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 of mindset that intercultural understanding can develop in student teachers: global teacherhood. After reviewing studies and drawing attention to the importance of preparing teachers for intercultural communication in their field experiences, we discuss the elements of our framework that include teacher reflection and worldview reframing. Focusing on interpretive findings from our exploratory study, we apply critical systems criteria to the cases of two prospective teachers participating in an IST program.
Critical Inquiry in Language Studies


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...
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Norman, U (Wiley, 1996-12-01)
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The purpose of this study was to examine the relationship of language learning strategy use and self-efficacy beliefs with language proficiency of the language preparatory school students. Moreover, some demographic characteristics of the participants were analyzed in relation to the proficiency scores of the students. Four hundred eighty nine language preparatory school students from one private university in Ankara were included in the study. Turkish version of Inventory of Strategies for Language Learnin...
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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...
Citation Formats
A. C. Karaman, “INTERNATIONAL STUDENT TEACHING IN WORLD LANGUAGE EDUCATION: CRITICAL CRITERIA FOR GLOBAL TEACHERHOOD,” Critical Inquiry in Language Studies, pp. 237–264, 2007, Accessed: 00, 2020. [Online]. Available: