Teacher agency for social justice in telecollaboration: Locating agentive positioning in virtual language interaction

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dc.authorid0000-0003-4511-7985en_US
dc.authorid0000-0002-1888-1120en_US
dc.authorid0000-0002-3881-7695en_US
dc.authorid0000-0002-9865-2546en_US
dc.contributor.authorÜzüm, Babürhan
dc.contributor.authorYazan, Bedrettin
dc.contributor.authorMary, Latisha
dc.contributor.authorAkayoğlu, Sedat
dc.date.accessioned2023-10-10T06:52:19Z
dc.date.available2023-10-10T06:52:19Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümüen_US
dc.description.abstractIn 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.en_US
dc.identifier.citationÜzüm, B., Yazan, B., Mary, L., & Akayoglu, S. (2022). Teacher agency for social justice in telecollaboration: locating agentive positioning in virtual language interaction. The Language Learning Journal, 1-17.en_US
dc.identifier.doi10.1080/09571736.2022.2080857
dc.identifier.endpage17en_US
dc.identifier.issn0957-1736
dc.identifier.issn1753-2167
dc.identifier.scopus2-s2.0-85131566025en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1en_US
dc.identifier.urihttp://dx.doi.org/10.1080/09571736.2022.2080857
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11783
dc.identifier.wosWOS:000807053800001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAkayoğlu, Sedat
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofThe Language Learning Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTelecollaborationen_US
dc.subjectVirtual Intercultural Exchangeen_US
dc.subjectTeacher Agencyen_US
dc.subjectEducationen_US
dc.subjectEnglishen_US
dc.subjectIdentityen_US
dc.titleTeacher agency for social justice in telecollaboration: Locating agentive positioning in virtual language interactionen_US
dc.typeArticleen_US

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