Worldviews, Criticisms, and the Peer Circle: A Study of the Experiences of a Student Teacher in an Overseas School

Date

2010-12-01

Author

Karaman, Abdullah Cendel

Metadata

Show full item record

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

Item Usage Stats

200
views

0
downloads

This article explores international student teaching (IST) within the narratives of a prospective language teacher from the midwestern region of the United States. With a focus on one participant, the case study highlights significant factors that relate to the IST experience in Ecuador. A corpus generated from verbal protocols collected over a 1-year period in the United States and Ecuador was studied. With the application of descending hierarchical classification, a factor analysis of the correspondences, and the interpretation of participatory ethnographic observations, five lexicometric classes were identified. The findings reveal the centrality of peer groups in student teaching abroad. Important reflections underscore growth or changes in the areas of language, identity, and worldviews. The peer circle in the foreign community plays a significant role in shaping the access to different worldviews, criticizing local practices, and contrasting everyday living.

Subject Keywords

Linguistics and Language

URI

https://hdl.handle.net/11511/36734

Journal

FOREIGN LANGUAGE ANNALS

DOI

https://doi.org/10.1111/j.1944-9720.2010.01103.x

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

Experiences of International Language Teachers at a Turkish University Kahraman, Hasibe; Pıpes, Ashleıgh Carter (Cambridge University Press (CUP), 2018-09-01) Using a multiple case study approach, this short research article describes the experiences of three teachers (of German, French, and Korean) in a Turkish university where English is also mandatorily taught. Three themes common to the participants' experiences emerged: use of the Turkish language, integrative adaptability, and international self-awareness. We suggest that understanding these themes may help teachers, students, and administrators better understand the rich and potentially unique fonts of kno...
Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings Topal, Pınar; Yiğitoğlu Aptoula, Nur (Elsevier BV, 2022-6) The recent proliferation of studies on the language of reflection unveiled post-observation conferences (POC) as an essential setting in teachers’ professional development. As the studies on these conferences have mainly focused on pre-service settings, research on in-service context where the peers are the providers of feedback remains limited. In an attempt to address this gap, this study micro-analyzes the video recordings of 14 in-service POC sessions at an English preparatory school with the theoretica...
INTERNATIONAL STUDENT TEACHING IN WORLD LANGUAGE EDUCATION: CRITICAL CRITERIA FOR GLOBAL TEACHERHOOD Karaman, Abdullah Cendel (Informa UK Limited, 2007-12-01) In world language teacher education, there are few opportunities that integrate preparing prospective educators for meaningful participation in intercultural dialogues and for deeper understanding of value conflicts. Student teaching abroad offers one such promising opportunity. With our conceptualization of a critical systems approach towards heightened global awareness, we present an alternative framework that can be used in studies on international student teaching (IST). Furthermore, we theorize a type ...
Promoting spontaneous speech in the EFL class Norman, U (Wiley, 1996-12-01) A common concern of teachers of English as a second or foreign language is how to stimulate their students to use English in spontaneous speech beyond the mechanical level of many textbooks. This article outlines a set of classroom activities to promote free oral interaction for EFL students at the intermediate level. Basically, an initial stage of individual preparation is recommended in order to give the students some confidence to use English freely in class. The responsibility of searching for topics an...
English skills needed for graduate study in the US: Multiple perspectives Seferoğlu, Gölge (Walter de Gruyter GmbH, 2001-07-05) This paper reports on a study of needs analysis conducted with Turkish government-sponsored students who are studying towards master’s or doctoral degrees in the US and with students who attended a specific language program in Ankara, Turkey before they started graduate programs in the US. The purpose of this study was two-fold: (1) to gather information about these students’ needs in learning English from both graduate students’ and prospective graduate students’ perspectives, and (2) to explore the extent...

Citation Formats

A. C. Karaman, “Worldviews, Criticisms, and the Peer Circle: A Study of the Experiences of a Student Teacher in an Overseas School,” FOREIGN LANGUAGE ANNALS, pp. 583–604, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36734.