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Öğe Designing Telecollaboration Projects for Developing Intercultural Communicative Competence(2021) Akayoğlu, Sedat; Yazan, Bedrettin; Üzüm, BabürhanAs the ways of communication and interaction have diversified thanks to the constantly developing and changing technological possibilities, educators try to do their best to follow the recent implementations and activities to better prepare their students for real world demands. Telecollaboration (aka virtual intercultural exchange) is one of such implementations for language educators and students which is an affordable alternative for study abroad. Through these studies, educators design some tasks and activities for their students in which learners could interact with peers from other contexts synchronously or asynchronously. As one of the outcomes of these projects, educators or researchers plan to develop intercultural communicative competence (ICC) of the learners. In the first part of this paper, the researchers discuss the necessity of intercultural communicative competence in language education by elaborating on the skills that an individual with ICC should have. In the second part, we present the affordances and challenges of telecollaboration projects. In the final part, we unpack some critical issues to be considered in the design of a telecollaboration project. We consider this part as a set of guidelines for researchers planning to engage in telecollaboration as part of their teacher education and research practices.Öğe Language teacher candidates ' representation of Türkiye ' s East and West: A critical discourse analysis of online discussions in a telecollaboration(Elsevier, 2024) Keles, Ufuk; Yazan, Bedrettin; Uzum, Baburhan; Akayog, SedatThis study explores data collected from a telecollaboration project between two universities in T & uuml;rkiye and the US. We draw upon the notion that how language teacher candidates from T & uuml;rkiye (LTCTs) situate themselves contextually pertain to their professional learning and practices and future language teacher identity. Focusing on their telecollaboration discourse, we specifically examine these LTCTs' construction of T & uuml;rkiye's multiculturalism through an oversimplistic and stereotypical East-West binary. We analyzed the data using Fairclough's three-dimensional CDA model. We found that when discussing multiculturalism, the LTCTs socio-politically constructed framing of T & uuml;rkiye's East and West has been influenced by meso level institutional policies and macro level nation-state ideologies. Next, our findings showed that the LTCTs avoided controversial sociopolitical issues when talking specifically about the East refraining from any connotations of separatist discourses. We suggest teachers educators foster critical analysis within teacher education programs to help understand and prepare teacher candidates for their future practice.Öğe Neo-nationalist discourses and teacher identity tensions in a telecollaboration for teachers of minoritized language learners in Turkiye(Wiley, 2023) Yazan, Bedrettin; Turnbull, John; Üzüm, Babürhan; Akayoğlu, SedatIn this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo-nationalist discourses and rely on data from online conversations among preservice and in-service teachers of English in Turkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issues of social justice (particularly for minoritized immigrant students) and to have a discursive and experiential space in which to negotiate their language teacher identities (LTI). Gathering 117 teachers from five universities (three in Turkiye, two in the US) and underserved school districts in both contexts, this telecollaboration is our pedagogical, agentive response to dominant neo-nationalist discourses in the two countries. To make quantities of data more manageable, we analyze interactions from one-third of those 117 participants (five of 15 small groups) to address this research question: How do preservice and in-service teachers from Turkiye construct their teacher identities in response to neo-nationalist discourses in their sociopolitical context? In particular, how do they engage in this identity work through asynchronous small-group discussions in a social justice-focused telecollaboration with teachers from the US? Findings indicate that participants from Turkiye discussed teacher agency, conservatism and cultural difference in the society, and discrimination/xenophobia against refugees as important factors that shape their work with minoritized English language learners. They experienced tensions in their identity construction between their desire to advocate for their students and the external forces coming from meso- and macro-level policies that impact their instruction and assessment procedures. We discuss our findings in relation to previous research on language teacher identity and social justice in sociopolitical contexts shaped by neo-nationalist discourses. We also share the implications of our study for pedagogizing identity in teacher education.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, LatishaOur 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.Öğe Preservice teachers' cultural identity construction in telecollaboration(Channel View Publications, 2020) Akayoğlu, Sedat; Üzüm, Babürhan; Yazan, Bedrettin[No abstract available]Öğe Preservice Teachers' Cultural Identity Construction in Telecollaboration(Multilingual Matters Ltd, 2020) Akayoglu, Sedat; Uzum, Baburhan; Yazan, BedrettinÖğe Preservice teachers' discursive constructions of cultural practices in a multicultural telecollaboration(Eastern Coll, Dept Education, 2019) Üzüm, Babürhan; Yazan, Bedrettin; Avineri, Netta; Akayoğlu, SedatThe study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social Justice Issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs' positionings and impacted how PTs connected to individuals only and/or to broader society. PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.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, SedatIn 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.Öğe 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, SedatUtilizing 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.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, LatishaThis 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.Öğe Teacher candidates' intercultural communication in telecollaboration: Locating acts of positioning in translingual negotiations(Emerald Group Publishing Ltd, 2024) Üzüm, Baburhan; Yazan, Bedrettin; Akayoğlu, Sedat; Keleş, UfukPurposeThis study aims to examine how teacher candidates (TCs) in Turkiye and the USA navigate their intercultural communication skills in a telecollaboration project.Design/methodology/approachForty-eight TCs participated (26 in Turkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.FindingsThe findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Turkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.Research limitations/implicationsWhen TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.Practical implicationsTeachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.Social implicationsSpeakers' pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns.Originality/valueThis study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.Öğe Telecollaboration as translingual contact zone: Teacher candidates’ translingual negotiation strategies(Routledge, 2021) Yazan, Bedrettin; Üzüm, Babürhan; Akayoglu, Sedat; Mary, LatishaTelecollaboration 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.Öğe Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA(Cambridge Univ Press, 2020) Üzüm, Babürhan; Akayoğlu, Sedat; Yazan, BedrettinSince advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram's (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees' interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants' experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants' culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.
