2021
DOI: 10.32601/ejal.911484
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A case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives

Abstract: Study/Teach abroad experiences, are shown to impact prospective teachers' beliefs and values, offering exposure to diverse educational systems and teaching philosophies. This qualitative exploratory case study aimed to investigate the impact of the Comenius language assistantship program on the sociolinguistic perspectives and meaning schemes of Turkish pre-service teachers of English, in different intercultural educational contexts in Europe between 2011 and 2014. It incorporated both English as a Lingua Fran… Show more

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Cited by 4 publications
(3 citation statements)
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“…5.4. Teaching English as a lingua franca (ELF) and World Englishes (WE) Among the relevant studies that have been published in recent years, most seem to focus on attitudes towards ELF/WEs, either in relation to participants' current awareness and openness towards ELF/ WEs (Altınmakas et al, 2019;Cesur & Balaban, 2020;Çeçen & Serdar Tülüce, 2019;Geçkinli & Yılmaz, 2021;Yücedağ & Karakaş, 2019), or in relation to the changes in attitudes following specific training, out-of-class communications in English, or experience abroad (Biricik Deniz et al, 2020;Irgın, 2020;Kaçar, 2021;Kemaloğlu-Er & Bayyurt, 2022;Uğurlu et al 2022). Çeçen and Serdar Tülüce (2019), for example, examined pre-service EFL teachers' attitudes towards speakers coming from the three 'circles' of English (Kachru, 1985).…”
Section: Teaching Other Foreign Languagesmentioning
confidence: 99%
See 1 more Smart Citation
“…5.4. Teaching English as a lingua franca (ELF) and World Englishes (WE) Among the relevant studies that have been published in recent years, most seem to focus on attitudes towards ELF/WEs, either in relation to participants' current awareness and openness towards ELF/ WEs (Altınmakas et al, 2019;Cesur & Balaban, 2020;Çeçen & Serdar Tülüce, 2019;Geçkinli & Yılmaz, 2021;Yücedağ & Karakaş, 2019), or in relation to the changes in attitudes following specific training, out-of-class communications in English, or experience abroad (Biricik Deniz et al, 2020;Irgın, 2020;Kaçar, 2021;Kemaloğlu-Er & Bayyurt, 2022;Uğurlu et al 2022). Çeçen and Serdar Tülüce (2019), for example, examined pre-service EFL teachers' attitudes towards speakers coming from the three 'circles' of English (Kachru, 1985).…”
Section: Teaching Other Foreign Languagesmentioning
confidence: 99%
“…Biricik Deniz et al (2020) revealed the initial (mis)conceptions held by the pre-service teachers about ELF and how their understandings evolved over the course of the semester (e.g., questioning assumptions about native norms in ELT and the dominance of Standard English) and a gradual embracing of ELF as a linguistic and cultural concept and as a pedagogical tool. Looking outside of the classroom, Kaçar (2021) examined changes experienced by Turkish pre-service EFL teachers actively engaging in an ELF context as they participated in the Comenius language assistantship program in Europe. Among the changes related specifically to the participants’ understandings of teaching and learning English from ELF/WE perspectives, there was evidence of increased awareness and appreciation of the plurality of Englishes, the multiplicity of norms, and the value of multilingualism.…”
Section: Classroom Processes and Instructional Practicesmentioning
confidence: 99%
“…It was also found that the pre-Erasmus period was reported as the most challenging period by the participants especially due to the paper work. Kaçar (2021) investigated the impact of the Comenius language assistantship program on the sociolinguistic perspectives and meaning schemes of 15 Turkish EFL pre-service teachers in different intercultural educational situations in Europe in a recent qualitative exploratory case study. Semi-structured interviews and reflective journals were used to gather information.…”
Section: Studies With Turkish Prospective Efl Teachersmentioning
confidence: 99%