İngiliz dili öğretimi ve uygulamalı dilbilim alanlarında eleştirel yaklaşımların 1970’lerden bu yana artarak büyümesine ve 1990'ların sonlarından bu yana (ikinci) dil öğretmeni kimliğinin gördüğü ilgiye paralel olarak, “ana dili İngilizce olan/olmayan öğretmenler” üzerine yapılan çalışmaların katlanarak arttığını gözlemlemekteyiz. Bununla birlikte, mevcut alan yazını incelediğimizde veya değerlendirme çalışmalarına odaklandığımızda bu konuyla ilgili bilgi ve birikimimizin sistematik olarak gözden geçirilmesini sağlayan ülkeye özgü araştırmaların genellikle bulunmadığını görebilmekteyiz. Bu ihtiyaca cevap verebilmek için bu kapsam incelemesi 2000-2020 yılları arasında (ikinci) dil öğretmeni kimliği üzerine yapılan 85 çalışmanın (43 hakemli dergi makalesi, 7 kitap bölümü, 26 yüksek lisans tezi ve 9 doktora tezi) bir değerlendirmesini sunmaktadır. Sonuçlar, bu araştırma alanının hem nicel hem de nitel olarak artan bir eğilim sergilediğini göstermektedir. Ayrıca bu çalışmaların teorik derinlik, kavramsal içerik, metodolojik titizlik ve ampirik tutarlılıktan faydalanacağını da göstermiştir. Bu araştırmanın, yerel bağlamda bu çalışma alanının mevcut durumu ve gelecekteki olası yönleri hakkında bilgi sunması, gerek meslek hayatının başında olan gerekse deneyimli akademisyenler için araştırma alanlarına ışık tutması ve nihayetinde bu alanda çok daha kapsamlı ve sistematik bir anlayışa yönelik ilk adım olması umulmaktadır.
Parallel to the increasing growth in critical approaches to ELT since the 1970s and the exponential interest in (second) language teacher identity since the late 1990s, we have been witnessing the emergence of what some scholars call “NEST/NNEST studies” as a bona fide area of inquiry in ELT and applied linguistics. However, even a cursory overview of the existing literature and review studies reveal that country-specific investigations providing systematic overviews of research efforts in local contexts are often absent in such investigations. In order to respond to this need, this scoping review of 85 studies (43 peer-reviewed journal articles, 7 book chapters, 26 master’s theses, and 9 doctoral dissertations) published between 2000 and 2020 presents a systematic overview of scholarship focusing on language teacher identities. The results indicate this strand of inquiry exhibits an increasing trend, both quantitatively and qualitatively. It is also shown these studies would further benefit from greater theoretical depth, conceptual stringency, methodological rigor, and empirical coherence. It is hoped that this inquiry will provide a first systematic step towards a more comprehensive understanding of the current state of the field in the local context and possible future directions for novice and experienced scholars.
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