Siber Zorbalığın ve Geleneksel Zorbalığın İngilizce Öğrenen Bireylerin Ulusal ve Adapte Olmuş Kimlikleri Üzerine Etkisi

Zorbalık, bireyler arasındaki güç dengesizliğinin bir sonucu olarak agresif, tekrarlanan ve kasıtlı zarar verme olarak tanımlanmaktadır. İngilizce öğrenen bireylere (ELL) yönelik hem geleneksel zorbalık hem de siber zorbalık, ABD'deki siyasi olayların bir sonucu olarak son derece artmıştır. İngilizce öğrenen bireyler, yeni toplumlarına uyum sağlama surecinde zorbalara tepki vermedeki dil engelleri nedeniyle zorbalığa maruz kalan en mağdur gruplardır. Ayrıca, Asyalıların% 54'ü ve Latinlerin% 34'ü beyaz öğrencilerin zorbalığa uğrayan % 31'lik kısmına kıyasla sınıfta zorbalığa uğramış olsa da, ulusal ve ırksal azınlık öğrencilerinin zorbalık mağduriyetine yönelik çok az araştırma yapılmıştır. Bu nedenle, bu nicel çalışmanın amacı ABD'deki yetişkin ELL’ler arasında zorbalık mağduriyetini ve dil öğrenme kimliğini araştırmaktır. Sayısal veriler, uyarlanan beş maddeli Likert ölçek maddelerinden oluşan bir anket aracılığıyla toplanmış ve kısmi en küçük kareler yapısal eşitlik modeli (PLS-SEM) kullanılarak analiz edilmiştir. Sonuçlar, siber zorbalığın ELL’lerde ulusal ve uyum sağlamış/adapte olmuş kimliklerini etkilediğini ve geleneksel zorbalığa göre daha güçlü bir faktör olduğunu göstermiştir.

The Effect of Cyberbullying and Traditional Bullying on English Language Learners’ National and Oriented Identities

Bullying is defined as aggressive, repeated and intentional harm doing as a resultof imbalance of power among individuals. Both traditional bullying andcyberbullying towards English language learners (ELLs) increased immensely asa result of recent political events in the U.S. ELLs are the most exposed victims ofbullying due to language barriers in responding to bullies, which affects theiridentities, as they adapt to and settle in their new community. However, littleresearch has addressed the bullying victimization of racial and ethnic minoritystudents, although 54% of Asians and 34% of Latinos have been bullied inclassrooms compared to 31% of White students. Therefore, the purpose of thisquantitative study was to investigate bullying victimization and second language(L2) identity among the adult ELLs in the U.S. The quantitative data werecollected from 1464 ELLs through an adapted survey consisting of five-pointLikert scale items. The quantitative data were analyzed using partial least squaresstructural equation modeling (PLS-SEM). Results indicated that cyberbullyingwas a more powerful factor than traditional bullying affecting both national andoriented ELL identities.

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