The identity (re)construction of nonnative English teachers stepping into native Turkish teachers’ shoes
dc.citation.epage | 569 | en_US |
dc.citation.issueNumber | 4 | en_US |
dc.citation.spage | 552 | en_US |
dc.citation.volumeNumber | 16 | en_US |
dc.contributor.author | Mutlu, S. | en_US |
dc.contributor.author | Ortaçtepe, D. | en_US |
dc.date.accessioned | 2018-04-12T10:45:39Z | |
dc.date.available | 2018-04-12T10:45:39Z | |
dc.date.issued | 2016 | en_US |
dc.department | M.A. in Teaching English as a Foreign Language | en_US |
dc.description.abstract | The 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.description.provenance | Made available in DSpace on 2018-04-12T10:45:39Z (GMT). No. of bitstreams: 1 bilkent-research-paper.pdf: 179475 bytes, checksum: ea0bedeb05ac9ccfb983c327e155f0c2 (MD5) Previous issue date: 2016 | en |
dc.identifier.doi | 10.1080/14708477.2016.1194852 | en_US |
dc.identifier.eissn | 1747-759X | |
dc.identifier.issn | 1470-8477 | |
dc.identifier.uri | http://hdl.handle.net/11693/36599 | |
dc.language.iso | English | en_US |
dc.publisher | Routledge | en_US |
dc.relation.isversionof | http://dx.doi.org/10.1080/14708477.2016.1194852 | en_US |
dc.source.title | Language and Intercultural Communication | en_US |
dc.subject | Beliefs about teaching and learning | en_US |
dc.subject | Self-efficacy | en_US |
dc.subject | Self-image | en_US |
dc.subject | Teacher identity | en_US |
dc.title | The identity (re)construction of nonnative English teachers stepping into native Turkish teachers’ shoes | en_US |
dc.type | Article | en_US |
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