Sosyokültürel Bir Bakış Açısıyla İki Dilli / İDİ Öğretmen Adaylarının Kimliği

Bu araştırmada anadili İngilizce olan ve olmayan 50 iki dilli/İDİ öğretmen adayının kimliği ve niteliğine yönelik mesleki öğrenme tecrübelerini inceleyen nitel bir araştırmanın bulguları sunulmuştur. Öğretmen öğrenmesi ve kimlik kuramına ilişkin sosyokültürel bir bakış açısını temel alan bu araştırma, anadili İngilizce olan ve olmayan iki dilli/İDİ öğretmen adaylarının ders başlıkları, projeler ve öğretmen yetiştirme programına katılan akranlarıyla etkileşimleri ışığında mesleki öğrenmeye yönelik anlama yetilerini incelemektedir. Verilerin analizine göre, katılımcılar akranlarıyla doğrudan ya da dolaylı etkileşimleri ve öğretme etkinliklerinin bir öğretmen olarak aday öğretmenleri üzerinde olumlu etkiye sahip olduğunu düşünmektedir. Farklı boyutlarla olan etkileşimler sayesinde katılımcılar gelecekteki mesleki bağlamları ile yeni bir bağlantı kurmuştur. Bulgulardan elde edilen çıkarımlara göre, öğretmen yetiştirme programlarına öğretmen adaylarının kimlik gelişiminde yardımcı olması için farklı etkinliklerin eklenmesi önerilmektedir

Pre-service Bilingual/ESL Teacher Identity from a Sociocultural Perspective

This paper presented the findings of a qualitative study of the professional learning experiences of fifty bilingual/ESL native and non-native English speaking pre-service teachers’ identity and qualification. Grounded in a sociocultural view of teacher learning and identity theory, the study explores native and non-native bilingual/ESL pre-service teachers’ understanding of professional learning in light of their experiences in engaging with course topics, projects, and their peers while participating in teacher preparation program. Analysis of the data revealed that these participants assumed the learning activities and interaction with peers either directly or indirectly, having a positive influence on the student teachers’ role as a teacher. Through the interactions with different aspects, participants in this study seem to have found a new relationship within their future professional contexts. The implications of the findings suggest how teacher preparation programs can include different activities to assist in the development of pre-service teachers’ identities

___

  • Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL Quar- terly, 31(3), 580-583.
  • Arva, V., & Medgyes, P. (2000). Natives and non-natives teachers in the classroom. System, 28(3), 355-372.
  • Benke, E., & Medgyes, P. (2005). Differences in teaching behavior between native and non-native teachers: As seen by the learners. In E. Liurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 195-215). New York: Springer.
  • Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An intro- duction to theory and methods. (Third Edition). Ally & Bacon: Boston
  • Bogdan, R. C & Biklen, S. K. (2003). Qualitative research for education: An introduc- tion to theories and methods (4th ed.). New York: Pearson Education group. (pp. 110-120).
  • Bullough, R.V., Jr. (2005). Being and becoming a mentor: School-based teacher edu- cators and teacher educator identity. Teaching and Teacher Education. 21, 143-155.
  • Burns, A., & Richards, J. (Eds.). (2009 ). The Cambridge guide to second language teacher education. New York Cambridge University Press.
  • Bonk, C. J., & Cunningham, D. J. (1998). Searching for learner-centered, constructi- vist, and sociocultural components of collaborative educational learning tools. In C. J. Bonk & K. S. King (Eds.), Electronic collaborators: Learner-centered tech- nologies for literacy, apprenticeship, and discourse (pp. 25–50). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Canagarajah, S. (1999). Interrogating the „native speaker fallacy‟: non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English lan- guage teaching (pp. 77-92). Mahwah, NJ: Erlbaum.
  • Chiang, M. (2008). Effects of fieldwork experience on empowering prospective fore- ign language teachers. Teaching and Teacher Education, 24(5), 1270-1287.
  • Chun, S. Y. (2014). EFL learners' beliefs about native and non-native English- speaking teachers: perceived strengths, weaknesses, and preferences. TESOL Quarterly, 35(6), 563-579.
  • Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher prepara- tion: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286-302.
  • Ellis, E. (2004). The invisible multilingual teacher: The contribution of language background to Australian ESL teachers' professional knowledge and belief. The International Journal of Multilingualism, 1(2), 90-108.
  • Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching. New York: Macmillan.
  • Farrell, T. (2007). Failing the practicum: Narrowing the gap between expectations and reality with reflective practice. TESOL Quarterly, 41(1), 193-201.
  • Fotovatian, S. (2010). Surviving as an English teacher in the West: A case study of Iranian English teachers in Australia. TESL-EJ. 13(4). 1-10.
  • Galindo, R. (1996). Reframing the past in the present: Chicana teacher role identity as a bridging identity. Education & Urban Society, 29(1), 85-102.
  • Gee, J. P. (2008). Social linguistics and literacies: Ideology in discourses (3rd ed.). New York, NY: Routledge.
  • Haneda, M. (2006). Classroom as communities of practice: A reevaluation. TESOL Quarterly, 40(4), 807-817.
  • Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
  • Mahboob, A., Uhrig, K., Hartford, B. & Newman, K. (2004). Children of a lesser Eng- lish: Nonnative English speakers as ESL teachers in English language programs in the United States. In L. D. Kamhi-Stein (Ed.), The state of the non-native teachers in the United States. Michigan: University of Michigan Press.
  • Miller, J. (2009). Teacher identity. In A. Burns & J. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172-181). Cambridge: Cambrid- ge University Press.
  • Norton, B. (1995). Social identity, investment, and language learning. TESOL Quar- terly, 29(1), 9-31.
  • Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quar- terly, 31(3), 409-429.
  • Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Pearson Education Limited.
  • Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131-153.
  • Orem, R. (2001). Journal writing in adult ESL: Improving practice through reflective writing. New Directions for Adult and Continuing Education, 90, 69-77.
  • Pavlenko, A. (2003). “I never knew I was bilingual”: Reimagining teacher identities in TESOL. Journal of Language, Identity, and Education, 2(4), 251–268.
  • Samimy, K. K., & Brutt-Griffler, J. (1999). To be a native or non-native speaker: Per- ceptions of "non-native" students in a graduate TESOL program. In G. Braine (Ed.), Non-native educators in English language teaching. Mahwah, NJ: Erl- baum.
  • Thomas, J. (1999). Voice from the periphery: Non-native teachers and issues of credi- bility. In G. Braine (Ed.), Non-native educators in English language teaching Mahwah, NJ: Erlbaum.
  • Todd, W., & Punjaporn, P. (2009). Implicit attitudes towards native and non-native speaker teachers. System, 37(1), 23-33.
  • Tsui, A. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657–680.
  • Urrieta, L. (2007). Figured worlds and education: an introduction to the special issue. The Urban Review, 39(2), 107-116.
  • Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.