Yazar "Mary, Latisha" seçeneğine göre listele

Listeleniyor 1 - 4 / 4
  • Küçük Resim
    Öğe
    Pre-service teachers' translingual negotiation strategies at work: Telecollaboration between France, Turkey, and the USA
    (Routledge Journals, Taylor & Francis Ltd, 2022) Uzum, Baburhan; Yazan, Bedrettin; Akayoğlu, Sedat; Mary, Latisha
    Our study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural, linguistic, and professional identities? The findings indicate that preservice teachers employed: Envoicing and interactional strategies to create a caring teacher identity and resolve conflicts; recontextualizing strategies to maintain the frame of culturally-responsive instruction through their linguistic choices; and entextualizing strategies to locate self in time and space when discussing future teaching and diverse students.
  • Küçük Resim
    Öğe
    Teacher agency for social justice in telecollaboration: Locating agentive positioning in virtual language interaction
    (Routledge Journals, Taylor & Francis Ltd, 2022) Üzüm, Babürhan; Yazan, Bedrettin; Mary, Latisha; Akayoğlu, Sedat
    In this study, we draw data from a tripartite telecollaborative project that involved 112 teacher candidates (TCs) from university-based teacher education programmes in France, Turkey, and the USA. Theoretically, we rely on Pantie's (2015. A model for study of teacher agency for social justice. Teachers and Teaching 21, no. 6: 759-778) model of teacher agency for social justice and use discourse analytic methods (Gee. 2018. Introducing Discourse Analysis; from Grammar to Society. Routledge) to examine how TCs negotiated their agency for social justice in small group discussions around the topics of social justice (e.g. conditions of refugees and immigrants, gender inequities, and LGBTQ+ rights) in their educational contexts. We found that when TCs used agentive positionings in their discussions, their discourse involved first person pronouns coupled with will + infinitive structure (e.g. I will teach ...) followed by specific plans of action, as opposed to when agentive positioning was lacking with the use of generic pronouns and hypothetical structures (e.g. teachers/everyone would/could ...). We also found that TCs used the discursive space of telecollaboration to negotiate their agencies and had variable success as they navigated tensions in their beliefs and positioned themselves as future social justice teachers in relation to the discussion topics. Their positionings demonstrated their level of engagement and their individual/collective efficacy. Our findings suggest that future research should continue to investigate the micro-level discourse involved in telecollaborative spaces.
  • Küçük Resim
    Öğe
    Teacher candidates' ideological tensions and covert metaphors about Syrian refugees in Turkey: Critical discourse analysis of telecollaboration
    (Elseiver, 2022) Turnbull, John; Yazan, Bedrettin; Akayoğlu, Sedat; Üzüm, Babürhan; Mary, Latisha
    This study draws data from an asynchronous discussion to which teacher candidates (TCs) from France, Turkey, and USA contributed as part of their participation in a semester-long telecollaboration in 2017. The analysis focused on the contributions of TCs ( n = 34) from Turkey and explored how they represented Syrian refugees in their responses to a question about refugees and immigration in their country. Using critical discourse analysis, the study examined metaphorical expressions in participants' representation of Syrian refugees in Turkey. Findings present six metaphorical constellations about Turkey's acceptance of refugees fleeing the Syrian war and these metaphors involve three ideological tensions that were dominant in TCs' discourse: (a) similarity and togetherness/difference and separation, (b) gift/scarcity, (c) openness and bridging/spreading and disruption. The paper discusses these tensions in relation to the earlier research on the use of metaphors in discourses about immigrants and provides implications for educating teachers to work with refugee children.(c) 2022 Elsevier Inc. All rights reserved.
  • Küçük Resim Yok
    Öğe
    Telecollaboration as translingual contact zone: Teacher candidates’ translingual negotiation strategies
    (Routledge, 2021) Yazan, Bedrettin; Üzüm, Babürhan; Akayoglu, Sedat; Mary, Latisha
    Telecollaboration has been designed, explored, and theorized as a new communication tool in the field of language teaching and teacher education and it affords language learners and teachers to interact with people from other cultures and engage with cultural otherness (Guth & Helm, 2010; O’Dowd & Lewis, 2016). In this chapter, we investigate teacher candidates translingual practices in a semester-long telecollaboration project between three teacher education classes offered at universities in France, Turkey, and the United States. Participating in this project, 117 teacher candidates from three classes (a) wrote pre-project expectations and post-project reflections essays; (b) asynchronously discussed the topics of immigration, gender, religion, ethnicity, and education within groups of six in light of assigned readings and videos; and (c) had two video-conference interviews. Reporting on the data from three groups, this chapter addresses the following research questions: How do teacher candidates negotiate and construct cultural identities in online translingual contact zones? How do they use translingual negotiation strategies as they negotiate and construct these identities? The findings suggest the teacher candidates employed: (a) envoicing strategies as they narrated their cultural identities; (b) recontextualization strategies in an effort to create multicultural framing and create a collaborative environment; (c) interactional strategies through clarification requests when communication broke down; and (d) entextualization strategies in which they anticipated gaps and preemptively explained cultural and procedural differences across their respective contexts. These findings implicate that telecollaborative projects should be complemented with an explicit language focus on the ways in which participants’ use of translingual negotiation strategies influence their intercultural and professional learning experiences in such virtual contact zones.