ELF-Aware Pre-service Teacher Education to Promote Glocal Interactions: A Case Study in Turkey

Kaçar, Işıl Günseli; Bayyurt, Yasemin

doi:10.1007/978-981-10-6421-0_5

Cited by 9 publications

(8 citation statements)

References 41 publications

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“…Unlike the previous study that tackled with a wide variety of issues on WE, English as an International Language (EIL), and ELF, the present research focuses only on ELF-awareness in ELT -i.e. a construct which is well documented in recent studies (Bayyurt & Sifakis, 2015a, 2015bBiricik-Deniz et al, 2016;Kaçar & Bayyurt, 2018;Kemaloğlu-Er & Bayyurt, 2018;Llurda, Bayyurt & Sifakis, 2018;Sifakis, 2019;Sifakis & Bayyurt, 2015. We believe that teachers need to become more and more aware of the changing paradigms as they are teaching more and more in diverse contexts with multilingual and multicultural students.…”

Section: Methodssupporting

confidence: 52%

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

Bayyurt¹,

Kurt²,

Öztekin³

et al. 2019

Eurasian Journal of Applied Linguistics

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Today English has become the Lingua Franca or common language of many people, regardless of their being native or nonnative speaker of English all over the world. Therefore, it has become necessary to educate pre-/in-service teachers with an awareness towards the significance of the involvement of an "English as a lingua franca" (ELF) perspective in their language teaching practice in multilingual/multicultural contexts. In a rapidly changing world, many English language teachers and teacher trainers are cognizant of the impact of migration in their teaching contexts. However, it is still not very clear to what extent and in what context they are integrating ELF related issues in their language teaching practice. In this study, we make an attempt to unveil in-service teachers' beliefs about ELF in pedagogical practice in three different countries -Poland, Portugal and Turkey. In order to do that we have adopted a questionnaire from an earlier study investigating the involvement of culture in ELT in expanding circle contexts. The findings of the study revealed that although teachers in these contexts are aware of the significance of the inclusion of an ELF-aware perspective in ELT, they are still hesitant about its applicability in their own teaching context. This study has implications for raising English language teachers' awareness in conceptualizing how an ELF-aware pedagogical approach can be implemented in a multilingual/multicultural context.

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Section: Methodssupporting

confidence: 52%

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

Bayyurt¹,

Kurt²,

Öztekin³

et al. 2019

Eurasian Journal of Applied Linguistics

Self Cite

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“…EFL paradigm is so prevalent in Turkey that in 2011, the government and MONE launched "Turkey to Hire" project which aimed to recruit 40000 native speaker teachers to work collaboratively with local EFL teachers in schools (see Coşkun, 2013). ELF research in Turkey has so far investigated the conceptualization and use of ELF from perspectives of in-service English language teachers İnceçay & Akyel, 2014;Karakaya & Hatipoğlu, 2017;, pre-service teachers and faculty members in ELT programs (İnal & Özdemir, 2015;Kaçar & Bayyurt, 2018;Kemaloglu-Er & Bayyurt, 2016;Öztürk, Altınmakas & Çeçen, 2009), and students (Kaypak & Ortaçtepe, 2014). To best of our knowledge, only Akar (2002) conducted a large-scale study on the use of English by business professionals in Turkey, but not from the perspective of BELF.…”

Section: The Role Of English and Elf Research In Turkeymentioning

confidence: 99%

Conceptual Transition from English as a Foreign Language to BELF

Altınmakas¹,

Çeçen²,

Tülüce³

et al. 2018

HUJE

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Business professionals, who use English language in their daily interactions at global corporate companies in Turkey, have been educated within the paradigm of teaching and learning of English as a Foreign Language (EFL). However, as most of their interactions in business world take place with speakers of other languages in multilingual/cultural settings, these professionals' use of English language as Lingua Franca (ELF) may commence to function in different domains with different purposes and communicative outcomes within the paradigm of BELF. However, to our best knowledge, how business professionals in Turkey use and conceptualize English language in their daily business domains and how they position themselves as users of English and BELF have not been investigated. With this aim in mind, we conducted a research with 19 business professionals working at global companies in Istanbul. The data was collected through a survey administered with 19 business professionals and semi-structured interviews with five informants working in top positions at those companies which serve global customers. The findings of the study revealed that business professionals in Turkey are in a state of flux between the two paradigmsi.e., EFL and ELF toward the construction of BELF because EFL and ELF co-exist in their minds.

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“…biographic multilingualism) as opposed to acquiring languages (i.e. acquired multilingualism) later in life (Kaçar and Bayyurt, 2018). Flerspråklig, which is the Norwegian equivalent of the term multilingual, can denote specifically immigrants or foreigners and not necessarily multilingual Norwegians.…”

Section: Seminar and Consultations: Phasementioning

confidence: 99%

Evaluating teacher multilingualism across contexts and multiple languages: validation and insights

Calafato

2020

Heliyon

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In response to the need for quantitative instruments that can provide insights into language teacher multilingualism on a large scale, this article discusses the development of the MULTITEACH questionnaire via a five-stage process that consisted of a critical review of research on teacher multilingualism, seminar and practitioner consultations, a pilot study, reliability tests, and principle component analysis (PCA), followed by a larger study involving 460 multilingual language teachers and factor analysis to confirm the PCA. The questionnaire thus validated provides a comprehensive quantitative measure of assessing language teacher multilingualism across multiple foreign languages and in diverse contexts. A discussion of the factors influencing teacher multilingualism has also been included based on the findings from the larger study of 460 multilingual teachers.

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ELF-Aware Pre-service Teacher Education to Promote Glocal Interactions: A Case Study in Turkey

Cited by 9 publications

References 41 publications

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

Conceptual Transition from English as a Foreign Language to BELF

Evaluating teacher multilingualism across contexts and multiple languages: validation and insights

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