Language Teaching Curriculum of Turkey and Singapore in The Context Of Reading-Writing Acquisitions

Research Highlights in Education and Science 2017

Editors: Dr. Mustafa Pehlivan, Dr. Wenxia Wu


Research Highlights in Education and Science 2017

555

Language Teaching Curriculum of Turkey and Singapore in The Context Of Reading-Writing Acquisitions

Chapter Authors: Esra Ay Karacuha, Ahmet Cebi

Abstract: When examining the results of PISA of 2015 published by the OECD late in 2016, the average point of 72 participanting countries in reading performance is seen to be 493. Out of 72 participant countries, Turkey ranked 50th in reading skills with 428 points, 65 points below the average point 493, and Singapore ranked 1st in reading skills with 535 points, 42 points above the average point 493. Between Turkey on the 50th rank in reading skills out of 72 countries and Singapore on the 1st rank, there is a 107-point difference, a very big difference not possible to overlook. Undoubtedly, there are many factors for emergence of this situation. One of the primary ones, which are frequently repeated by the mass media in many places, is selecting and training the preservice teachers of these two countries, and the positions of their teachers. A factor, which is not emphasized much, more precisely, is not emphasized at all, the properties which language educational programs of both countries have within the context of reading-writing achievements. It can be understood by considering the results of PISA of 2012 that this factor not emphasized at all is as important as the factor widely emphasized. When examining the results of PISA of 2012, it is seen that the average point of 65 participant countries is 496 in reading performance. Out of 65 participant countries, Turkey ranked 42nd in reading performance with 475 points and Singapore ranked 3rd in reading skills with 542 points. There is a 67-point difference between Turkey on the 42nd rank and Singapore on the 3rd rank in reading skills. When it comes to 2015 from 2012; while Singapore held more or less its rank in reading skills, a very big decrease occurred in reading skills of Turkey. One primary reason for this is that the language educational program, which was put into practice in Turkey in 2005, requires an early reading-writing method called “Sound Based Sentence Method” within the context of synthesis approach. In the present study here, the language educational programs of both countries should be compared within the context of reading-writing achievements and it should be tried to interpret the PISA results in this regard.

Pages: 40-52

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