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Expatriate Non-native English-speaking Teachers’ Challenges and Coping Strategies in the Turkish EFL Classroom: A Qualitative Study

Yıl 2023, Cilt: 16 Sayı: 2, 328 - 351, 30.04.2023
https://doi.org/10.30831/akukeg.1205824

Öz

The global demand for teachers of English has led to an escalation in the number of non-native English speakers traveling overseas to teach English. Although teaching English abroad is typically associated with native English-speaking teachers hailing from inner-circle countries, it has also become commonplace to see non-native English-speaking expatriate teachers being hired. Yet, studies probing into expatriate non-native English-speaking teachers’ experiences have been sparse, particularly in the context of Turkey. This study endeavors to explore the challenges and coping strategies of expatriate non-native English-speaking teachers who worked in private schools and language programs in Turkey. To collect data, semi-structured interviews were conducted, and the analysis revealed that teachers faced several obstacles, including linguistic, cultural, and pedagogical challenges. Nevertheless, they managed to surmount these obstacles by acquiring proficiency in the local language, fostering intercultural awareness, and acquainting themselves with the education system. In light of the findings and the relevant literature, suggestions and implications are discussed for potential expatriate teachers intending to work in Turkey and other stakeholders.

Kaynakça

  • Aydın, İ., Toptaş, B., Güner Demir, T., & Erdemli, Ö. (2019). Being an expatriate teacher in Turkish private schools: Opinions on education, teaching, and administration processes. Education and Science, 44(200), 1–22. https://doi.org/10.15390/eb.2019.8105
  • Aydın, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, 30(1), 421–444.
  • Aysan-Şahintaş, Z. (2019). “It’s in my blood”: An expatriate English language teacher’s pedagogical practices and identity. i-Manager’s Journal on English Language Teaching, 9(1), 1-13. https://doi.org/10.26634/jelt.9.1.15175
  • Bostancıoğlu, A. (2022). The evaluation of the employment of foreign national teachers in Turkey in the context of English as a foreign language teaching. HAYEF: Journal of Education, 19(2), 164–170. https://doi.org/10.54614/hayef.2022.21063
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. SAGE Publications.
  • Chapelle, C. A., & Duff, P. A. (2003). Some guidelines for conducting quantitative and qualitative research in TESOL. TESOL Quarterly, 37(1), 157-178. https://doi.org/10.2307/3588471
  • Chen, C. W. Y., & Cheng, Y. S. (2010). A case study on foreign English teachers’ challenges in Taiwanese elementary schools. System, 38(1), 41–49. https://doi.org/10.1016/j.system.2009.12.004
  • Chun, S. Y. (2014). EFL learners’ beliefs about native and non-native English-speaking teachers: perceived strengths, weaknesses, and preferences. Journal of Multilingual and Multicultural Development, 35(6), 563–579. https://doi.org/10.1080/01434632.2014.889141
  • Clark, E., & Paran, A. (2007). The employability of non-native-speaker teachers of EFL: A UK survey. System, 35(4), 407–430. https://doi.org/10.1016/j.system.2007.05.002
  • Coşkun, A. (2013). Native Speakers as Teachers in Turkey: Non-native Pre-service English Teachers’ Reactions to a Nation-wide Project. The Qualitative Report, 18(29), 1–21. https://doi.org/10.46743/2160-3715/2013.1489
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications, Inc.
  • Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
  • Crystal, D. (1997). The language that took over the world. The Guardian.
  • Demir, Y. (2017). What, How, and Why? A Multi-Dimensional Case Analysis of the Challenges Facing Native and Non-Native EFL Teachers. PASAA: Journal of Language Teaching and Learning in Thailand, 54, 141–176.
  • Denscombe, M. (2007). The good research guide: For small-scale social projects. McGraw Hill.
  • DePaolo, C. A., & Wilkinson, K. (2014). Get your head into the clouds: Using word clouds for analyzing qualitative assessment data. TechTrends, 58(3), 38–44. https://doi.org/10.1007/s11528-014-0750-9
  • Doan, N. B. (2016). To employ or not to employ expatriate non-native speaker teachers: Views from within. Asian Englishes, 18(1), 67–79. https://doi.org/10.1080/13488678.2015.1132112
  • Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24–39. https://doi.org/10.1080/01434639808666340
  • Dumlao, R. P., & Mengorio, T. (2019). From Inland to Outland: Experiences of Non-native Expatriate Teachers Teaching in a Foreign Context. Journal of English Education, 4(1), 24-37. http://dx.doi.org/10.31327/jee.v4i1.898
  • Eberhard, D. M., Simons, G. F., & Fennig, C. D. (Eds.). (2020). Ethnologue: Languages of the world (23rd ed). SIL International.
  • Education First English Proficiency Index. (2022). Report of the Education First English Proficiency Index of the world. http://https://www.ef.edu/epi/
  • Gillham, B. (2010). Case study research methods. Continuum.
  • Halicioglu, M. L. (2015). Challenges facing teachers new to working in schools overseas. Journal of Research in International Education, 14(3), 242–257. https://doi.org/10.1177/1475240915611508
  • Hasanah, N., & Utami, P. T. (2019). Emerging challenges of teaching English in non-native English-speaking countries: Teachers’ view. English Language Teaching Educational Journal, 2(3), 112. https://doi.org/10.12928/eltej.v2i3.1134
  • Jenkins, J. (2014). Global Englishes: A resource book for students (3rd ed.). Routledge.
  • Joslin, P. (2002). Teacher relocation: Reflections in the context of international schools. Journal of Research in International Education, 1(1), 33–62. https://doi.org/10.1177/1475240902001001268
  • Kachru, B. B. (1992). The other tongue: English across cultures (2nd ed.). University of Illinois Press.
  • Kara, E., & Ayaz, A. D. (2017). Challenges in EFL speaking classes in Turkish context. European Journal of Language and Literature, 8(1), 66–74. https://doi.org/10.26417/ejls.v8i1
  • Karadağ, Y. (2022). Foreign language education in Turkish history and suggestions for improvement in the light of the 2023 Education Vision of the Ministry of National Education [Master’s thesis, Kutahya Dumlupinar University].
  • Karakas, A., Uysal, H., Bilgin, S., & Bulut, T. (2016). Turkish EFL Learners’ Perceptions of Native English-Speaking Teachers and Non-Native English-Speaking Teachers in Higher Education. Novitas-ROYAL (Research on Youth and Language), 10(2), 180–206.
  • Keskin, M. (2022). Native English speaking teachers (NESTs) in the minority: How do three NESTs at a university in Türkiye perceive their professional identities? Language Teaching and Educational Research (LATER), 5(2), 92–108. https://doi.org/10.35207/later.1125201
  • Koşar, G. (2018). Turkish tertiary level EFL students’ perceptions of native English-speaking teachers and non-native English-speaking teachers. European Journal of English Language Teaching 4(1), 96-119. http://dx.doi.org/10.5281/zenodo.1428360
  • Lave, J., & Wenger, E. (1991). Learning in doing: Social, cognitive and computational perspectives: Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Lyons, D. (2021, March 10). How Many People Speak English, And Where Is It Spoken? Babel, https://www.babbel.com/en/magazine/how-many-people-speak-english-and-where-is-it-spoken (accessed 18 November 2022).
  • Ma, L. P. F. (2012). Strengths and weaknesses of NESTs and NNESTs: Perceptions of NNESTs in Hong Kong. Linguistics and Education, 23(1), 1–15. https://doi.org/10.1016/j.linged.2011.09.005
  • Medgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal, 46(4), 340–349. https://doi.org/10.1093/elt/46.4.340
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). SAGE Publications.
  • Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315–348. https://doi.org/10. 1017/S0261444808005028
  • Nunan, D. (2012). The Impact of English as a Global Language on Educational Policies and Practices in the Asia‐Pacific Region. TESOL Quarterly, 37(4), 589–613. https://doi.org/10.2307/3588214
  • Oder, T., & Eisenschmidt, E. (2018). Teachers’ perceptions of school climate as an indicator of their beliefs of effective teaching. Cambridge Journal of Education, 48(1), 3–20. https://doi.org/10.1080/0305764x.2016.1223837
  • Öğretmen Bilişim Ağı. (2023, February 1). Uzman Öğretmenlik Eğitim Programı Semineri – MEB Personeli. https://www.oba.gov.tr/egitim/detay/uzman-ogretmenlik-egitim-programi-semineri-meb-personeli-286
  • Ospina, N. S., & Medina, S. L. (2020). Living and Teaching Internationally: Teachers Talk about Personal Experiences, Benefits, and Challenges. Journal of Research in International Education, 19(1), 38–53. https://doi.org/1177/1475240920915013
  • Phillipson, R. (1992). ELT: the native speaker’s burden? ELT Journal, 46(1), 12–18. https://doi.org/10.1093/elt/46.1.12
  • Riessman, C. K. (2002). Narrative analyses. In A. M. Huberman & M. B. Miles (Eds.), Qualitative Researcher’s Companion (pp. 217-270). Sage.
  • Roskell, D. (2013). Cross-cultural transition: International teachers’ experience of ‘culture shock.’ Journal of Research in International Education, 12(2), 155–172. https://doi.org/10.1177/1475240913497297
  • Seidlhofer, B. (1999). Double standards: Teacher education in the expanding circle. World Englishes, 18(2), 233–245. https://doi.org/10.1111/1467-971X.00136
  • Selvi, A. F. (2010). “All teachers are equal, but some teachers are more equal than others”: Trend analysis of job advertisements in English language teaching. WATESOL NNEST Caucus Annual Review, 1, 156–181. http://sites.google.com/site/watesolnnestcaucus/caucus-annual-review
  • Selvi, A. F. (2019). The ‘non-native’ teacher. In S. Mann & S. Walsh (Eds.), The Routledge handbook of English language teacher education (pp. 184–198). Routledge. https://doi.org/10.4324/9781315659824-14
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/efi-2004-22201
  • Shin, J. Y., Dixon, L. Q., & Choi, Y. (2020). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 41(5), 406–419. https://doi.org/10.1080/01434632.2019.1684928
  • Shin, S. K. (2012). “It cannot be done alone”: The socialization of novice English teachers in South Korea. TESOL Quarterly, 46(3), 542–567. https://doi.org/10.1002/tesq.41
  • Skliar, O. (2014). Native and nonnative English-speaking teachers in Turkey: Teacher perceptions and student attitudes [Doctoral Dissertation, Middle East Technical University]. https://open.metu.edu.tr/handle/11511/24228
  • Tatar, S. (2019). Employment of English language teachers in an EFL context: Perspectives from school administrators. PROFILE Issues in Teachers Professional Development, 21(2), 45–61. https://doi.org/10.15446/profile.v21n2.72648
  • TEPAV (Nas Özen, E., Alpaslan, İ. B., Çağlı, A., Özdoğan, İ., Sancak, M., Dizman, A. O., Sökmen, A.). (2014). Türkiye’deki Devlet Okullarında İngilizce Dilinin Öğretimine İlişkin Ulusal İhtiyaç Analizi [Turkey National Needs Assessment of State School English Language Teaching], British Council. https://www.tepav.org.tr/upload/files/1399388519 1.Turkiyedeki_Devlet_Okullarinda_Ingilizce_Dilinin_Ogrenimine_Iliskin_Ulusal_Ihtiyac_Analizi.pdf
  • Walkinshaw, I., & Thi Hoang Duong, O. (2012). Native- and non-native speaking English teachers in Vietnam: Weighing the benefits. TESL-EJ, 16(3), 1-17.
  • Yıldırım, A., & Şimşek, H. (2021). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (11 baskı) [Qualitative Research Methods in Social Sciences, (11th ed.)]. Seçkin Yayıncılık.
  • Yim, S. Y., & Hwang, K. (2019). Expatriate ELT teachers in Korea: participation and sense of belonging. ELT Journal, 73(1), 72–81. https://doi.org/10.1093/elt/ccy036
  • Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage Publications.

Anadili İngilizce Olmayan Yabancı Öğretmenlerin Türkiye’de İngilizcenin Yabancı Dil Olarak Öğretildiği Sınıflarda Karşılaştıkları Zorluklar ve Başa Çıkma Stratejileri: Nitel Bir Çalışma

Yıl 2023, Cilt: 16 Sayı: 2, 328 - 351, 30.04.2023
https://doi.org/10.30831/akukeg.1205824

Öz

İngilizce öğretmenlerine yönelik küresel talep, İngilizce öğretmek için yabancı ülkelere seyahat eden anadili İngilizce olmayan öğretmenlerin sayısında artışa yol açmıştır. Yurtdışında İngilizce öğretmek daha çok iç çember ülkelerdeki anadili İngilizce olan öğretmenlerle ilişkilendirilse de anadili İngilizce olmayan yabancı öğretmenlerin işe alınması da artık çok yaygın görülen bir durum haline gelmiştir. Buna rağmen, özellikle Türkiye bağlamında, anadili İngilizce olmayan yabancı öğretmenlerin deneyimlerini araştıran çalışmalar kısıtlıdır. Bu çalışma, Türkiye’deki çeşitli özel okullarda ve dil kurslarında çalışan ve anadili İngilizce olmayan yabancı öğretmenlerin karşılaştığı zorlukları ve başa çıkma stratejilerini araştırmayı amaçlar. Yarı yapılandırılmış görüşmelerin bulguları, öğretmenlerin dilsel, kültürel ve pedagojik zorluklar da dâhil olmak üzere birtakım güçlüklerle karşılaştıklarını fakat çalıştıkları ülkenin dilini öğrenerek, kültürlerarası farkındalığı geliştirerek ve eğitim sistemine aşina olarak bu engellerin üstesinden gelmeyi başardıklarını ortaya koymuştur. Son kısımda, bulgular ve alanyazın ışığında, Türkiye’de çalışmayı planlayan yabancı öğretmen adayları için önerilere ve paydaşlar için çıkarımlara da yer verilmiştir.

Kaynakça

  • Aydın, İ., Toptaş, B., Güner Demir, T., & Erdemli, Ö. (2019). Being an expatriate teacher in Turkish private schools: Opinions on education, teaching, and administration processes. Education and Science, 44(200), 1–22. https://doi.org/10.15390/eb.2019.8105
  • Aydın, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, 30(1), 421–444.
  • Aysan-Şahintaş, Z. (2019). “It’s in my blood”: An expatriate English language teacher’s pedagogical practices and identity. i-Manager’s Journal on English Language Teaching, 9(1), 1-13. https://doi.org/10.26634/jelt.9.1.15175
  • Bostancıoğlu, A. (2022). The evaluation of the employment of foreign national teachers in Turkey in the context of English as a foreign language teaching. HAYEF: Journal of Education, 19(2), 164–170. https://doi.org/10.54614/hayef.2022.21063
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. SAGE Publications.
  • Chapelle, C. A., & Duff, P. A. (2003). Some guidelines for conducting quantitative and qualitative research in TESOL. TESOL Quarterly, 37(1), 157-178. https://doi.org/10.2307/3588471
  • Chen, C. W. Y., & Cheng, Y. S. (2010). A case study on foreign English teachers’ challenges in Taiwanese elementary schools. System, 38(1), 41–49. https://doi.org/10.1016/j.system.2009.12.004
  • Chun, S. Y. (2014). EFL learners’ beliefs about native and non-native English-speaking teachers: perceived strengths, weaknesses, and preferences. Journal of Multilingual and Multicultural Development, 35(6), 563–579. https://doi.org/10.1080/01434632.2014.889141
  • Clark, E., & Paran, A. (2007). The employability of non-native-speaker teachers of EFL: A UK survey. System, 35(4), 407–430. https://doi.org/10.1016/j.system.2007.05.002
  • Coşkun, A. (2013). Native Speakers as Teachers in Turkey: Non-native Pre-service English Teachers’ Reactions to a Nation-wide Project. The Qualitative Report, 18(29), 1–21. https://doi.org/10.46743/2160-3715/2013.1489
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications, Inc.
  • Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
  • Crystal, D. (1997). The language that took over the world. The Guardian.
  • Demir, Y. (2017). What, How, and Why? A Multi-Dimensional Case Analysis of the Challenges Facing Native and Non-Native EFL Teachers. PASAA: Journal of Language Teaching and Learning in Thailand, 54, 141–176.
  • Denscombe, M. (2007). The good research guide: For small-scale social projects. McGraw Hill.
  • DePaolo, C. A., & Wilkinson, K. (2014). Get your head into the clouds: Using word clouds for analyzing qualitative assessment data. TechTrends, 58(3), 38–44. https://doi.org/10.1007/s11528-014-0750-9
  • Doan, N. B. (2016). To employ or not to employ expatriate non-native speaker teachers: Views from within. Asian Englishes, 18(1), 67–79. https://doi.org/10.1080/13488678.2015.1132112
  • Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of Multilingual and Multicultural Development, 19(1), 24–39. https://doi.org/10.1080/01434639808666340
  • Dumlao, R. P., & Mengorio, T. (2019). From Inland to Outland: Experiences of Non-native Expatriate Teachers Teaching in a Foreign Context. Journal of English Education, 4(1), 24-37. http://dx.doi.org/10.31327/jee.v4i1.898
  • Eberhard, D. M., Simons, G. F., & Fennig, C. D. (Eds.). (2020). Ethnologue: Languages of the world (23rd ed). SIL International.
  • Education First English Proficiency Index. (2022). Report of the Education First English Proficiency Index of the world. http://https://www.ef.edu/epi/
  • Gillham, B. (2010). Case study research methods. Continuum.
  • Halicioglu, M. L. (2015). Challenges facing teachers new to working in schools overseas. Journal of Research in International Education, 14(3), 242–257. https://doi.org/10.1177/1475240915611508
  • Hasanah, N., & Utami, P. T. (2019). Emerging challenges of teaching English in non-native English-speaking countries: Teachers’ view. English Language Teaching Educational Journal, 2(3), 112. https://doi.org/10.12928/eltej.v2i3.1134
  • Jenkins, J. (2014). Global Englishes: A resource book for students (3rd ed.). Routledge.
  • Joslin, P. (2002). Teacher relocation: Reflections in the context of international schools. Journal of Research in International Education, 1(1), 33–62. https://doi.org/10.1177/1475240902001001268
  • Kachru, B. B. (1992). The other tongue: English across cultures (2nd ed.). University of Illinois Press.
  • Kara, E., & Ayaz, A. D. (2017). Challenges in EFL speaking classes in Turkish context. European Journal of Language and Literature, 8(1), 66–74. https://doi.org/10.26417/ejls.v8i1
  • Karadağ, Y. (2022). Foreign language education in Turkish history and suggestions for improvement in the light of the 2023 Education Vision of the Ministry of National Education [Master’s thesis, Kutahya Dumlupinar University].
  • Karakas, A., Uysal, H., Bilgin, S., & Bulut, T. (2016). Turkish EFL Learners’ Perceptions of Native English-Speaking Teachers and Non-Native English-Speaking Teachers in Higher Education. Novitas-ROYAL (Research on Youth and Language), 10(2), 180–206.
  • Keskin, M. (2022). Native English speaking teachers (NESTs) in the minority: How do three NESTs at a university in Türkiye perceive their professional identities? Language Teaching and Educational Research (LATER), 5(2), 92–108. https://doi.org/10.35207/later.1125201
  • Koşar, G. (2018). Turkish tertiary level EFL students’ perceptions of native English-speaking teachers and non-native English-speaking teachers. European Journal of English Language Teaching 4(1), 96-119. http://dx.doi.org/10.5281/zenodo.1428360
  • Lave, J., & Wenger, E. (1991). Learning in doing: Social, cognitive and computational perspectives: Situated learning: Legitimate peripheral participation. Cambridge University Press.
  • Lyons, D. (2021, March 10). How Many People Speak English, And Where Is It Spoken? Babel, https://www.babbel.com/en/magazine/how-many-people-speak-english-and-where-is-it-spoken (accessed 18 November 2022).
  • Ma, L. P. F. (2012). Strengths and weaknesses of NESTs and NNESTs: Perceptions of NNESTs in Hong Kong. Linguistics and Education, 23(1), 1–15. https://doi.org/10.1016/j.linged.2011.09.005
  • Medgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal, 46(4), 340–349. https://doi.org/10.1093/elt/46.4.340
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). SAGE Publications.
  • Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315–348. https://doi.org/10. 1017/S0261444808005028
  • Nunan, D. (2012). The Impact of English as a Global Language on Educational Policies and Practices in the Asia‐Pacific Region. TESOL Quarterly, 37(4), 589–613. https://doi.org/10.2307/3588214
  • Oder, T., & Eisenschmidt, E. (2018). Teachers’ perceptions of school climate as an indicator of their beliefs of effective teaching. Cambridge Journal of Education, 48(1), 3–20. https://doi.org/10.1080/0305764x.2016.1223837
  • Öğretmen Bilişim Ağı. (2023, February 1). Uzman Öğretmenlik Eğitim Programı Semineri – MEB Personeli. https://www.oba.gov.tr/egitim/detay/uzman-ogretmenlik-egitim-programi-semineri-meb-personeli-286
  • Ospina, N. S., & Medina, S. L. (2020). Living and Teaching Internationally: Teachers Talk about Personal Experiences, Benefits, and Challenges. Journal of Research in International Education, 19(1), 38–53. https://doi.org/1177/1475240920915013
  • Phillipson, R. (1992). ELT: the native speaker’s burden? ELT Journal, 46(1), 12–18. https://doi.org/10.1093/elt/46.1.12
  • Riessman, C. K. (2002). Narrative analyses. In A. M. Huberman & M. B. Miles (Eds.), Qualitative Researcher’s Companion (pp. 217-270). Sage.
  • Roskell, D. (2013). Cross-cultural transition: International teachers’ experience of ‘culture shock.’ Journal of Research in International Education, 12(2), 155–172. https://doi.org/10.1177/1475240913497297
  • Seidlhofer, B. (1999). Double standards: Teacher education in the expanding circle. World Englishes, 18(2), 233–245. https://doi.org/10.1111/1467-971X.00136
  • Selvi, A. F. (2010). “All teachers are equal, but some teachers are more equal than others”: Trend analysis of job advertisements in English language teaching. WATESOL NNEST Caucus Annual Review, 1, 156–181. http://sites.google.com/site/watesolnnestcaucus/caucus-annual-review
  • Selvi, A. F. (2019). The ‘non-native’ teacher. In S. Mann & S. Walsh (Eds.), The Routledge handbook of English language teacher education (pp. 184–198). Routledge. https://doi.org/10.4324/9781315659824-14
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/efi-2004-22201
  • Shin, J. Y., Dixon, L. Q., & Choi, Y. (2020). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 41(5), 406–419. https://doi.org/10.1080/01434632.2019.1684928
  • Shin, S. K. (2012). “It cannot be done alone”: The socialization of novice English teachers in South Korea. TESOL Quarterly, 46(3), 542–567. https://doi.org/10.1002/tesq.41
  • Skliar, O. (2014). Native and nonnative English-speaking teachers in Turkey: Teacher perceptions and student attitudes [Doctoral Dissertation, Middle East Technical University]. https://open.metu.edu.tr/handle/11511/24228
  • Tatar, S. (2019). Employment of English language teachers in an EFL context: Perspectives from school administrators. PROFILE Issues in Teachers Professional Development, 21(2), 45–61. https://doi.org/10.15446/profile.v21n2.72648
  • TEPAV (Nas Özen, E., Alpaslan, İ. B., Çağlı, A., Özdoğan, İ., Sancak, M., Dizman, A. O., Sökmen, A.). (2014). Türkiye’deki Devlet Okullarında İngilizce Dilinin Öğretimine İlişkin Ulusal İhtiyaç Analizi [Turkey National Needs Assessment of State School English Language Teaching], British Council. https://www.tepav.org.tr/upload/files/1399388519 1.Turkiyedeki_Devlet_Okullarinda_Ingilizce_Dilinin_Ogrenimine_Iliskin_Ulusal_Ihtiyac_Analizi.pdf
  • Walkinshaw, I., & Thi Hoang Duong, O. (2012). Native- and non-native speaking English teachers in Vietnam: Weighing the benefits. TESL-EJ, 16(3), 1-17.
  • Yıldırım, A., & Şimşek, H. (2021). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (11 baskı) [Qualitative Research Methods in Social Sciences, (11th ed.)]. Seçkin Yayıncılık.
  • Yim, S. Y., & Hwang, K. (2019). Expatriate ELT teachers in Korea: participation and sense of belonging. ELT Journal, 73(1), 72–81. https://doi.org/10.1093/elt/ccy036
  • Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage Publications.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Wurood Hashim Sahib Altaai 0000-0002-2263-0295

Burcu Gokgoz-kurt 0000-0001-7169-2890

Yayımlanma Tarihi 30 Nisan 2023
Gönderilme Tarihi 19 Kasım 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 16 Sayı: 2

Kaynak Göster

APA Altaai, W. H. S., & Gokgoz-kurt, B. (2023). Expatriate Non-native English-speaking Teachers’ Challenges and Coping Strategies in the Turkish EFL Classroom: A Qualitative Study. Journal of Theoretical Educational Science, 16(2), 328-351. https://doi.org/10.30831/akukeg.1205824