The Gap Analysis of Peace Education Components in English Language Classroom: A Case Study

Kalem Uluslararasi Egitim ve Insan Bilimleri Dergisi Pub Date : 2023-06-13 DOI:10.23863/kalem.2023.261

Dilara Özel, Ayşegül Yurtsever

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Abstract

Creating a harmonious and amenable atmosphere in the language classroom is an essential step for peaceful learning. Plurilingual and pluricultural language education was put forward in CEFR (Common European Framework of Reference for Languages) was developed by the Council of Europe and officially launched in 2001. The purpose of this study is to examine the discrepancies between the curriculum and peace education components in English teaching classrooms in Turkey. Document analysis was made with the curriculum including activities and coursebook for 7th graders to examine the peace education components. Furthermore, interviews were conducted with the English language teacher as a key informant and ten 7th gradestudents as a chosen case to get additional data to the document analysis. As a result of the content analysis of the interviews, there are three main themes that emerged which are knowledge, motivation, and culture/context. According to the results, a peace education model for EFL classrooms was proposed. Keywords: CEFR; Content analysis; English language classroom; Peace education; Qualitative research.

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英语课堂和平教育要素的差异分析:个案研究

在语言课堂中营造和谐、顺从的氛围是和平学习的重要一步。欧洲共同语言参考框架(Common European Framework of Reference for Languages, CEFR)由欧洲委员会制定，并于2001年正式启动。本研究的目的是探讨土耳其英语教学课堂中课程与和平教育组成部分之间的差异。对包括活动在内的课程和七年级教材进行文献分析，考察和平教育的组成部分。此外，我们以英语教师为主要资料提供者，并以10名七年级学生为个案进行访谈，以获得更多资料以进行文献分析。作为访谈内容分析的结果，出现了三个主要主题，即知识，动机和文化/背景。根据研究结果，提出了一种适合英语课堂的和平教育模式。关键词:以上;内容分析;英语课堂;和平教育;定性研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Kalem Uluslararasi Egitim ve Insan Bilimleri Dergisi

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