Teacher candidates' intercultural communication in telecollaboration: Locating acts of positioning in translingual negotiations
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Dosyalar
Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Emerald Group Publishing Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
PurposeThis 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.
Açıklama
Anahtar Kelimeler
Teacher Candidates, Telecollaboration, Intercultural Communication, Translingual Negotiation, Positioning, TCs
Kaynak
Journal for Multicultural Education
WoS Q Değeri
Q3
Scopus Q Değeri
Q1
Cilt
18
Sayı
1/2
Künye
Uzum, B., Yazan, B., Akayoglu, S., & Keles, U. (2023). Teacher candidates’ intercultural communication in telecollaboration: locating acts of positioning in translingual negotiations. Journal for Multicultural Education, (ahead-of-print).
