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    Banking Model of Education in EFL Classes
    (ICLEL CONFERENCES, 2017) Yalcinkaya, Deniz
    This article aims at exploring major conflicts and the inadequacies in EFL classes consistent with 'banking education' which was described by Paulo Freire as one of the remarkable thinkers of education. The article criticizes the traditional method of foreign language teaching that is based on teacher domination as it is described in banking education and reveals the limits of banking model of education for I'LL. The pedagogy and the method derived from the pedagogy should be applied for a fruitful FLL is far away from traditional banking education. Learners' attendance and involved in learning English can be increased by means of a different alternative approach - critical pedagogy- in EFL classes. Critical Pedagogy that stresses empowering learners to think and act critically and use their life experiences as tools to foster their learning should be proposed as a suggestion for application of critical thinking in ELT classrooms. Problem posing education was proposed by Freire (1970) as an alternative to the banking model and it leads the development of knowledge by the students themselves. Problem posing education in Critical Pedagogy is more relevant for language learning as because language learning is an active process and cannot be achieved by passivized students of banking education. In the article, basic principles of problem posing education, teacher and student roles, praxis, and dialogue that are major themes of CP in language teaching are analyzed. To clarify the constraints of the present system of teaching of foreign languages, and as a suggestion; CP that should be put into practice in EFL classes is discussed here. For the discussion, available books and articles written on the subject were scrutinized.
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    Evaluation of ELT Course books with their limits
    (ICLEL CONFERENCES, 2016) Yalcinkaya, Deniz
    Course books used in EFL classes are one of the most important decisions a school of foreign languages will make in designing their concept of language teaching and learning. It means the method will be used and it is the purpose of learning a foreign language and the aspect of the curriculum. Do the course books fulfil the expectations in language learning? What are the limits of course books? Are the presentations of the skills in the course books satisfactory? All these questions are prepared and analyzed in this paper and the course book (series titled 'English for life' by Oxford University Press) is evaluated from the language teachers' perspective. The course books as a core material in EFL classes need to be designed and placed in language education when we are aware of the goals must be achieved in language teaching and learning. Course book should be accompanied by supplementary digital materials, which serve a self-autonomy for the learners encouraging their efforts and self-esteem to learn a foreign language beyond classroom. Surely, the course books should have i-tools availed for class teaching to attract the attention and not to fall behind in age of technology.