Contextualisation in the EFL Primary Classroom: A neglected issue in teacher education

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Yılmaz D., Karatepe Ç.

in: The Science and Education at the Beginning of the 21st Century in Turkey,, Strelova,Olga,Hristov,I.,Mortan K.,Peeva,P.,Sam,R.,N.,Galay,E. Atasoy,E., Editor, . St Kliment Ohridski University Press, Sofija, pp.57-70, 2013

  • Publication Type: Book Chapter / Chapter Vocational Book
  • Publication Date: 2013
  • Publisher: . St Kliment Ohridski University Press
  • City: Sofija
  • Page Numbers: pp.57-70
  • Editors: Strelova,Olga,Hristov,I.,Mortan K.,Peeva,P.,Sam,R.,N.,Galay,E. Atasoy,E., Editor
  • Bursa Uludag University Affiliated: Yes


This study aims to determine whether Turkish EFL student teachers (STs) studying at Uludağ University can contextualise their lessons during School Experience (SE) and to what extent they can use various techniques at the primary education level.

Although STs were expected to use six different techniques of contextualisation, namely personalisation, individualisation, localisation, modernisation, the use of immediate context and formulated information, they were able to use ‘Personalisation’ as the only main technique of contextualisation, and even then in a limited way.  In an attempt to use personalisation, they tended to use audio-visual materials and stories, and to a certain extent, they could elicit information from the learners. 

These results show that STs need to go through a training programme in which they actively practise contextualisation techniques using which they can present language topics in a meaningful way and thus relate the English language to the learners’ lives.