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    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.
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    Preservice Teachers' Cultural Identity Construction in Telecollaboration
    (Multilingual Matters Ltd, 2020) Akayoglu, Sedat; Uzum, Baburhan; Yazan, Bedrettin
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    Teacher candidates' dichotomous construction of educational and gender inequalities in Türkiye during a telecollaboration project
    (Pergamon-Elsevier Science Ltd, 2024) Keles, Ufuk; Yazan, Bedrettin; Uzum, Baburhan; Akayoglu, Sedat
    Utilizing critical discourse analysis, this study explored how teacher candidates from T & uuml;rkiye (TCTs) (re)produced the East/West binary extant in hegemonic socio-economic and sociopolitical discourses while discussing educational and gender inequalities during telecollaboration with their peers from the US. The TCTs had dichotomous views about T & uuml;rkiye's education system (eastern schools, understaffed and lacking resources; western schools, established and affluent). Gender wise, the TCTs had similar opinions (eastern women in domestic roles with little education/western women as educated and working). These reductionist representations aligned with hegemonic discourses. Teacher education programs should address such stereotypes to improve TCs' social justice awareness.