İngilizce Öğretmen Adaylarının Kritik Kültürel Farkındalıklarının Sanal Değişim Projesi Aracılığıyla Geliştirilmesi

Yıl 2022, , 491 - 502, 30.04.2022

Samed Yasin Öztürk , Gonca Ekşi

https://doi.org/10.18506/anemon.1052025

Cited By: 1

Öz

Bu çalışma öğretmen adaylarının kritik kültürel farkındalıklarının uluslararası sanal değişim projesiyle gelişimini ortaya çıkarmayı amaçlamaktadır. Bu çalışma kapsamında, Türkiye’deki bir üniversitenin İngilizce Öğretmenliği programında öğrenim gören İngilizce öğretmen adayları Almanya ve İsrail ülkelerinde öğrenim gören İngilizce öğretmen adaylarıyla düzenlenen bir sanal değişim projesine katılmışlardır. Katılımcı öğretmen adayları online toplantılar aracılığıyla haftalık olarak birbirleriyle etkileşime girmişler ve ortak bir İngilizce öğretimi ders planı hazırlamak üzere verilen haftalık görevler üzerinde iş birliği yapmışlardır. Bu çalışma nitel araştırma desenine göre tasarlanmış ve yönlendirilmiş nitel içerik analiz prensiplerine göre analiz edilmiştir. Yönlendirilmiş nitel analizde araştırmacılar nitel veriyi kodlamak için bir kuramdan yola çıkmaktadırlar. Bu çalışmada Byram’ın (1997) çerçevesi nitel verilerin analizinde yönlendirici olarak kullanılmıştır. Katılımcıların haftalık etkileşimleri harfi harfine çözümlenmiş ve nitel içerik analizi ilkelerine ve Byram'ın (2021) Kültürlerarası İletişim Yeterliliği (ICC) çerçevesinin kritik kültürel farkındalık boyutuna göre analiz edilmiştir. Verilerin analizi katılımcı öğretmen adaylarının kritik kültürel farkındalıklarının önemli şekilde arttığını ortaya koymuştur.

Anahtar Kelimeler

kritik kültürel farkındalık, sanal değişim, İngilizce öğretmen adayları

Fostering Critical Cultural Awareness Among Prospective Teachers of English via Virtual Exchange Project

Öz

This study aimed to explore critical cultural awareness improvement of prospective teachers with a transnational virtual exchange project. Within the scope of this study, prospective teachers of English studying at English Language Teaching (ELT) department in Turkey attended a virtual exchange project that was organized with other prospective teachers of English from Germany and Israel. The prospective teachers weekly interacted with each other via online meetings, and they collaborated on assigned tasks to come up with a final product, which is an English teaching lesson plan. The research was designed as a qualitative study and the data were analyzed according to the the principles of directed qualitative content analysis. Directed qualitative content analysis is used when researchers start with a theory to code the qualitative data. In this study, Byram’s (1997) framework was used as a theory to direct analysis of the data. The participants’ weekly interactions were transcribed verbatim and were analyzed according to the principles of qualitative content analysis and Intercultural Communicative Competence (ICC) framework’s critical cultural awareness dimension. The analysis of the data revealed that the prospective teachers’ critical cultural awareness was significantly improved.

Anahtar Kelimeler

critical cultural awareness, virtual exchange, ELT prospective teachers

Kaynakça

• Belz, J. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7(2), 68-99.
• Belz, J. A., & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53(4), 591–647. https://doi.org/10.1046/j.1467-9922.2003.00238.x
• Byram, M. (1997). Teaching and assessing intercultural communicative competence. London: Multilingual Matters.
• Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. London: Multilingual Matters.
• Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited. London: Multilingual Matters.
• Canale, M. (1983). From communicative competence to communicative language pedagogy. Language and communication, 1(1), 1-47.
• Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language teaching. In E. A. Soler & P. S. Jorda (Eds.), Intercultural language use and language learning (pp. 41-57). The Netherlands: Springer.
• Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education. London: Routledge.
• Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, teaching, assessment. Companion volume with new descriptors. Retrieved from https://www.coe.int/en/web/common-european-framework-reference-languages/
• Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. Los Angeles: SAGE.
• Cushner, K., & Mahon, J. (2009). Intercultural competence in teacher education. In D. C. Bok (Eds.), The SAGE handbook of intercultural competence (pp. 304-320). Thousand Oaks, CA: Sage.
• Dooly, M., & Sadler, R. (2013). Filling in the gap: Linking theory and practice through virtual exchange in teacher education. ReCALL, 25(1), 4–29.
• Eren, Ö. (2021). Raising critical cultural awareness through virtual exchange: insights for pre-service teacher education. Computer Assisted Language Learning, 1-24.
• Fantini, A. E. (2012). An essential component of intercultural communicative competence. In J. Jackson (Eds.), The Routledge handbook of language and intercultural communication (pp. 263-292). London: Routledge.
• Fuchs, C. (2019). Critical incidents and cultures-of-use in a Hong Kong–Germany virtual exchange. Language Learning & Technology, 23(3), 74–97.
• Fuchs, C., Hauck, M., & Müller-Hartmann, A. (2012). Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3), 82–102.
• Guilherme, M., & Bennett, J. M. (2015). Intercultural competence in Europe. In J. M. Bennett (Eds.), Encyclopedia of Intercultural Competence (pp. 463-467). Thousand Oaks, CA: Sage.
• Hilliker, S. M., & Yol, Ö. (2022). Virtual exchange in teacher education: focus on L2 writing. ELT Journal, 76(1), 11-19.
• Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277–1288.
• Hymes, D. (1967). Models of the interaction of language and social setting. Journal of social issues, 23(2), 8-28.
• Jackson, J. (2015). Preparing students for the global workplace: The impact of a semester abroad. Language and Intercultural Communication, 15(1), 76-91.
• Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
• Leask, B. (2015). Internationalizing the curriculum. New York: Routledge.
• Lee, L., & Markey, A. (2014). A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies. ReCALL, 26(3), 281–297.
• Lin, C. C. (2021). Leveraging Virtual Exchange for Global Learning in the Classroom: TESOL Candidates’ Perspectives. NYS Tesol Journal 8(1), 29-39.
• Luo, H., & Yang, C. (2022). Pedagogical benefits of Chinese-American virtual exchange: A study of student perceptions. ReCALL, 34(1), 37-50.
• O’Dowd, R. (2011). Intercultural communicative competence through virtual exchange. In J. Jackson (Eds.), The Routledge handbook of language and intercultural communication (pp. 340–356). New York: Routledge.
• O’Dowd, R. (2016). Learning from the Past and Looking to the Future of Online Intercultural Exchange. In R. O’Dowd & T. Lewis (Eds.), Online intercultural exchange: Policy, pedagogy, practice (pp. 273-293). London: Routledge.
• O’Dowd, R. (2019). A transnational model of virtual exchange for global citizenship education. Language Teaching, 1(4), 14.
• O’Dowd, R., & Dooly, M. (2022). Exploring teachers’ professional development through participation in virtual exchange. ReCALL, 34(1), 21-36.
• O'Dowd, R., & Waire, P. (2009). Critical issues in telecollaborative task design. Computer assisted language learning, 22(2), 173-188.
• Porto, M. (2014). Intercultural citizenship education in an EFL online project in Argentina. Language and Intercultural Communication, 14(2), 245–261.
• Sadler, R. (2018). Afterword: Looking back and looking forward: What is the future of virtual exchange?. In M.A. Dooly, & R. O’Dowd (Eds.), In This Together: Teachers’ Experiences with Transnational, Telecollaborative Language Learning Projects (pp. 217-226). Bern: Peter Lang.
• Sardegna, V. G., & Dugartsyrenova, V. A. (2021). Facilitating pre-service language teachers’ intercultural learning via voice-based telecollaboration: The role of discussion questions. Computer Assisted Language Learning, 34(3), 379-407.
• Tanghe, S., & Park, G. (2016). “Build [ing] something which alone we could not have done”: International collaborative teaching and learning in language teacher education. System, 57, 1-13.
• Thorne, S.L. (2006). Pedagogical and praxiological lessons from internet-mediated intercultural foreign language education research. In J. Belz & S.L. Thorne (Eds.), Internet-mediated Intercultural Foreign Language Education (pp. 2–30). Boston, MA: Heinle and Heinle.
• Tutunea, G. (2021). Acquiring Intercultural Communicative Competence through Virtual Exchange. Acta Universitatis Sapientiae, Philologica, 13(3), 44-61. UNESCO (2014). Global citizenship education: Preparing learners for the challenges of the twenty-first century. Paris: Author.
• Uzum, B., Yazan, B., Akayoglu, S., & Mary, L. (2021). Pre-service teachers’ translingual negotiation strategies at work: virtual exchange between France, Turkey, and the USA. Language and Intercultural Communication, 1-18.
• Üzüm, B., Akayoglu, S., & Yazan, B. (2020). Using virtual exchange to promote intercultural competence in teacher training classrooms in Turkey and the USA. ReCALL, 32(2), 162-177.
• Vinagre, M. (2016). Developing key competences for life-long learning through virtual collaboration: teaching ICT in English as a medium of instruction. In C. Wang & L. Winstead (Eds.), Handbook of research on foreign language education in the digital age (pp. 170-187). Hershey, PA: IGI Global.
• Vinagre, M. (2017). Developing teachers’ telecollaborative in online experiential learning. System, 64, 34–45.
• Vinagre, M. (2022). Engaging with difference: Integrating the linguistic landscape in virtual exchange. System, 102750. Walinski, J. T. (2013). Relevance of linguistic landscape to intercultural competence development in the context of situated learning. International Journal of Mobile and Blended Learning, 6(2), 1–14.
• Yang, S. J (2020). Affordances and Challenges of Virtual exchange for Pre-service Teachers. Language Learning & Technology, 24(3), 30–41