PractiCAL- Practice Culture and Language

Overall Report Second Practical Project Mobility 22-26 April 2012 Ankara- TURKEY

Project financed by the European Commission

About PractiCAL Project The project is implemented by a partnership of 6 institutions from 6 different countries. All the partner-institutions provide adult education and teach their own national, less widely used (LWULT) language as a foreign language. Our partnership is based upon subject areas of mutual interest of the participating organisations: promotion of cultural and linguistic diversity, improvement of cultural dialogue and idea exchange, emphasizing the importance of LWULT languages among adults of the countries implied and improving the teaching skills of language teachers. Our partnership is based upon the following objectives: To evaluate the approaches by organizations to promote and organize LWULT language courses in each of the different partner-countries; To observe, compare and evaluate the way in which LWULT languages are taught and learned in all partner countries by the following criteria: observing and comparing teaching methods, materials and curricula used during the language lessons; teaching techniques applied, approach and motivation of teachers and students; techniques and methods of testing and evaluation of students during language classes; techniques and methods of final testing and examinations; To experience learning LWULT languages of the countries involved and to promote linguistic diversity among learners, teachers and the representatives of the partner-institutions; To develop pedagogical skills and improve teaching competences of the language teachers throughout the partnership; To increase acknowledgement and appreciation for other countries cultural heritage and to promote cultural diversity among learners and teachers; To produce electronic (website, DVD/CD ROM, PDF) and paper versions of the results obtained throughout the project. Report of the Second PractiCAL Mobility Visit Ankara, 23-26 April 2012 The second mobility visit in Ankara was organized by ubuk National Education Directorate. In this mobility, we welcomed 10 visitors from all participant countries of the project; which are Romania, Italy, Greece, Poland and Hungary. COUNTRY Romania Greece Hungary Poland Italy NUMBER of the VISITORS 3 1 2 2 2

Some details about the participants: There were 2 male and 8 female participants. 7 of the participants had never been to Turkey before. The ages of the participants ranges from 25 to 45. The activities of the mobility focused on 2 main fields of the project: 1. LWU language classes, in this case Turkish classes 2. Cultural activities 3. Sharing experience in teaching a foreign language TURKISH LANGUAGE CLASSES In total, 20 hours of Turkish classes were enabled with the participation of all learners and project managers. The lessons were provided by two teachers; Atiye Gamze Altunay who is an English teacher and Bahar Yazgan Yaradlm whose one of specialty field of teaching is Turkish. The class observers were not only visitors themselves but also local ones. In other words these two teachers observed each other in all classes. Furthermore, Taner A who is the coordinator of Turkey attended some of the classes as an observer. When the participants are taken into consideration, there were 5 project managers and 5 learners in total. The aims of the course can be summarized as follows: To introduce Turkish language in basic aspects. To introduce language and culture at the same time. To teach some basic topics in beginner level. To increase interest to learn Turkish language and culture. To improve teaching skills of teachers with the interactive methods and games used. In order to reach those aims in the lessons; Ice breaker activities are done so as to enable a comfortable learning environment. The interactive games were frequently used in order to make the learned information permanent. Visual materials and all means of technology are used. In cultural activities, the participants were given a chance to use Turkish language.

The teachers of the Turkish classes used NLP method that enables learners to learn new methods more easily and keep these words in their long term memory. In classes, rather than classical methods of language teaching, interactive games took place a lot to make the participants feel more comfortable. In the pre-test, the participants were asked about their expectations and the answers were listed as follows: - To know the basic expressions and practical things. - To have a survivor pack - To be able to communicate. - To get closer to the basics

- Greetings, presenting oneself. To learn some survival Turkish. In the post test they were asked whether they had met their expectations and all of the participants answered yes in the questionnaire. Furthermore, most of them stated that the course exceeded their expectations. I liked them a lot, especially VAKOG activities. I am sure the knowledge I gained will serve as survival Turkish when I travel in this country. Magdalena Dworawska, Poland Yes, definitely. I could learn how to communicate in a very simple way- IT IS IMPORTANT! Now, I have an idea about the languagee, too Emese Pogany, Hungary Absolutely, we covered more than I expected Siklosi Zoltan, Hungary It exceeded my expectations. Yes, I thought I will not be able to learn basic Turkish, however I learned more than I expected before. Gaspar Enik, Romania Yes, it did Tatiana Speri, Italy At the end of the classes, the participants knowledge of Turkish was evaluated through a written exam and all of the participants got over 18 from the total point of 20. SCORES OBTAINED (from a total point of 20) 20 19 18 CULTURAL ACTIVITIES The cultural activities were prepared according to the needs of the participants. The activities were determined according to the pre-test sent to the partner institiutions before the mobility. The activities were formed after the evaluation of the answers. It is concluded that all of the pariticipants would like to learn about the city, the history of Turkish and cultural concepts of Turkey. As a result, these activities were divided into 3 main categories. 1. Cultural activities about the history of Turkey 2. Cultural activities about culture 3. Cultural activities about city The first day started with a welcome dinner which has traditional meals of Turkey with the participation of our directorate Mehmet Mensur Toprak. On the second day, it was decided to make a city tour. The participants went to the city centre and started the day with an attendance to Naitonal Sovereignty and Children's Day celebrations. It is a national holiday which is celebrated country-wide with several activities such as traditional dances, shows accomponied by Turkish music. The participants not only had the oppurtunity to see folk dances and cultural shows, but they also had a chance to learn history of Turkey. Number of the participants who got this score. 6 2 1

After the celebration, the second stop was in Turkish First National Assembly which has a huge importance for the meaning of the day. The assembly which is a museum now had the system of audible guidance system which gave a chance to learn all the details of each historical displays and history at the same time. Then, after the visit, a short visit to Kocatepe Mosque,the biggest mosque in Ankara, started. The brochures about the basic principles of Islam were distributed for giving information about the dominant religion in Turkey.

Soon after the visit of Kocatepe, the participants visited Atatrks Moseleum who is the founder and the leader of Turkish Republic. The city visit was completed with a visit to a traditional bazaar. After the city tour, an information about the city was introduced through a presentation by Taner AI and the questions of the participants were answered by him.

On the 24th of April, after the Turkish classes, the participants attended a special show in ubuk prepared for just the visitors. The traditional music and dance shows from different parts of Turkey were presented to them by professional dancers .The media, the District Governor and the Mayor of ubuk were invited to this show for taking their support in favor of the dissemination of the project.

On the 25th of April, at the end of Turkish courses, the participants were attended an activity which includes Turkish language learning and cultural acitivity at the same time. It was a contest prepared for participants and the aim was to follow the duties written on their own cards. The participants were divided into groups first. The groups chose a prepared card. On the cards, they were requested to buy some materials in ubuk but the rule of the game is to speak just Turkish. The participants had to communicate in Turkish to buy those materials. Each group has someone who accompanies from

Research Team of ubuk National Education Directorate for just incase. All the groups completed the game successfully and they could revise what they had learned in the game while they were having their ubuk tour. After the tour, there was a traditional food preparation ceremony; Turkish coffee preparation show. In the show, the visitors were taught how to prepare Turkish coffee in Research Center of ubuk accompanied by traditional music show.

On the departure day, after the Turkish classes, the visitors attended a traditional meal lunch prepared by ubuk Health High School. After the meal. they got their attendance certificates there. After the mobility, the pretests and posttests are compared and it has been found out that the participants information level of Turkish language and Turkish culture increased by these activities. In the chart, the questions and the comparison of answers are given: The question asked What language family does Turkish belong to? three countries neighbouring Turkey Write Do you know any Turkish artists and singers? What religions are common in Turkey? Could you name any historic event related to Turkish politics? The number of correct answers 3 (before the mobility) 7 3 4 4 The number of correct answers 9 (after the mobility) 9 8 8 8

From the questionnaires and language class observation sheets it is understood that both Turkish classes and cultural activities were useful for the participants and reached its target. Project managers comments and observations about the mobility The combination of practice in the city with cultural activity is a very good idea. This way not only that learners practice, but they also meet real life situations. Learners liked the variety of activities. Teachers were very kind and patient. Even if it was a new program for them, both teachers were very dedicated to teach us and make us feel Turkish is not difficult. Gaspar Enik Romania The activity on the street was a great idea but it was not clear. Shall we come back quickly, what to do with the things etc. It could have been better to take time and not run to be able to speak more. We liked the authentic programs and places a lot. (dancing, sightseeing, bazar) Turkish is very difficult language and students have to learn slowly. Emee Pogany Hungary -

We liked the variety of activities used in class. The use of NLP is always of great help to the learner. VAKOG activities were appreciated by all. Magdalena Dworakowska- Poland Very well organized. Both teachers were enthusiastic and try to transform their knowlege the best way possible. Effie Makri Greece Everything was perfectly organized.We felt very welcome. Teachers were good prepared and nice.The food and the hotel were amazing. We enjoyed so much. Visiting the Antkabir was very interesting for us. Thank you to all of you for what you did and for how you prepare eveything. Ttatiana Speri-Italy -