Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status

Arikan, Arda

doi:10.5539/elt.v4n3p232

Cited by 12 publications

(13 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There is a total of 116 Spanish journals with the impact factor calculated in 2010, as there are five that are in both indexes'. 3 But a scientific career is also influenced by other factors, such as professional status, gender and the cultural and structural characteristics of each institution (Arikan 2011). For example, Gu et al (2011) studied the relationship between the impact indicators and doctoral students' research, and found that the individual factors, specifically the status in academia, have significant effects on the number of publications with impact.…”

Section: Methodological Approachmentioning

confidence: 99%

WhenEspañolis not enough: research, write, translate and publish or … perish

Suárez-Ortega¹,

García‐Mingo²,

Román³

2012

International Journal of Leadership in Education

View full text Add to dashboard Cite

When Español is not enough: research, write, translate and publish or … perish MAGDALENA SUÁ REZ-ORTEGA, ELISA GARCÍA-MINGO AND JOSÉ A. RUIZ SAN-ROMÁ N The current scientific assessment policies in contemporary Spain increasingly push junior and senior researchers of the Spanish academia to the 'global' knowledge production model based on highly specific and monolingual academic works. This turn towards a Journal Citation Reports -English written articles mode of knowledge transmission has deeply affected the quality of the academic work of the Spanish (and Hispanic) scholastic community, the relationship between the social scientists and their research participants and the social value of the research itself. In this article, combing data on academic activity and scientific policies, qualitative interviews of Hispanic scholars and pieces of our research diaries, we discuss the subtle but irreversible impact of the so called ISI-CI model on our scientific biographies.Realizing that Español is not enough: the problem of writing in English for Spanish-speaking scholars It all started as a vague but furious cry. It was a nice spring afternoon and we were gathered in a nice and cosy hall of the Illini Union, on the campus of the University of Illinois at Urbana-Champaign. We were taking

show abstract

Section: Methodological Approachmentioning

confidence: 99%

WhenEspañolis not enough: research, write, translate and publish or … perish

Suárez-Ortega¹,

García‐Mingo²,

Román³

2012

International Journal of Leadership in Education

View full text Add to dashboard Cite

show abstract

“…For instance, the low socio-economic status of the district seemed to have very limited potential for professional development and especially male teachers in this study complained about the fact that they did not have as many opportunities as their counterparts in west districts of Turkey. As stated in Arikan (2011), there is a correlation between teachers' socioeconomic conditions and their perceptions of target language culture. The teachers in the current study stated this fact repeatedly during the interviews and focus groups.…”

Section: Discussionmentioning

confidence: 99%

ELT teachers working in underprivileged districts of Turkey and their perspective of continuous professional development opportunities

Tunaz

Önem

2017

HumanSciences

View full text Add to dashboard Cite

The purpose of this research is to enquire the ELT teachers' perspective of continuous professional development under restricted conditions they are obliged to teach English. Therefore, 20 EFL teachers who have been working at different state schools in the remote villages of southeast region of Turkey were selected as the participants of the inquiry. The data were collected in two different processes. First, all the teachers in the study were interviewed to answer the questions in the first part of the survey individually. Then, randomly selected 12 teachers were separated into two groups for online focus-group discussions, which were held in a semi-structured context by leading questions adapted from Brown (2013). Data collection processes were audio-recorded, and the qualitative data obtained from interviews and focus group discussions were coded and clustered to form specific themes. The results of the research revealed that teachers working in underprivileged districts of Turkey: (a) believe the crucial contribution of professional development activities for teacher quality and/or student achievement (b) have very limited opportunities and options for sustained professional development, and (c) think that the times allocated for professional development activities should be increased. Moreover, teachers these teachers (d) hope to take place in the planning phase of professional development activities, and (e) are dissatisfied with unfair financial situation. Upon the analysis of these items stated in the results, male teachers were found to focus on more general ideas compared to female teachers (item a and item b). On the other hand, the results indicated that female teachers focused on specific ideas statistically more often compared to male teachers (item c and item d). The teachers did not show statistical gender difference in terms of financial limitations (item e). The results of the research might be generalized to the similar contexts in other underprivileged districts, and similar researches might be conducted with teachers of other fields in order to reach results that are more generalizable.

show abstract

“…Ulaşılabilen alanyazında yabancı dil öğretiminde hedef kültürün kullanılması ve kültür aktarımı bağlamında Türkiye'de yapılan bazı çalışmalara (Arıkan, 2011;Bayyurt, 2007;Belli, 2018;Kuru-Gönen & Sağlam, 2012) rastlanmakla birlikte bu çalışmaların genellikle kültür konusunu yabancı dil olarak İngilizce öğretimi bağlamında ele aldıkları ve İngilizce öğrenenlerin, öğretenlerin ya da ingilizce öğretmeni adaylarının yabancı dil derslerinde kültür aktarımına ilişkin görüşlerini belirlemek amacıyla yapıldıkları görülmektedir. Yabancı dil olarak Türkçe öğretiminde kültür ve dil ilişkisi üzerine ulaşılabilen alanyazında yapılan çalışmalara bakıldığında ise bir çalışma (Saygılı & Kana, 2018) dışında çalışmaların büyük çoğunluğunun yabancılara Türkçe öğreten kitaplarda kültür aktarımına ilişkin araştırmalar ya da yabancı dil öğretiminde kültürün rolüne ilişkin alanyazın taraması olduğu görülmektedir.…”

Section: Introductionunclassified

“…İngilizce öğretmeni adaylarının hedef dil ve hedef kültüre ilişkin görüşlerini katılımcıların sosyo-ekonomik durumları bağlamında inceleyen Arıkan (2011) çalışmasında katılımcıların kendilerini hedef dilde yetkin olarak görseler de hedef kültür açısından zayıf gördüklerini ve katılımcıların hedef dil ve kültüre ilişkin görüşlerinin ailelerin sosyo-ekonomik durumuna bağlı olarak değişiklik gösterdiklerini belirlemiştir.…”

unclassified

Yabancı Dil Olarak Türkçe Öğretiminde Kültür Aktarımına İlişkin Öğretmen Adaylarının Görüşleri

Caner

Direkçi

Kurt

2019

Dil Eğitimi Ve Araştırmaları Dergisi

View full text Add to dashboard Cite

The relationship between culture and language has attracted the scholars for years and the phenomenon of culture in foreign language teaching has been examined in several studies. However, the review of available literature revealed a remarkable gap on culture transfer in teaching Turkish as a foreign language. Concerning this gap, the present study intended to examine the opinions of pre-service teachers on the culture transfer in teaching Turkish as a foreign language. A total of 64 pre-service teachers, who were selected through convenience sampling technique among a larger population enrolled in Turkish and English language teacher education programs of a state university in Turkey, participated to the study on voluntary bases. The data of this qualitative study were gathered through written interview forms and analyzed through thematic analysis. The findings of the present study exposed that all of the participants consider the inclusion of Turkish culture in teaching Turkish as a foreign language had a number of advantages. The majority of the participants consider that the teachers should be equipped with the rudiments of the language and culture of their target population however they should not put it in the forefront of the teaching process. When the findings were examined in line with the majors, it was found that participants have varied opinions at some points on culture transfer in teaching Turkish as a foreign language.

show abstract

Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status

Cited by 12 publications

References 53 publications

WhenEspañolis not enough: research, write, translate and publish or … perish

WhenEspañolis not enough: research, write, translate and publish or … perish

ELT teachers working in underprivileged districts of Turkey and their perspective of continuous professional development opportunities

Yabancı Dil Olarak Türkçe Öğretiminde Kültür Aktarımına İlişkin Öğretmen Adaylarının Görüşleri

Contact Info

Product

Resources

About