A Needs Analysis of Language Barriers in Turkiye Earthquake: Emergency English from Evidence-Based Approach

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Tavil Z. M., Güngör M. N., Taşpınar M., Şahin M. G., Uluyol Ç., Fişne F. N., ...Daha Fazla

THE JOURNAL OF LANGUAGE TEACHING AND LEARNING, cilt.15, sa.2, ss.201-222, 2025 (ESCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 15 Sayı: 2
  • Basım Tarihi: 2025
  • Dergi Adı: THE JOURNAL OF LANGUAGE TEACHING AND LEARNING
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Communication & Mass Media Index, MLA - Modern Language Association Database
  • Sayfa Sayıları: ss.201-222
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Gazi Üniversitesi Adresli: Evet

Özet

Effective communication becomes a critical component of survival and rescue operations in disasters. Earthquakes, particularly, strike with little warning, leaving affected populations in urgent need of clear and concise information and aid to ensure their safety. A fundamental grasp of "emergency English" can prove invaluable for non-English-speaking communities or those in multilingual environments. This case study investigates the language barriers of earthquake victims during the Kahramanmaraş Earthquake on February 6, 2023, in Turkiye. Data were collected from three groups: interpreters, international search and rescue teams, and English language teachers working in the earthquake area to determine the language barriers. A needs analysis study was conducted using semi-structured interview questions drawn from an evidence-based approach. Interpreters offered insights into their experiences and challenges in receiving crucial information, while rescue teams provided perspectives on communication obstacles during response efforts. English language teachers also contributed their expertise in identifying the gaps in language preparedness and the potential for improving emergency English training in such scenarios. Results from the three groups showed that language components such as vocabulary items on health, earthquake terminology, and functions of giving directions, describing places, and reporting statements were the most needed language components to overcome the barriers in spoken communication in the crisis area. As a solution, the participants identified the necessity of developing an emergency English language teaching programme for K-12 education nationwide. The paper concludes with suggestions for stakeholders and implications for future research.