Faculty Academic English Program (FAE) - Closed
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Item Open Access Do intentions and perceptions always meet? a case study regarding the use of a teacher appraisal scheme in an English language teaching environment(Elsevier, 2000-02-23) Vanci-Osam, U.; Aksit, T.This article reports research examining a group of English language teachers' perceptions of the teacher appraisal scheme with a developmental purpose. Speci"cally, the researchers tried to "nd out if there is a discrepancy between what the institution intended to achieve and how teachers perceived the scheme before and after their participation in it. The "ndings of the study, which were obtained by analysing the data collected from the teachers and appraisers in the form of two structured interviews revealed some signi"cant clues for the institutions which are involved in or interested in running teacher appraisal schemes in their workplace.Item Open Access “How do you know she’s a woman?” Features, prototypes and category stress in Turkish KADIN and KIZ(John Benjamins Publishing Company, 2006) Turner, Robin; Luchjenbroers, J.Item Open Access Burrowing into the reciprocal learning collaboration of two instructors in an English-medium university in Turkey(Routledge, 2012) Mitton-Kűkner, J.; Akyüz, Ç.This paper explores the authors' experiences as an early career teacher educator and English-language instructor in an English-medium university in Turkey. The theoretical framework shaping their collaboration draws upon a narrative view of teacher knowledge as an embodiment of teachers' experiences in schools in close relationship with their identities. Inquiring into moments that disrupted what the authors knew as instructors, they demonstrate how thinking narratively was vital to their professional development and understanding of the complexities shaping the backdrop of their higher educational context. They situate their learning in the field of professional development at the university level and propose that thinking narratively enables instructors across the career phases and disciplines to draw upon their range of experiences in ways that offer potential opportunities for support, reflection and self-growth. This interactive process, the authors suggest, suits the aim of professional teacher development and emphasizes reciprocal learning possibilities for early career and experienced instructors working collaboratively. © 2012 Copyright Teacher Development.Item Open Access Foreword(Cambridge Scholars Publishing, 2018) Akşit, Tijen; Mengü, H. I.; Turner, R.; Akşit, Tijen; Mengü, H. I.; Turner, R.Item Open Access Talking about talk: tutor and student expectations of oracy skills in higher education(Routledge, 2021-03-23) Heron, M.; Dippold, D.; Hosein, A.; Sullivan, A. K.; Aksit, Tijen; Aksit, Necmi; Doubleday, J.; McKeown, K.Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors’ and students’ expectations of oracy skills required for disciplinary study. An analysis of both quantitative and qualitative data found that disciplinary tutors placed importance on the cognitive dimension of oracy skills such as argumentation and asking questions, whilst students placed importance on linguistic accuracy. The findings also suggest that tutors and students lack a shared metalanguage to talk about oracy skills. We argue that a divergence of expectations and lack of shared terminology can result in compromising students’ access to valuable classroom dialogue. The paper concludes with a number of practical suggestions through which both tutors and students can increase their understanding of oracy skills.Item Open Access Exploring how language exposure shapes oral narrative skills in French-English emergent bilingual first graders(Elsevier Ltd, 2021-06) Cohen, C.; Bauer, E.; Minniear, JacobThis study explores how language exposure may shape oral narrative skills in three first grade French-English emergent bilinguals attending an international programme at a state school in France. The students come from three different home language backgrounds (English dominant; French dominant; both French and English). Parent questionnaires provide information on current and cumulative exposure and home literacy practices. Spontaneous oral narratives are elicited in French and English. Microstructure, macrostructure, and narrative quality analyses show that while one language may appear to be dominant, notably for certain microstructure skills, performance in other areas may be superior in the other language. The study highlights how different actors’ agency (children, parents, siblings, teachers) may contribute to language learning trajectories and outcomes, steering dual language acquisition. For teachers, the study reiterates the complexity of language learning and the need to diversify activities to ensure that students are processing and producing language appropriately.Item Open Access Irish gothic 1-3(Spanish Association for Irish Studies, 2023) Lines, JoeItem Open Access Introduction: “Enlightenment legacies”(Spanish Association for Irish Studies, 2023) Lines, Joe; Ward, James.Item Open Access Constructing a bilingual French-English habitus through language experience: a socialisation account from children attending a bilingual programme at a state school in France(Routledge, 2023-06-11) Ghimenton, A.; Cohen, C.; Minniear, Jacob NealWe investigate bilingual habitus and socialisation in 49 French-English bilinguals (aged 5;9–11;00) attending a French school with a bilingual programme in France, from three family profiles: two Anglophone parents (EE); one Anglophone and one Francophone parent (EF); two Francophone parents (FF). Data come from parent questionnaires and child and parent interviews. Quantitative analyses explored current declared language practices between children and mothers, fathers, siblings and peers in each profile. Qualitative analyses of one representative sample case per profile honed the socialisation trajectories from birth. Findings showed that international mobility impacted the relation between language and place in the three profiles differentially, yet all valued English maintenance. Moreover, the language which felt ‘natural’ contrasted in EE and FF families. Using French at home felt unnatural for EE parents whilst for FF parents, using English in family interactions felt natural and necessary for family socialisation in the Anglophone host country. We analyse the factors accounting for children’s bilingual habitus and question the contribution of English prestige, children’s school and families’ strong affective attachment to English as a heritage language or a language acquired through mobility. New insights into the complexity of bilingual habitus and socialisation are discussed within the French school system.