Telecollaboration as translingual contact zone: Teacher candidates’ translingual negotiation strategies

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dc.authorid0000-0002-9865-2546en_US
dc.authorid0000-0002-1888-1120en_US
dc.contributor.authorYazan, Bedrettin
dc.contributor.authorÜzüm, Babürhan
dc.contributor.authorAkayoglu, Sedat
dc.contributor.authorMary, Latisha
dc.date.accessioned2023-07-03T07:11:08Z
dc.date.available2023-07-03T07:11:08Z
dc.date.issued2021en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümüen_US
dc.description.abstractTelecollaboration 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.en_US
dc.identifier.citationYazan, B., Üzüm, B., Akayoglu, S., & Mary, L. (2020). Telecollaboration as translingual contact zone: Teacher candidates’ translingual negotiation strategies. In TESOL teacher education in a transnational world (pp. 139-157). Routledge.en_US
dc.identifier.endpage157en_US
dc.identifier.isbn978-0-367-44275-0
dc.identifier.startpage139en_US
dc.identifier.urihttps://www.webofscience.com/wos/woscc/full-record/WOS:000721715700009
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11217
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorAkayoğlu, Sedat
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofTESOL Teacher Education in a Transnational Worlden_US
dc.relation.publicationcategoryKitap Bölümü - Uluslararasıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectIdentitiesen_US
dc.subjectCompetenceen_US
dc.subjectEducationen_US
dc.titleTelecollaboration as translingual contact zone: Teacher candidates’ translingual negotiation strategiesen_US
dc.typeBook Chapteren_US

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