Language teacher candidates’ representation of Türkiye's East and West: A critical discourse analysis of online discussions in a telecollaboration

IF 1.6 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education Pub Date : 2024-05-03 DOI:10.1016/j.linged.2024.101305

Ufuk Keleş , Bedrettin Yazan , Babürhan Üzüm , Sedat Akayoğlu

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引用次数: 0

Abstract

This study explores data collected from a telecollaboration project between two universities in Türkiye and the US. We draw upon the notion that how language teacher candidates from Türkiye (LTCTs) situate themselves contextually pertain to their professional learning and practices and future language teacher identity. Focusing on their telecollaboration discourse, we specifically examine these LTCTs’ construction of Türkiye's multiculturalism through an oversimplistic and stereotypical East-West binary. We analyzed the data using Fairclough's three-dimensional CDA model. We found that when discussing multiculturalism, the LTCTs socio-politically constructed framing of Türkiye's East and West has been influenced by meso level institutional policies and macro level nation-state ideologies. Next, our findings showed that the LTCTs avoided controversial sociopolitical issues when talking specifically about the East refraining from any connotations of separatist discourses. We suggest teachers educators foster critical analysis within teacher education programs to help understand and prepare teacher candidates for their future practice.

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语言教师候选人对土耳其东西方文化的表述：对远程协作中在线讨论的批判性话语分析

本研究探讨了从土耳其和美国两所大学之间的远程合作项目中收集到的数据。我们认为，来自土耳其的语言教师候选人（LTCTs）如何在语境中定位自己，关系到他们的专业学习和实践以及未来的语言教师身份。我们以他们的远程合作话语为重点，通过过于简单化和刻板的东西方二元对立，特别考察了这些 LTCTs 对土耳其多元文化的建构。我们使用费尔克拉夫的三维 CDA 模型对数据进行了分析。我们发现，在讨论多元文化主义时，LTCTs 对土耳其东西方文化的社会政治建构框架受到了中观层面的制度政策和宏观层面的民族国家意识形态的影响。其次，我们的研究结果表明，LTCTs 在具体谈论东方时避免了有争议的社会政治问题，避免了任何分离主义话语的内涵。我们建议教师教育者在师范教育课程中培养批判性分析能力，以帮助理解师范生，并为他们未来的实践做好准备。

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来源期刊

Linguistics and Education Multiple-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.