ÇOKKÜLTÜRLÜ EĞİTİM UYGULAMALARIYLA DESTEKLENEN YABANCI DİL ÖĞRETİM PROGRAMININ ÖĞRENCİLERİN FARKLILIKLARA SAYGI, ELEŞTİREL DÜŞÜNME BECERİSİ VE DEMOKRASİ ANLAYIŞLARI ÜZERİNE ETKİSİ
Project no. 20930 · Status: Kapanmış · 2019
Summary
In the globalizing world, the need for different cultures to live in peace and harmony with each other, to accept cultural and individual differences in society and to make necessary arrangements in this regard, is increasing. Many societies try to accept multicultural education, which is discussed to meet this need, and apply it in various teaching environments. By determining the effects of supporting the foreign language program with multicultural education practices on university preparatory class students in terms of respect for differences, critical thinking skills and democracy perception, this study aims at developing suggestions to realize a multicultural education in the preparatory class. In this direction, it is aimed to help university students from different cultural backgrounds to live in harmony with each other by improving their perspectives in a positive way. In this study, which was designed using a mixed method experimental design, an experimental study was prepared and applied to students studying foreign language in the preparatory class. In experimental practice, English course's own curriculum was supported by multicultural education practices by adopting the Content Integration Model, which allows the inclusion of multicultural education in the learning environment. In the study, quantitative and qualitative data were collected before, during and after the application to see the effectiveness of it. For the quantitative data, Respect for Differences Scale, Critical Thinking Tendency Scale and Perceptions of Democracy Scale were used; qualitative data were obtained through focus group interview form, researcher's diary and student products. A total of 50 students, 24 in the experimental group and 26 in the control group, took part in the study. Quantitative data were analyzed using descriptive statistics and mixed design ANOVA tests, and qualitative data were analyzed using content analysis. As a result of the analysis of the quantitative data obtained from the experimental and control groups, it was observed that there was no significant xvi difference between the pre- and post-test scores of the groups, but the qualitative data obtained from the students in the experimental group revealed that the students developed in various aspects through multicultural education practices and that the application had positive effects on the students. It is seen that these contributions are especially in areas such as intercultural skill development, communication, increasing personal awareness, and breaking down prejudices. Qualitative data also show that the content and material discussed within the scope of the themes related to multicultural education are found appropriate by the students in terms of associating them with daily life, increasing motivation in the learning process and positively changing the classroom climate. When the qualitative findings are evaluated in terms of critical thinking and democracy, it has been revealed that there are contributions from various aspects such as providing a free sharing environment and the opportunity to generate ideas, raising personal awareness about democratic values, and seeking rights. In line with these results, it is understood that it is important to integrate multicultural education practices into foreign language education, and it is thought that such practices will lead to more positive effects when extended to all learning environments and for a longer time. Key Words: critical thinking, democracy, foreign language teaching, multicultural education, respect for diversity