The identity (re)construction of nonnative English teachers stepping into native Turkish teachers' shoes

Download

index.pdf

Date

2016-01-01

Author

Mutlu Kaya, Sevcan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

174
views

0
downloads

The present study explored the identity (re)construction of five nonnative English teachers who went to the USA on a prestigious scholarship for one year to teach their native language, Turkish. In that sense, it investigated how this shift from being a nonnative English teacher to a native Turkish teacher influenced their self-image, self-efficacy, and beliefs about teaching/learning. The data were collected mainly through three different instruments: a personal data questionnaire, ongoing controlled journals along with follow-up questions, and interviews. All the qualitative data were first analyzed according to Boyatzis' [(1998). Transforming qualitative information: Thematic analysis and code development. Sage) thematic analysis, and then the emerging themes were related to three sensitizing concepts, which were (a) self-image, (b) self-efficacy, and (c) beliefs about teaching and learning. The findings revealed that (a) the participating teachers in this study had high(er) self-efficacy but low(er) self-image when teaching English compared to Turkish because of their idealization of native speaker norms; (b) their multiple identities were interacting with each other, and shifting from being a native to a nonnative, and a language teacher to a language user; and (c) their beliefs about teaching and learning coming from their core identity as an English language teacher worked as a catalyst in this process.

Subject Keywords

Linguistics and Language, Communication

URI

https://hdl.handle.net/11511/35486

Journal

LANGUAGE AND INTERCULTURAL COMMUNICATION

DOI

https://doi.org/10.1080/14708477.2016.1194852

Collections

Department of Basic English, Article

Suggestions

OpenMETU
Core

The discourse connector list: a multi-genre cross-cultural corpus analysis Kalajahi, Seyed Ali Rezvani; Abdullah, Ain Nadzimah; Neufeld, Steve (Walter de Gruyter GmbH, 2017-05-01) This study examines the linguistic feature known as discourse connector using a corpus-informed approach. The study applies a taxonomy which classifies and describes 632 discourse connectors in eight broad classes with 17 categories. The frequency of use of each discourse connector listed was analyzed in the three different registers of spoken, non-academic and academic English in the two different cultural contexts of British and American English. The resulting data on discourse connector frequency were co...
Pre-Service Science Teachers' Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation Senler, Burcu; Sungur, Semra (Cambridge University Press (CUP), 2013-01-01) The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personalit...
Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction CAN DAŞKIN, NİLÜFER; Hatipoğlu, Çiler (SAGE Publications, 2019-10-01) In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis (CA), we uncover the emergence of instances of reference to a past learning event (RPLE) in L2 classroom interaction and highlights its relevance to informal FA. ...
Language practice with multimedia supported web-based grammar revision material Baturay, Meltem Huri; Daloğlu, Ayşegül; Yıldırım, İbrahim Soner (Cambridge University Press (CUP), 2010-09-01) The aim of this study was to investigate the perceptions of elementary-level English language learners towards web-based, multimedia-annotated grammar learning. WEBGRAM, a system designed to provide supplementary web-based grammar revision material, uses audio-visual aids to enrich the contextual presentation of grammar and allows learners to revise target grammatical structures using interactive exercises such as gap-filling, combo-box and drag-and-drop exercises. This study gathered quantitative data on l...
Face and impoliteness at the intersection with emotions: A corpus-based study in Turkish Işık Güler, Hale (Walter de Gruyter GmbH, 2010-01-01) This paper employs a corpus-based approach to examine the bases of impoliteness via the nature of emotions involved in offending event(s), with a view of teasing apart face concerns from other factors in the management of relations. Drawing from (social) psychology, we consider how emotions can open a window on discerning what type of impolite acts they appear as responses to and what impolite acts they motivate. The occurrence of 20 emotion words in the narration of offensive events in the narrative genre ...

Citation Formats

S. Mutlu Kaya, “The identity (re)construction of nonnative English teachers stepping into native Turkish teachers’ shoes,” LANGUAGE AND INTERCULTURAL COMMUNICATION, pp. 552–569, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/35486.