The teaching of English reading and writing proficiency to English second language learners in selected bilingual secondary schools in Istanbul, Turkey

Abstract

The study is about the teaching of reading and writing proficiency to English second language (L2) students in selected bilingual private secondary school in located in Istanbul, Turkey. The study delves into the reasons why learning English has increasingly become important in Turkey and how this has encouraged many parents to seek private schools for the purpose of exposing their children to English at an advanced level. The study is based on two theoretical frameworks that helped to shape the research questions, determine the nature of the research and underpin the research method and the manner of data gathering and analysis before finally generating conclusions. The study was qualitative in nature and employed the case study method. The data were gathered through document analysis, interviews and finally lesson observations. The study revealed several anomalies in the strategies used despite the strong language policies of the school. The main reasons for the weaknesses in the teaching of the English Language to Grade 10 included lack of proper certification by the teachers, student attitude to using the L2 in lesson tasks, unclear or ineffective teaching methods, lack of L2 reinforcement outside the English lesson and student resistance to exclusive use of English in lessons. The study concluded that there was a need for more governmental supervision of the private school recruitment procedures, more effective teacher collaboration and the revamping of the existing teaching methods to make them more cognisant of the needs of the students. This study is of value to bilingual secondary schools in helping them better understand the needs of the students and to improve the quality of teaching and learning of English as L2.