Negotiating Pre-Service EFL Teachers' Identity Orientations through Telecollaboration

Autor/in	Eren, Ömer
Titel	Negotiating Pre-Service EFL Teachers' Identity Orientations through Telecollaboration
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 2, S.469-484 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eren, Ömer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2085280
Schlagwörter	Telecommunications; Preservice Teachers; Preservice Teacher Education; Self Concept; Multilingualism; Language Teachers; Intercultural Communication; Cultural Influences; Socialization; Gender Differences; Cooperation; English (Second Language); Foreign Countries; Student Attitudes; Educational Technology; Turkey; Europe + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Lehramtsstudiengang; Lehrerausbildung; Selbstkonzept; Mehrsprachigkeit; Multilingualismus; Language teacher; Sprachunterricht; Interkulturelle Kommunikation; Cultural influence; Kultureinfluss; Socialisation; Sozialisation; Geschlechterkonflikt; Co-operation; Kooperation; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schülerverhalten; Unterrichtsmedien; Türkei; Europa
Abstract	Purpose: Telecollaboration has become a dynamic subfield of CALL studies with the increasing availability of multimodal platforms in language learning and teaching. Although current studies mostly have focused on bilingual and bicultural exchanges, affordances of multi-faceted teacher identity have not received considerable attention. To address this gap, 57 teacher candidates took part in an eight-week telecollaboration project with four instructors from European universities. Method: Drawing on [Deardorff, D. K. 2006. "Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization." "Journal of Studies in International Education" 10 (3): 241-266.] process orientation and [Bennett, M. J. 1993. "Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity." In "Education for the Intercultural Experience," edited by R. Michael Paige, 21-71. Yarmouth, ME: Intercultural Press] developmental models, teacher candidates' identity negotiations were analysed through the data generated on (a)synchronous modes. Findings and Originality: Findings suggest that dynamics resulting from multicultural and multilingual identity contribute to higher intercultural communicative competence, and teacher candidates' intercultural development is manifested through their: (a) intercultural adjustment; (b) culture-specific identity orientations; (c) gender socialisation; and (d) culture and technology interplay. This study provides several implications for EFL practitioners to foster intercultural communicative competence in language classes and utilise telecollaboration as a valuable asset with concrete outcomes for upcoming studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01