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The present study is based on a teaching-module designed to introduce computational thinking (CT) to pre-service teachers pursuing MA degrees at a large-scale university in Ankara, Turkey. It aims to explore Turkish pre-service teachers' perceptions and integration of CT in different disciplines through CT-based tasks. Preand post-attitude questionnaires were administered before and after the presentation of a CT module to find out about their self-efficacy of computer use in class, perceptions of computing and CT, and integration of CT into their classrooms and in other disciplines. Student lesson plans were analysed in order to explore the challenges they faced while integrating CT into their teaching. According to the results, the pre-service teachers in this study 1) gained an awareness that computing, and CT are more than using computers and technology but relate to the process of problemsolving, 2) developed a better understanding of how to integrate CT into their teaching, and 3) agreed that CT could and should be integrated into the teaching of other disciplines, and 4) integrated different CT vocabulary in lesson plans based on their specific subject area.

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This study aims to present how intercultural and intracultural communication unfolds in EFL classrooms with NNESTs and NESTs who constantly negotiate common ground and positionings with their students. Three NEST and three NNEST teaching partners were observed and audio recorded during the first and fifth weeks of a new course they taught in turns. Data were transcribed and analyzed through conversation analysis using Kecskes and Zhang’s socio-cognitive approach to common ground (Kecskes, István & Fenghui Zhang. 2009. Activating, seeking, and creating common ground. A socio-cognitive approach. Pragmatics and Cognition 17(2). 331–355) and Davies and Harré’s positioning theory (Davies, Bronwyn and Rom Harré. 1990. Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour 20(1). 43–63). The findings revealed several differences in the ways NESTs and NNESTs established common ground and positioned themselves in their social interactions. NESTs’ lack of shared background with their students positioned them as outsiders in a foreign country and enabled them to establish more core common ground (i.e., building new common knowledge between themselves and their students). NNESTs maintained the already existing core common ground with their students (i.e., activating the common knowledge they shared with their students) while positioning themselves as insiders. NESTs’ difference-driven, cultural mediator approach to common ground helped them create meaningful contexts for language socialization through which students not only learned the target language but also the culture. On the other hand, NNESTs adopted a commonality-driven, insider approach that was transmission-of-knowledge oriented, focusing on accomplishing a pedagogical goal rather than language socialization.