Identifying the English language learning needs of prospective mathematics teachers in elementary education
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Abstract
The use of English as the international language across disciplines is increasingly becoming widespread and more and more tertiary level degree programmes are offering English courses that are specific to students’ academic and job related needs. This study aims to develop a content-rich syllabus in English for Specific Purposes context for the prospective mathematics teachers in Elementary Education in Turkish Universities. To this end, two needs analysis questionnaires (for prospective Mathematics teachers and for their faculty members) were developed and administered in three different state universities in Turkey, and 469 students and 19 faculty members participated in the study. The results indicated that both subject faculties and prospective teachers thought that an ESP course should be in the programmes, either as a selective or obligatory module. The questionnaires also uncovered information about why and in which circumstances the prospective Mathematics teachers needed to learn English, which language skills to develop, which language activities, and which topics to study. It is believed that the findings of the study will serve as a base for the development of a content-rich English language syllabus for prospective mathematics teachers in elementary education.
Keywords: Needs analyses, prospective mathematics teachers, english language teaching.
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