Show simple item record

dc.contributor.authorMutlu, S.en_US
dc.contributor.authorOrtaçtepe, D.en_US
dc.date.accessioned2018-04-12T10:45:39Z
dc.date.available2018-04-12T10:45:39Z
dc.date.issued2016en_US
dc.identifier.issn1470-8477
dc.identifier.urihttp://hdl.handle.net/11693/36599
dc.description.abstractThe present study explored the identity (re)construction of five nonnative English teachers who went to the USA on a prestigious scholarship for one year to teach their native language, Turkish. In that sense, it investigated how this shift from being a nonnative English teacher to a native Turkish teacher influenced their self-image, self-efficacy, and beliefs about teaching/learning. The data were collected mainly through three different instruments: a personal data questionnaire, ongoing controlled journals along with follow-up questions, and interviews. All the qualitative data were first analyzed according to Boyatzis’ [(1998). Transforming qualitative information: Thematic analysis and code development. Sage) thematic analysis, and then the emerging themes were related to three sensitizing concepts, which were (a) self-image, (b) self-efficacy, and (c) beliefs about teaching and learning. The findings revealed that (a) the participating teachers in this study had high(er) self-efficacy but low(er) self-image when teaching English compared to Turkish because of their idealization of native speaker norms; (b) their multiple identities were interacting with each other, and shifting from being a native to a nonnative, and a language teacher to a language user; and (c) their beliefs about teaching and learning coming from their core identity as an English language teacher worked as a catalyst in this process.en_US
dc.language.isoEnglishen_US
dc.source.titleLanguage and Intercultural Communicationen_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/14708477.2016.1194852en_US
dc.subjectBeliefs about teaching and learningen_US
dc.subjectSelf-efficacyen_US
dc.subjectSelf-imageen_US
dc.subjectTeacher identityen_US
dc.titleThe identity (re)construction of nonnative English teachers stepping into native Turkish teachers’ shoesen_US
dc.typeArticleen_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.citation.spage552en_US
dc.citation.epage569en_US
dc.citation.volumeNumber16en_US
dc.citation.issueNumber4en_US
dc.identifier.doi10.1080/14708477.2016.1194852en_US
dc.publisherRoutledgeen_US
dc.identifier.eissn1747-759X


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record