The Teaching and Learning of English as a Second Language for Turkish ESL Learners in Ankara: Current Issues and Future Perspectives

Abstract

This study has made several observations regarding the teaching conditions of this subject in primary schools. It has been noted that, in general, students in the sixth year lack the proficiency required for basic communication in English. However, we aim to validate our interpretation of the circumstances by examining the educational setting of English language instruction in a Turkish-speaking milieu in Ankara. In this particular instance, our objective is to elucidate the circumstances surrounding the training of English educators in elementary schools, with the aim of comprehending their pedagogical methods and personal perspectives on their professional environment, as well as the objectives they establish for themselves in terms of their students' English proficiency upon completion of primary education. Our objective is to identify parameters that are likely to contribute to English fluency among elementary students who are native English speakers, with an emphasis on achieving equality among these parameters. The qualitative methods and the case study were deemed as the most suitable approaches due to their ability to provide a comprehensive description of a real-life situation that is closely aligned with the research domain. From a methodological perspective, a sample of six primary education English as a Second Language (ESL) teachers were selected based on criteria including their years of teaching experience, the grade levels they taught, and their specialization in ESL. This study demonstrates that teachers prioritize creating a comfortable learning environment in the English classroom, fostering student motivation to develop language skills, and acknowledging the challenges associated with teaching in a context with limited practice hours. These concerns are influenced by the teachers' training, instructional practices, working conditions, and perceptions.