The Implementation of the 4+4+4 Educational Policy in Turkey: Reflections from English Classrooms

Abstract

Lowering the age of English instruction has been a common language policy of many countries in response to the global status of English, as well as the benefits of learning a foreign language at a younger age. However, how congruent the policies are with actual implementations is a crucial question. That being the case, the purpose of this study was to investigate the training backgrounds, perceived pedagogical weaknesses, needs, frequent classroom practices, and challenges of primary school English teachers in Turkey after a policy change that lowered the beginning age of English instruction from 4th grade to 2nd grade. Qualitative and quantitative data were collected via questionnaires and semi-structured interviews based on a mixed-methods research design. The results indicate that most teachers express needs for their everyday classroom practices, such as games, songs, and materials, whereas theoretical or cultural constructs are of secondary importance to them. In addition, the policy change entails modifications in the curricula of teacher education programs.