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case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
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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 Franca (ELF) and World Englishes (WE) perspectives. The theoretical framework in the study is Mezirow’s (1991) transformative learning theory. The data, collected via semi-structured interviews and reflective journals, were analyzed via content analysis. The findings indicated that although their social and educational backgrounds affected their interpretations of international teaching experiences, participants seemed to share an overarching sociolinguistic perspective. Changes emerged in four meaning schemes: inclusive pedagogical practices, teaching and learning English from the ELF- and WE-aware perspectives, creative and critical thinking activities, as well as intercultural awareness. The study underscored the necessity of integrating the following issues into pre-service language teacher education programs: intercultural awareness, competence, and communication, as well as linguistic and cultural diversity. The findings also emphasized the teacher educators’ role as facilitators in terms of enhancing the transformative potential of the international teaching experiences.
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Keyword:
english as a lingua franca; intercultural awareness; Language and Literature; meaning schemes; P; P1-1091; Philology. Linguistics; pre-service teachers; sociolinguistic perspective; study/teach abroad experiences; transformative learning; world englishes
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URL: https://doaj.org/article/d28bb709e42841d1abeb617cb034c749
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Meta-communication Devices Used in a Multilingual EFL Telecollaboration for Secondary School Students
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In: Applied Linguistics Research Journal, Vol 4, Iss 3, Pp 24-36 (2020) (2020)
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Culture and ELT: Cambodian teachers' perception and practice of textbook adaptation to realize intercultural awareness
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In: ELT Forum: Journal of English Language Teaching, Vol 9, Iss 1, Pp 65-74 (2020) (2020)
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Intercultural awareness and its misrepresentation in textbooks
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 179-193 (2019) (2019)
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Un modelo de enfoque plurilingüe para la enseñanza de lenguas en la escuela
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In: Linguarum Arena : Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto, Vol 5, Pp 47-66 (2014) (2014)
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Developing cultural awareness through reading literary texts
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In: Taikomoji kalbotyra, Iss 1 (2012) (2012)
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Vocational language learning and teaching at a South African university: preparing professionals for multilingual contexts
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In: Stellenbosch Papers in Linguistics Plus, Vol 38, Iss 0, Pp 130-142 (2009) (2009)
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