Eleştirel çok dillilik pedagojilerinin İngilizce öğretmenliği eğitimine dahil edilmesi: Olanaklar ve Çıkarımlar

Year 2025, Volume: 42 Issue: 2, 97 - 113, 25.08.2025

Eda Akgün Özpolat , İrem Çomoğlu

https://doi.org/10.52597/buje.1588107

Abstract

Bu çalışmada, İngilizce öğretiminde baskın olan tek dillilik ideolojisi, Pierre Bourdieu’nün kültürel keyfilik kavramı çerçevesinde eleştirel bir bakışla ele alınmakta ve bu yaklaşıma alternatif olan çok dillilik pedagojileri incelenmektedir. Nitel araştırma yöntemlerinden anlatı durum çalışması olarak tasarlanan bu çalışma, çok dillilik pedagojilerinin Türkiye’nin batısında bir üniversitede öğrenim gören dört İngilizce öğretmen adayının çok dillilik ve dil öğretimi anlayışını nasıl şekillendirdiğine odaklanmaktadır. Çalışmada öğretmen adaylarının oluşturdukları çok dilli pedagojik ürünler ve yazdıkları yansıtıcı raporlar veri toplama aracı olarak kullanılmış ve içerik analizi yöntemi ile analiz edilmiştir. Sonuç olarak, çok dillilik pedagojilerinin İngilizce öğretmen adayların eğitimine dahil edilmesiyle ortaya çıkan olanaklar ve imkanlar sunulmaktadır.

Keywords

İngilizce öğretmeni eğitimi , Çok dillilik pedagojileri , kültürel keyfilik , öğretmen adayı

Project Number

SDK-2024-3488

The integration of critical multilingualism pedagogies into English language teacher education: Affordances and Implications

Abstract

This study critically examines the dominant monolingual ideology in English language teaching through the lens of Pierre Bourdieu’s notion of cultural arbitrariness. It investigates multilingual pedagogies as a pedagogical and ideological alternative. Designed as a qualitative narrative case study, this research explores how engagement with multilingual pedagogies influences pre-service teachers’ conceptualizations of multilingualism and language instruction. In the study, the multilingual pedagogical tools created by the pre-service teachers and the reflective reports they wrote were used as data collection tools, and the content analysis method was employed to analyze them. The study discusses the possibilities and opportunities that arise from the incorporation of multilingual pedagogies into the education of pre-service English language teachers.

Keywords

English language teacher education , Multilingual pedagogies , cultural arbitrariness , pre-service teacher

Project Number

SDK-2024-3488

References

• Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64. https://doi.org/10.1093/elt/56.1.57 Arocena-Egaña, E., Cenoz, J., & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque Country and in Friesland. Journal of Immersion and Content-Based Language Education, 3(2), 169–193. https://doi.org/10.1075/jicb.3.2.01aro
• Aslan, R., & Altınkaya, Z. Ö. (2024). Prospective English language teachers' understandings of global English language teaching. European Journal of Education, 59(2), e12631. https://doi.org/10.1111/ejed.12631
• Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., Cavalheiro, L., & Pereira, R. (2019). English language teachers’ awareness of English as a lingua franca in multilingual and multicultural contexts. Eurasian Journal of Applied Linguistics, 5(2), 185–202. https://doi.org/10.32601/ejal.599230
• Bergroth, M., Llompart, J., Pepiot, N., van der Worp, K. & Draznik, T. (2021). Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies. European Educational Research Journal, 21(5), 801–821. https://doi.org/10.1177/14749041211012500
• Bourdieu, P. (1989). Social space and symbolic power. Sociological Theory, 7(1), 14–25. https://doi.org/10.2307/202060
• Bourdieu, P. (2013). Outline of a theory of practice. Cambridge University Press.
• Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture (2. baskı). Sage Publications.
• Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Polity Press.
• Busch, B. (2012). The linguistic repertoire revisited. Applied Linguistics, 33(5), 503–523. https://doi.org/10.1093/applin/ams056
• Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters.
• Caldas, B. (2019). To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning. TESOL Journal, 10(4), e485. https://doi.org/10.1002/tesj.485
• Canagarajah, A. S. (2019). Transnational literacy autobiographies as translingual writing. Routledge. https://doi.org/10.4324/9780429259999
• Carbonara, V. (2023). The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits. Linguistics and Education, 78, 101244. https://doi.org/10.1016/j.linged.2023.101244
• Catalano, T., & Hamann, E. T. (2016). Multilingual pedagogies and pre-service teachers: Implementing “language as a resource” orientations in teacher education programs. Bilingual Research Journal, 39(3–4), 263–278. https://doi.org/10.1080/15235882.2016.1229701
• Clandinin, D. J. (2020). Journeys in narrative inquiry: The selected works of D. Jean Clandinin. Routledge.
• Consoli, S. (2024). Reports from British Association for Applied Linguistics with Cambridge University Press seminars 2023: Developing Researcher Reflexivity for Applied Linguistics. Language Teaching, 57(3), 433–436. https://doi.org/10.1017/S0261444824000028
• Conteh, J., & Meier, G. (2014). The multilingual turn in languages education: Opportunities and challenges. Multilingual Matters. https://doi.org/10.21832/9781783092246
• Cummins, J. (2011). Multilingualism in the English-language classroom: Pedagogical considerations. TESOL Quarterly, 43(2), 317–321. https://doi.org/10.1002/j.1545-7249.2009.tb00171.x
• Cummins, J. (2014). Rethinking pedagogical assumptions in Canadian French immersion programs. Journal of Immersion and Content-Based Language Education, 2(1), 3–22. https://doi.org/10.1075/jicb.2.1.01cum
• Cummins, J., & Davison, C. (Eds.). (2007). International handbook of English language teaching, 15. Springer. https://doi.org/10.1007/978-0-387-46301-8
• Çermikli Ayvaz, B., Akgün Özpolat, E., Çomoğlu, I., Phillips Galloway, E. (2025). Tracing the power in multilingual teacher and learner identity construction. K. Raza, Ö. Uştuk & D. Reynolds (Haz.) Multilingual TESOL: Deconstructing and re-constructing power ‘in’, ‘of’, and ‘for’ language classrooms içinde (s. 1–31). Springer.
• Çomoğlu, I., Öztüfekçi, A., & Dikilitaş, K. (2024). Promoting multilingual pedagogies in initial English language teacher education: Reflections from multilingual Turkey. D. Yüksel, M. Altay & S. Curle (Haz.), Multilingual and translingual practices in English-medium instruction: Perspectives from global higher education contexts içinde (s. 163–180). Bloomsbury.
• Deer, C. (2008). Doxa. M. Grenfell (Haz.), Pierre Bourdieu: Key concepts içinde (s. 119–130). Routledge. https://doi.org/10.4324/9781315729923
• Deng, Q., & Hayden, H. E. (2021). How preservice teachers begin to develop equitable visions for teaching multilingual learners. Peabody Journal of Education, 96(4), 406–422. https://doi.org/10.1080/0161956X.2021.1965413
• Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48. https://doi.org/10.1177/1354067X13515934
• Flores, N., & Schissel, J. L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454–479. https://doi.org/10.1002/tesq.182
• French, M. (2019). Multilingual pedagogies in practice. TESOL in Context, 28(1), 21–44. https://doi.org/10.21153/tesol2019vol28no1art869
• García, O. (2008). Multilingual language awareness and teacher education. J. Cenoz & N. H. Hornberger (Haz.), Encyclopedia of language and education içinde (2. baskı 6. cilt, s. 385–400). Springer. https://doi.org/10.1007/978-0-387-30424-3_163
• García, O. (2017). Critical multilingual language awareness and teacher education. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (pp. 1–17). Springer. https://doi.org/10.1007/978-3-319-02325-0_30-1
• García, O., & Flores, N. (2012). Multilingual pedagogies. M. Martin-Jones, A. Blackledge, & A. Creese (Haz.), The Routledge handbook of multilingualism içinde (s. 232–246). Routledge. https://doi.org/10.4324/9780203154427-22
• Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers' development. Teachers and Teaching, 10(3), 307–327. https://doi.org/10.1080/1354060042000204388
• Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1–18. https://doi.org/10.1080/14790718.2015.1041960
• Hélot, C. (2012). Linguistic diversity and education. M. Martin-Jones, A. Blackledge, & A. Creese (Haz.), The Routledge handbook of multilingualism içinde (s. 214–231). Routledge. https://doi.org/10.4324/9780203154427-21
• Kızılaslan, İ. (2010). Yabancı dil öğretmen yetiştirme sürecinde kültürlerarasılık. Milli Eğitim Dergisi, 40(185), 81–89. https://dergipark.org.tr/tr/pub/milliegitim/issue/36199/407088
• Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers' conceptual change. Springer. https://doi.org/10.1057/9780230348424
• Lau, S. M. C. (2016). Language, identity, and emotionality: Exploring the potential of language portraits in preparing teachers for diverse learners. The New Educator, 12(2), 147–170. https://doi.org/10.1080/1547688X.2015.1062583
• Lotherington, H. (2007). From literacy to multiliteracies in ELT. J. Cummins & C. Davison (Haz.) International handbook of English language teaching içinde (2. cilt, s. 891–905). Springer US. https://doi.org/10.1007/978-0-387-46301-8_59
• Meier, G. S. (2017). The multilingual turn as a critical movement in education: Assumptions, challenges and a need for reflection. Applied Linguistics Review, 8(1), 131–161. https://doi.org/10.1515/applirev-2016-2010
• Motha, S., Jain, R., & Tecle, T. (2012). Translinguistic identity-as-pedagogy: Implications for language teacher education. International Journal of Innovation in English Language Teaching and Research, 1(1), 13–27.
• Murray, D. E. (2020). The world of English language teaching: Creating equity or inequity?. Language Teaching Research, 24(1), 60–70. https://doi.org/10.1177/1362168818777529
• Neville, M., & Johnson, S. I. (2022). “My literacies expand over two languages”: Language and literacy autobiographies as justice‐oriented teacher education. Journal of Adolescent & Adult Literacy, 66(2), 111–121. https://doi.org/10.1002/jaal.1258
• Nguyen, M. H. (2019). English language teaching and teacher education in neoliberal contexts. English language teacher education: A sociocultural perspective on preservice teachers’ learning in the professional experience içinde (s. 1–19). Springer. https://doi.org/10.1007/978-981-13-9761-5
• Norton, B. (2013). Identity and language learning: Extending the conversation. Multilingual Matters.
• Ortaçtepe, D. (2015). EFL teachers’ identity (re)construction as teachers of intercultural competence: A language socialization approach. Journal of Language, Identity & Education, 14(2), 96–112. https://doi.org/10.1080/15348458.2015.1019785
• Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
• Pennycook, A. (2007). ELT and colonialism. J. Cummins & C. Davison (Haz.), International handbook of English language teaching içinde (s. 13–24). Springer US. https://doi.org/10.1007/978-0-387-46301-8_2
• Phillips Galloway, E., Meston, H. M., & Dobbs, C. L. (2022). Linguistic cartography: Exploring the power and potential of mapping language resources within classroom communities. Journal of Language, Identity & Education, 1(16), 433–448. https://doi.org/10.1080/15348458.2022.2147935
• Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic vision. Tesol Quarterly, 47(3), 600–614. https://doi.org/10.1002/tesq.110
• Portolés, L., & Martí, O. (2020). Teachers’ beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism, 17(2), 248–264. https://doi.org/10.1080/14790718.2018.1515206
• Saldaña, J., & Omasta, M. (2016). Qualitative research: Analyzing life. Sage Publications.
• Shim, J. M. (2014). A Bourdieuian analysis: Teachers' beliefs about English language learners' academic challenges. International Journal of Multicultural Education, 16(1), 40–55 https://doi.org/10.18251/ijme.v16i1.783
• Tollefson, J. W. (2006). Critical theory in language policy. T. Ricento (Haz.), An introduction to language policy: Theory and method içinde (s. 42–59). Blackwell Publishing.
• Türkiye Göç İdaresi [TGİ] (2025). İkamet izinleri. https://www.goc.gov.tr/ikamet-izinleri
• Türkiye İstatistik Kurumu (2022). Uluslararası göç istatistikleri. https://data.tuik.gov.tr/Bulten/Index?p=Uluslararasi-Goc-Istatistikleri-2022-49457
• Van Gorp, K., De Costa, P. I., Ponzio, C. M., Rawal, H., Her, L., & Deng, M. (2023). The emergence of critical multilingual language awareness in teacher education: The role of experience and coursework. Language Awareness, 32(4), 662–689. https://doi.org/10.1080/09658416.2023.2257601
• Varghese, M. M., Motha, S., Trent, J., Park, G., & Reeves, J. (2016). Language teacher identity in multilingual settings. TESOL Quarterly, 50(3), 545-571. https://doi.org/10.1002/tesq.333
• Vettorel, P., & Corrizzato, S. (2016). Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy. Studies in Second Language Learning and Teaching, 6(3), 487–511. https://doi.org/10.14746/ssllt.2016.6.3.6
• Widin, J. (2015). Symbolic violence and pedagogical abuse in the language classroom. D. J. Rivers (Haz.), Resistance to the known: Counter-conduct in language education içinde (s. 71–93). Palgrave Macmillan. https://doi.org/10.1057/9781137345196_4
• Yazan, B. (2019). Toward identity‐oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 10(1), e00388. https://doi.org/10.1002/tesj.388
• Yin, R. K. (2018). Case study research: Design and methods (6. Baskı). Sage Publications.
• Yükseköğretim Kurulu [YÖK] (2023). Uluslararasılaşma. https://www.yok.gov.tr/uluslararasilasma