EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

Ortaçtepe, Deniz

doi:10.1080/15348458.2015.1019785

Cited by 32 publications

(22 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…"The issue of teacher identity plays a major role in describing the many identities adopted by these non-native speaker teachers, who need to juggle at least 3 identities-L2 user, L2 learner, and L2 teacher-along with various sociocultural and political identities that are established in various institutional and interpersonal contexts‖ (Ortaçtepe, 2015). In respect of instructional challenges, Yazan (2016) states that although pre-service teacher education programs introduce them to theoretical aspects of teaching and learning English as a foreign language along with teaching methodologies, they have to engage in further learning activities in the workplace when they start their classroom practice as novice teachers.…”

Section: Introductionmentioning

confidence: 99%

Turkish EFL Teacher Candidates’ Early Teacher Identity

Babanoğlu

Ağçam

2019

Asian Journal of Education and Training

View full text Add to dashboard Cite

The topic of teacher identity has lately begun to be associated with general notions of teacher training and development. Becoming an expert through gradual learning and teaching also calls for awareness of self-identity as a teacher when considering the standards of the teaching profession. Language teachers start to develop their identity as a teacher during their higher education at language teaching departments, and the development in concern constitutes the basis of their roles in the teaching process. With that in mind, the current study was motivated to investigate perceptions of Turkish EFL teacher candidates on their early teacher identity. The participants of the study were senior students enrolled in two English Language Teaching Departments at a state university and a private university in Turkey. Data were collected from the students in concern through a Likert-type questionnaire during their teaching practicum. The research findings indicated that they held a high level of early teacher identity scores, and that they somehow significantly differed in their perceptions about early teacher identity with regard to gender and the attended university type.

show abstract

Section: Introductionmentioning

confidence: 99%

Turkish EFL Teacher Candidates’ Early Teacher Identity

Babanoğlu

Ağçam

2019

Asian Journal of Education and Training

View full text Add to dashboard Cite

show abstract

“…These factors were described as constantly developing in conjunction with changing contextual elements that include the family, classroom, school, and society. Most of the factors affecting the teachers' ongoing identity formation appeared to arise from, e.g., discrepancy between language in teaching in the home country and language in use in the ES country (Ortaçtepe, 2015), the teachers problems of socialization in the ES country (Fotovatian, 2010), or a conflict or collision of values from different cultures (Nugroho Widiyanto, 2005) (see Table 2).…”

Section: Formation Of the Identities Of Nonnative Teachersmentioning

confidence: 99%

“…Many of the studies of identity formation focused on how identities were formed and negotiated as part of transnational life (Menard-Warwick, 2008;Nugroho Widiyanto, 2005), formed by discourses with regard to TESOL training or PhD program in ES countries (Fotovatian, 2010;Ilieva, 2010;Ortaçtepe, 2015;Phan, 2007), or formed by teaching experiences in teachers' home countries (Tsui, 2007;Wu & Wurenbilige, 2012;Yang & Bautista, 2008).…”

Section: Aims Of the Studiesmentioning

confidence: 99%

“…The terms used in the studies of identity formation either implicitly or explicitly pointed to sociocultural and institutional background as the context for identity formation. Either the sociocultural and institutional contexts (Duff & Uchida, 1997;Menard-Warwick, 2011;Nugroho Widiyanto, 2005;Phan, 2007;Phan & Phan, 2006) or the professionalism of the teachers (Fotovatian, 2010;Ilieva, 2010;Ortaçtepe, 2015;Reis, 2011;Trent, 2012;Tsui, 2007;Wu & Wurenbilige, 2012;Yang & Bautista, 2008) were emphasized in the definitions of identities.…”

Section: Definitionsmentioning

confidence: 99%

See 1 more Smart Citation

The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide

Chen¹,

Tigelaar²,

Verloop³

2016

AES

View full text Add to dashboard Cite

Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of the difficulties that students can encounter. Therefore, a better understanding is needed of nonnative ESL/EFL teachers in language-and-culture teaching contexts. Research on how these teachers view themselves in relation to two or more cultural groups, i.e., teachers’ intercultural identities is useful in this respect, but has been scarce. In the present study, we systematically reviewed 21 studies on the intercultural identities of nonnative ESL/EFL teachers. Our study provides insight in key characteristics of these teachers’ intercultural identities, factors in the formation of these teachers’ intercultural identities, inconsistencies in studies to date, and directions for further research.

show abstract

“…Tüm and Kunt (2013) point out that EFL teacher students may have foreign language anxiety and this may have adverse effects on application of grammar rules and the execution of speaking skills. In respect of EFL teacher candidates, Ortaçtepe (2015) emphasizes that:…”

Section: Introductionmentioning

confidence: 99%

A Study on Possible Selves of Turkish Pre-Service EFL Teachers

Journal¹,

Babanoğlu²

2017

Preprint

View full text Add to dashboard Cite

There is no doubt that teaching profession requires passing through a long and challenging path where student teachers/teacher candidates undergo a variety of processes, phases and transformations. Beauchamp and Thomas (2009) point out that examining new teacher identity can be considered as an important step to develop more effective teacher training programmes and identity development of a teacher is related to understanding the notion of ‘self’. This study investigates the possible selves of pre-service EFL teachers in relation to the concept of developing new teacher identity. Aim of the study is to measure possible selves of new teachers that they expect to become and/or fear becoming in the near feature. In order to achieve this goal, ‘New Teacher Possible Selves Questionnaire’ (Hamman, Wang & Burley, 2013; Dalioğlu & Adıgüzel, 2015) was used to measure EFL teacher candidates’ expected and feared teacher possible-selves. A six-point Likert type scale of questionnaire on possible selves was applied to 149 pre-service EFL teachers from two universities. Results indicate that EFL teacher candidates have positive expectations and no certain fears for their first year of teaching, especially female teacher candidates who have higher scores than males in terms of expected possible-selves.

show abstract

EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

Cited by 32 publications

References 53 publications

Turkish EFL Teacher Candidates’ Early Teacher Identity

Turkish EFL Teacher Candidates’ Early Teacher Identity

The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide

A Study on Possible Selves of Turkish Pre-Service EFL Teachers

Contact Info

Product

Resources

About