that assessment literacy has been a focus of interest as one of the major professional requirements of a teacher. Correlatively, there are some manifold standards for assessment and measures for assessment literacy. This study, hereat, aims to unearth the prospective English as a Foreign Language (henceforth EFL) teachers’ levels of assessment literacy. In this context, the Assessment Literacy Survey developed by Volante and Fazio (2007) together with the student questionnaire of the European Network of Language Testing and Assessment (ENLTA) which was developed in 2004 are exploited to collect data. The participants are thirty-six senior students from the department of English Language Teaching (henceforth ELT) at a state university in Turkey. Fundamentally, the pre-service teachers’ utilization of the assessment approaches, and their understanding of underlying principles are at the major axis. As a result, it is reported that prospective EFL teachers are aware of the concept of assessment literacy though they perceive themselves as not adequately qualified. At the very same, practicum courses in which they enroll do not satisfactorily meet their expectations in developing their assessment skills. Similarly, they have a judicious amount of practical knowledge on different types of assessment approaches although they are mindful of the fact that in-class practices are to be laced with various kinds of assessment applications. Some practical recommendations and implications for teacher education are also listed in tow. &nbsp

Institutionalising English as a foreign language teachers for global sustainability:Perceptions of education for sustainable development in Turkey

In recent years, Education for Sustainable Development (ESD) has been emphasised, specifically in English language teaching. Therefore, investigating English as a Foreign Language (EFL) teachers’ perceptions of ESD is a fundamental first step in developing effective EFL curricula and teaching policies. Consequently, this study delved into the English as a Foreign Language (EFL) teachers’ perceptions of Education for Sustainable Development (ESD), examining its role in EFL teaching methodologies and identifying the challenges faced in integrating ESD within the Turkish educational context. In-depth interview data (IDI) was collected from 28 in-service Turkish EFL teachers. Utilising qualitative content analysis (QCA) with open, axial, and selective coding, we found out that Turkish EFL teachers’ perceptions of ESD are multifaceted andshaped by the interdisciplinary nature of EFL teaching, which is fed by Content and Language Integrated Learning (CLIL). The findings showed that EFL teachers: (1) conceptualised ESD as being related to learning for sustainable practices addressing social, economic and environmentaldimensions, and linked ESD to a lifelong learning process that should be implemented at all education levels and supported by critical thinking and problem-solving skills; (2) thought English classes provide ideal venues to teach multiple topics including sustainability, thus reportedit as a key responsibility for them to instil in their students, and (3) felt that ESD has yet to be sufficiently reflected in EFL curriculum due to some obstacles such as narrow focus on ESD, limited contact hours of English and lack of parental awareness of ESD. The findings mainlyemphasised the significance of an extensive and holistic coverage of ESD at all education levels through engaging and hands-on in-class activities. Further practical suggestions are also provided regarding how EFL teaching policies may be developed to better integrate ESD

A PROBE INTO THE INDICATORS OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN AN EFL SELF-STUDY TEXTBOOK

Textbooks play a vital role for teaching about different cultures since they present various regions, people, behavior, conventions, religions, values and some other cultural elements of different societies around the world. This study aimed to investigate the cultural content of a self-study textbook which was designed for Open Education Faculty in Turkey. In the study design the descriptive content analysis was employed in order to explore which aspects of intercultural communicative competence were addressed. The findings pointed out that the major part of many activities focused on cultural aspects. The study also put forward some practical recommendations on what content should be delivered through a textbook in order to develop intercultural communicative competence

Implementation and evaluation of an EFL teacher training program for non-formal education settings

Abstract. This study aims to implement and evaluate a suggested in-service teacher training program for English language teachers in non-formal education institutions. In doing this, 2-week online training program was designed considering the professional needs of the teachers and implemented with a follow-up. Pre and posttests, self-assessment scales and lesson observations were utilized in order to compare teacher knowledge and behaviors before and after the training. In addition, those instruments, feedback forms were also received from the teachers in order to figure out their attitudes towards the implemented program. Findings from the study showed that the program had a significant impact on teacher knowledge and behaviors. Although the majority had a positive attitude towards the program, some teachers suggested that a face-to-face training program be held and that the length could be extended

Hypoglycemic activity of Capparis ovata desf. var. palaestina zoh. methanol extract

Caper (Capparis ovata Desf. and Capparis spinosa L.) is naturally widespread in Turkey. Traditionally, buds, fruits, seeds and roots of this plant are used as tonic, diuretic, anti-rheumatic, expectorant, antidiabetic, and antifungal. The aim of this study is to evaluate potential hypoglycemic effect of C. ovata var. palaestina extracts in alloxan-induced diabetic mice. For this purpose; diabetic mice were administered with 100, 300, 500 mg/kg (i.p.) doses of methanol extract of bud and fruit. Blood glucose levels were screened 60, 120, 240 and 360 min. after treatment. Furthermore, high resolution mass spectrometry (HRMS) analysis, ABTS and DPPH free radical scavenging activity test, and phenolic and flavonoid compounds analysis of extracts were carried out. The data obtained from in vivo study revealed that fruit-methanol 500 mg/kg (FM3), bud-methanol 300 mg/kg (BM2), bud-methanol 500 mg/kg (BM3) extracts showed significant hypoglycemic activity. All extracts indicated significant antioxidant activity, however bud-methanol (BM) extract demonstrated the most potent antioxidant activity. Moreover high levels of phenolic substances and flavonoids were involved in all extracts, but the highest levels were found in FM extract. HRMS study showed that rutin, quercetin 3-O-glucoside (isoquercitrin) and stachydrine substances had seen in BM extract. The results of this study showed that the C. ovata var. palaestina extracts which, indicate hypoglycemic, antioxidant activities, might provide additional support in diabetes

Prominent response with helical tomotherapy in recurrent ameloblastic carcinoma of maxillary sinus: a case report

INTRODUCTION: Ameloblastoma is a benign but locally aggressive tumor of odontogenic epithelial tissue. Reports of radiotherapy treatment modalities are limited in the literature. CASE PRESENTATION: A thirty-five year old male presented with complaints of headache radiating to his face for about six months and impaired vision. The patient’s Positron Emission Tomography (PET) showed a mass in the left maxillary sinus extending to the nasal cavity and invading the adjacent tissues. An R2 (macroscopic residual tumor) surgical resection performed to debulk the tumor. Due to the recurrence and residual mass, the patient was treated with helical tomotherapy. At 2 months post-radiotherapy, patient’s vision returned to normal. PET scan showed a significant reduction in lesion size 12 months post-radiation. CONCLUSION: In cases of ameloblastic carcinoma with, post-surgical recurrence or patients not suitable for surgical treatment, helical tomotherapy can be an effective treatment option