Research on foreign language teaching and learning in Turkey (2005–2009)

Alptekin, Cem; Tatar, Sibel

doi:10.1017/s026144481100005x

Cited by 41 publications

(49 citation statements)

References 11 publications

(10 reference statements)

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“…This finding supports those of Alptekin and Tatar (2011) who also reported hierarchy within the highly centralised education system in Turkey contributes to the daunting task of implementing teacher research in this country.…”

Section: Discourses Of Collaborationsupporting

confidence: 89%

“…Thus on the one hand, I was perceived to have power for the knowledge and skills that I possessed, on the other hand, they built up their power to let me do the work and disempowered themselves at the same time. Additionally, the hierarchical issue, in particular, aligns with Alptekin and Tatar's (2011) findings that the top down system in Turkey limits teachers' creativity and made them practitioners who only do what they are told to. Thus this is a dilemma for CBAR implementation in this context where teachers rely heavily on a facilitator and find it difficult to develop their autonomy.…”

Section: Discourses Of Subject Positioningsmentioning

confidence: 71%

“…This means their critical reflection and/or critical questions did not necessarily lead to improvement by themselves. The lack of autonomy was also evident in the studies of Alptekin and Tatar (2011) where teachers who lacked autonomy or agency as a result of their day-to-day practice as technicians/operators waited to be directed to do things rather than as being agents, which represents a top down structure of professional learning. Davies (2000) says that the self itself is complex and dynamic, and so are the institutions, society and culture in which the self lives.…”

Section: Discourses Of Reflective Practicesmentioning

confidence: 99%

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The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

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Section: Discourses Of Collaborationsupporting

confidence: 89%

Section: Discourses Of Subject Positioningsmentioning

confidence: 71%

Section: Discourses Of Reflective Practicesmentioning

confidence: 99%

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The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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“…This 'deconditioning' seems to be even more important in the Turkish case, as the Turkish students tend to have a more formal conception of language education. In fact, Alptekin and Tatar (2011) recognize that, in the Turkish educational context, 'novel approaches to language teaching remain suspect in the eyes of many, irrespective of their contribution to learning ' (p. 332). In this respect, Alptekin (2002) advocates that the 'communicative approach' to language teaching based on the 'model of the native speaker' should be abandoned in favour of an 'intercultural communicative approach', which we view as strongly connected with Byram's model of the intercultural speaker.…”

Section: Discussionmentioning

confidence: 99%

Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey

Basílio

Sá

Simões

2016

Language and Intercultural Communication

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This study intends to highlight the role that Foreign Language Education (FLE), particularly in the Higher Education context, can play so as to contribute to the rapprochement of two distant and still mutually unknown countries such as Portugal and Turkey. In this sense, it ultimately aims at supporting the training of intercultural speakers, capable of promoting an effective Intercultural Dialogue between the two countries. A diagnosis is presented of the reciprocal images of Portuguese and Turkish students learning each other's language and culture. Conclusions are drawn on how their self-and hetero-images may pertain on the construction of their identities, on their awareness about and attitudes towards each other, on their motivation to learn each other's language, and on intercultural communication itself. Allying the study of Images of Languages and Cultures and the concept of Intercultural Competence in the study of students' representations within the FLE research tradition, a content analysis was carried out of the responses given to an inquiry by questionnaire. Conative implications of the students' images as revealed in the results were pointed out. Some important distinctions are highlighted in the reciprocal images of both groups. On this basis, recommendations for FLE are made focusing on the positive reconstruction of students' reciprocal images. KEYWORDSForeign language education; intercultural awareness; intercultural competence; intercultural dialogue; images of languages and cultures Este estudo pretende destacar o papel do Ensino de Línguas Estrangeiras (ELE), no contexto do Ensino Superior, na aproximação de dois países distantes e ainda mutuamente desconhecidos como são Portugal e a Turquia. Visa-se, em última instância, fomentar a formação de falantes interculturais capazes de promover um efetivo Diálogo Intercultural entre os dois países. É feito um diagnóstico das imagens recíprocas de dois grupos de estudantes portugueses e turcos a estudarem a língua e a cultura um do outro. São tiradas conclusões sobre as implicações das respetivas auto-e hetero-imagens na sua construção identitária, conscientização e atitudes relativamente ao Outro, na sua motivação para o estudo da língua da sua contraparte e na própria comunicação intercultural. alunos na tradição investigativa em ELE, realizou-se uma análise de conteúdo das respostas a um inquérito por questionário, sendo apontadas as implicações conativas das imagens recíprocas dos participantes tal como as revelam os resultados. Com base nas diferenças observadas nas imagens recíprocas de ambos os grupos, são feitas recomendações relativamente à ELE com enfoque na reconstrução positiva destas imagens.

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“…In summary, literature suggests that it is important to study beliefs and attitudes of pre-service teachers to improve teacher preparation and professional learning (Alptekin & Tatar, 2011). Because the background of teachers' PCK is formed during their years in teacher preparation programs (Prescott et al, 2013), it is necessary to examine their attitudes toward teaching as a profession.…”

Section: Pre-service Teachers' Attitudes Toward Teachingmentioning

confidence: 99%

Connecting Attitudes Toward Teaching and Pedagogical Formation Courses: A Study of Turkish Pre-Service Teachers

Parylo¹,

Süngü

Ilgan

2015

AJTE

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Research on foreign language teaching and learning in Turkey (2005–2009)

Cited by 41 publications

References 11 publications

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey

Connecting Attitudes Toward Teaching and Pedagogical Formation Courses: A Study of Turkish Pre-Service Teachers

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