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Uncovering emerging identity performances of Turkish foreign language teaching assistants

Yıl 2021, , 45 - 67, 08.04.2021
https://doi.org/10.32601/ejal.911161

Öz

The aim of the study is to show emerging identity performances of Turkish Fulbright foreign teaching language assistants (FLTAs) in social and academic contexts during their sojourn experiences in the US. The grant program brings institutional roles of being a teacher and a learner and social duties of culture transmission in the host country. The dynamic triad of these roles yields negotiated identities manifested through reflections to the experiences of interaction, communication, and participation in the host community. In an attempt to reveal the interplay of these roles, 5 Turkish grantees were interviewed to elicit personal storylines. The narratives were analyzed adopting Davies and Harré’s (1990) positioning theory rooted in discursive psychology relying on Bauman’s (2013) postmodern conception of identity where identity is seen as fluid, multilayered, and negotiated. The participants’ emerging identities formulated in the personal narratives are depicted through the negotiation of self-other positioning. The findings showed that affinity, racial, national, gender, cultural, second language, professional, and learner identities were revealed as emerging identity performances with an intersectional structure. This study provides a useful depiction of the FLTAs' sojourn experiences with a microanalytic eye and recommends covering different aspects with various focal points to better understand the educational and cultural aspects of such sojourn experiences.

Kaynakça

  • Anderson, B. (1983). Imagined communities: Reflections on the origin and spread of nationalism. New York, NY: Verso Books.
  • Andreouli, E. (2010). Identity, positioning and self-other relations. Papers on Social Representations, 19(1), 14.1-14.13.
  • Bamberg, M. (2006). Stories: Big or small: Why do we care?. Narrative Inquiry, 16, 139–147.
  • Bauman, Z. (2013). Identity: Conversations with Benedetto Vecchi. New Jersey, NJ: John Wiley & Sons.
  • Block, D. (2009). Second language identities. London, UK: Continuum.
  • Block, D., & Corona, V. (2014) Exploring class-based intersectionality. Language, Culture and Curriculum, 27:(1), 27-42, doi: 10.1080/07908318.2014.894053
  • Breheny, M., & Stephens, C. (2015). Approaches to narrative analysis: Using persona dialogical and social stories to promote peace. Peace Psychology Book Series Methodologies in Peace Psychology, 26, 275-291.
  • Bruner, J. S. (1990). Acts of meaning. Cambridge, UK: Harvard University Press.
  • Butler, J. (2011). Gender trouble: Feminism and the subversion of identity. New York, NY: Routledge.
  • Cortazzi, M. (2001). Narrative analysis in ethnography. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography. Thousand Oaks: Sage.
  • Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: SAGE Publications.
  • Davies, B. (2000). A body of writing: 1990-1999. Walnut Creek, CA: Altamira Press.
  • Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43-63.
  • De Fina A (2015) Narrative and identity. In A. De Fina , & A. Georgakopoulou (Eds.), Handbook of narrative analysis (pp. 369-387). Malden, MA: Wiley-Blackwell.
  • De Fina, A., & Georgakopoulou, A. (2008). Analysing narratives as practices. Qualitative Research, 8(3), 379–387.
  • Dervin, F. (2012). Cultural identity, representation and othering. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (pp. 181–194). London, UK: Routledge.
  • Duff, P. (2012). How to carry out case study research. In A. Mackey & S. M. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 95-116). Oxford, UK: Wiley-Blackwell.
  • Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers’ socio-cultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486.
  • Frable, D.E.S. (1997). Gender, racial, ethnic, sexual, and class identities. Annual Review of Psychology, 48, 139–162.
  • Fuertes, J. N., Gottdiener, W. H., Martin, H., Gilbert, T. C., & Giles, H. (2012). A meta‐analysis of the effects of speakers' accents on interpersonal evaluations. European Journal of Social Psychology, 42 (1), 120-133.
  • Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.
  • Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. California: Stanford University Press.
  • Giles, H., & Johnson, P. (1981). The role of language in ethnic group formation. In J. C. Turner & H. Giles (Eds.), Intergroup behavior (pp. 199–243). Oxford, UK: Basil Blackwell.
  • Goffman, E. (1959). Presentation of self in everyday life. Garden City, NY: Double Day Anchor Books.
  • Goffman, E. (1981). Footing. In E. Goffman (Ed.), Forms of Talk (pp. 124–159). Oxford, UK: Blackwell.
  • Hall, S. (1996). Introduction: Who needs identity? In S. Hall and P. du Gay (Eds.), Questions of cultural identity (pp. 1–17). London, UK: Sage.
  • Harré, R. (2001). The discursive turn in social psychology. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The handbook of discourse analysis (pp. 688-706). Oxford, UK: Blackwell Publishers Ltd.
  • Harré, R., & Moghaddam, F. (2003). The self and others: Positioning individuals and groups in personal, political, and cultural contexts. Westport, Ireland: Praeger.
  • Harré, R., & Slocum, N. (2003). Disputes as complex social events: On the uses of positioning theory. Common Knowledge, 9(1), 100-118.
  • Harré, R., & van Langehove, L. (1991). Varieties of positioning. Journal for the Theory of Social Behaviour, 21(4), 393-407.
  • Harré, R., & van Langehove, L. (1999). Positioning theory: Moral context of intentional action. Oxford, UK: Blackwell.
  • Hogg, M. A., & Abrams, D. (1988). Social identifications: A social psychology of intergroup relations and processes. London, UK: Routledge.
  • Howard, J. A. (2000). Social psychology of identities. Annual Review of Sociology, 26(1), 367-393.
  • Huang, I. C. (2014). Contextualizing teacher identity of non-native-English speakers SU.S. secondary ESL classrooms: A Bakhtinian perspective. Linguistics and Education, 25, 119-128.
  • Huang, I. C. (2018). Power and ownership within the NS/NNS dichotomy. In B. Yazan & N. Rudolph (Eds.), Criticality, teacher identity, and (in) equity in English language teaching (pp. 41-56). Cham, Switzerland: Springer.
  • Kayi-Aydar, H. (2015a). Teacher agency, positioning, and English language learners : Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94– 103. https://doi.org/10.1016/j.tate.2014.09.009
  • Kayi-Aydar, H. (2015b). Multiple Identities, Negotiations, and Agency Across Time and Space: A Narrative Inquiry of a Foreign Language Teacher Candidate. Critical Inquiry in Language Studies, 12(2), 137-160. doi: 10.1080/15427587.2015.1032076
  • Lewis, R. (2003). Gendering orientalism: Race, femininity and representation (2nd ed.). Routledge
  • Maloney, J. (2018). Fulbright FLTA CALL Knowledge Development and Enactment: The Role of Context (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10812437).
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods (2nd ed.). Thousand Oaks, CA: Sage.
  • Mutlu, S., & Ortaçtepe, D. (2016). The identity (re)construction of- nonnative English teachers stepping into native Turkish teachers' shoes. Language and Intercultural Communication, 16(4), 552–569. https://doi.org/10.1080/14708477.2016.1194852
  • Pedersen, E. R., Neighbors, C., Larimer, M. E., & Lee, C. M. (2011). Measuring sojourner adjustment among American students studying abroad. International Journal of Intercultural Relations, 35(6), 881-889.
  • Peker, H., Torlak, M., Toprak-Çelen, E., Eren, G., & Günsan, M. (2020). Language teacher identity construction of foreign language teaching assistants. International Online Journal of Education and Teaching, 7(1), 229-246.
  • Rosenberg, M. (1979). Conceiving the Self. New York, NY: Basic Books
  • Ryan, J. (2013). Listening to ‘other’ intellectual traditions: Learning in transcultural spaces. In J. Ryan (Ed.), Cross-cultural teaching and learning for home and international students (pp. 279–289). Oxon, UK: Routledge.
  • Sato, T., & Hodge, S. R. (2013). Japanese students’ academic and social experiences at a predominantly white university in the United States. Multicultural Learning and Teaching, 8(1), 93-114.
  • Slocum-Bradley, N. (2010). The positioning diamond: A trans-disciplinary framework for discourse analysis. Journal for the Theory of Social Behaviour,40(1), 79-107.
  • Spurling, N. (2006). Exploring adjustment: The social situation of Chinese students in UK higher education. Learning & Teaching in the Social Sciences, 3(2), 95-117.
  • Uzum, B. (2012). A microethnographic case study of Fulbright Language Teaching Assistants: Dialogic mediation and conceptual thinking for professional identity development. In G. Gorsuch (Ed.) Working theories for teaching assistant and international teaching assistant development (pp. 388-422). Stillwater, OK: New Forums Press.
  • Uzum, B. (2017). Uncovering the layers of foreign language teacher socialization: A qualitative case study of Fulbright language teaching assistants. Language Teaching Research, 21(2), 241-257.
  • van Langehove, L., & Harré, R. (1999). Introducing positioning theory. In R. Harré & L. van Langehove (Eds.), Positioning theory: Moral context of intentional action. Oxford, UK: Blackwell.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University.
  • West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & society, 1(2), 125-151.
  • Widdicombe, S., & Wooffitt, R. (1995). The language of youth subcultures: Social identity in action. Hemel Hempstead, UK: Harvester Wheatsheaf.
  • Wodak, R., De Cillia, R., Reisigl, M., & Liebhart, K. (2009). Discursive construction of national identity (2nd Ed.). Edinburgh: Edinburgh University Press.
Yıl 2021, , 45 - 67, 08.04.2021
https://doi.org/10.32601/ejal.911161

Öz

Kaynakça

  • Anderson, B. (1983). Imagined communities: Reflections on the origin and spread of nationalism. New York, NY: Verso Books.
  • Andreouli, E. (2010). Identity, positioning and self-other relations. Papers on Social Representations, 19(1), 14.1-14.13.
  • Bamberg, M. (2006). Stories: Big or small: Why do we care?. Narrative Inquiry, 16, 139–147.
  • Bauman, Z. (2013). Identity: Conversations with Benedetto Vecchi. New Jersey, NJ: John Wiley & Sons.
  • Block, D. (2009). Second language identities. London, UK: Continuum.
  • Block, D., & Corona, V. (2014) Exploring class-based intersectionality. Language, Culture and Curriculum, 27:(1), 27-42, doi: 10.1080/07908318.2014.894053
  • Breheny, M., & Stephens, C. (2015). Approaches to narrative analysis: Using persona dialogical and social stories to promote peace. Peace Psychology Book Series Methodologies in Peace Psychology, 26, 275-291.
  • Bruner, J. S. (1990). Acts of meaning. Cambridge, UK: Harvard University Press.
  • Butler, J. (2011). Gender trouble: Feminism and the subversion of identity. New York, NY: Routledge.
  • Cortazzi, M. (2001). Narrative analysis in ethnography. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography. Thousand Oaks: Sage.
  • Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: SAGE Publications.
  • Davies, B. (2000). A body of writing: 1990-1999. Walnut Creek, CA: Altamira Press.
  • Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43-63.
  • De Fina A (2015) Narrative and identity. In A. De Fina , & A. Georgakopoulou (Eds.), Handbook of narrative analysis (pp. 369-387). Malden, MA: Wiley-Blackwell.
  • De Fina, A., & Georgakopoulou, A. (2008). Analysing narratives as practices. Qualitative Research, 8(3), 379–387.
  • Dervin, F. (2012). Cultural identity, representation and othering. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (pp. 181–194). London, UK: Routledge.
  • Duff, P. (2012). How to carry out case study research. In A. Mackey & S. M. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 95-116). Oxford, UK: Wiley-Blackwell.
  • Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers’ socio-cultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486.
  • Frable, D.E.S. (1997). Gender, racial, ethnic, sexual, and class identities. Annual Review of Psychology, 48, 139–162.
  • Fuertes, J. N., Gottdiener, W. H., Martin, H., Gilbert, T. C., & Giles, H. (2012). A meta‐analysis of the effects of speakers' accents on interpersonal evaluations. European Journal of Social Psychology, 42 (1), 120-133.
  • Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.
  • Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. California: Stanford University Press.
  • Giles, H., & Johnson, P. (1981). The role of language in ethnic group formation. In J. C. Turner & H. Giles (Eds.), Intergroup behavior (pp. 199–243). Oxford, UK: Basil Blackwell.
  • Goffman, E. (1959). Presentation of self in everyday life. Garden City, NY: Double Day Anchor Books.
  • Goffman, E. (1981). Footing. In E. Goffman (Ed.), Forms of Talk (pp. 124–159). Oxford, UK: Blackwell.
  • Hall, S. (1996). Introduction: Who needs identity? In S. Hall and P. du Gay (Eds.), Questions of cultural identity (pp. 1–17). London, UK: Sage.
  • Harré, R. (2001). The discursive turn in social psychology. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The handbook of discourse analysis (pp. 688-706). Oxford, UK: Blackwell Publishers Ltd.
  • Harré, R., & Moghaddam, F. (2003). The self and others: Positioning individuals and groups in personal, political, and cultural contexts. Westport, Ireland: Praeger.
  • Harré, R., & Slocum, N. (2003). Disputes as complex social events: On the uses of positioning theory. Common Knowledge, 9(1), 100-118.
  • Harré, R., & van Langehove, L. (1991). Varieties of positioning. Journal for the Theory of Social Behaviour, 21(4), 393-407.
  • Harré, R., & van Langehove, L. (1999). Positioning theory: Moral context of intentional action. Oxford, UK: Blackwell.
  • Hogg, M. A., & Abrams, D. (1988). Social identifications: A social psychology of intergroup relations and processes. London, UK: Routledge.
  • Howard, J. A. (2000). Social psychology of identities. Annual Review of Sociology, 26(1), 367-393.
  • Huang, I. C. (2014). Contextualizing teacher identity of non-native-English speakers SU.S. secondary ESL classrooms: A Bakhtinian perspective. Linguistics and Education, 25, 119-128.
  • Huang, I. C. (2018). Power and ownership within the NS/NNS dichotomy. In B. Yazan & N. Rudolph (Eds.), Criticality, teacher identity, and (in) equity in English language teaching (pp. 41-56). Cham, Switzerland: Springer.
  • Kayi-Aydar, H. (2015a). Teacher agency, positioning, and English language learners : Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94– 103. https://doi.org/10.1016/j.tate.2014.09.009
  • Kayi-Aydar, H. (2015b). Multiple Identities, Negotiations, and Agency Across Time and Space: A Narrative Inquiry of a Foreign Language Teacher Candidate. Critical Inquiry in Language Studies, 12(2), 137-160. doi: 10.1080/15427587.2015.1032076
  • Lewis, R. (2003). Gendering orientalism: Race, femininity and representation (2nd ed.). Routledge
  • Maloney, J. (2018). Fulbright FLTA CALL Knowledge Development and Enactment: The Role of Context (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10812437).
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods (2nd ed.). Thousand Oaks, CA: Sage.
  • Mutlu, S., & Ortaçtepe, D. (2016). The identity (re)construction of- nonnative English teachers stepping into native Turkish teachers' shoes. Language and Intercultural Communication, 16(4), 552–569. https://doi.org/10.1080/14708477.2016.1194852
  • Pedersen, E. R., Neighbors, C., Larimer, M. E., & Lee, C. M. (2011). Measuring sojourner adjustment among American students studying abroad. International Journal of Intercultural Relations, 35(6), 881-889.
  • Peker, H., Torlak, M., Toprak-Çelen, E., Eren, G., & Günsan, M. (2020). Language teacher identity construction of foreign language teaching assistants. International Online Journal of Education and Teaching, 7(1), 229-246.
  • Rosenberg, M. (1979). Conceiving the Self. New York, NY: Basic Books
  • Ryan, J. (2013). Listening to ‘other’ intellectual traditions: Learning in transcultural spaces. In J. Ryan (Ed.), Cross-cultural teaching and learning for home and international students (pp. 279–289). Oxon, UK: Routledge.
  • Sato, T., & Hodge, S. R. (2013). Japanese students’ academic and social experiences at a predominantly white university in the United States. Multicultural Learning and Teaching, 8(1), 93-114.
  • Slocum-Bradley, N. (2010). The positioning diamond: A trans-disciplinary framework for discourse analysis. Journal for the Theory of Social Behaviour,40(1), 79-107.
  • Spurling, N. (2006). Exploring adjustment: The social situation of Chinese students in UK higher education. Learning & Teaching in the Social Sciences, 3(2), 95-117.
  • Uzum, B. (2012). A microethnographic case study of Fulbright Language Teaching Assistants: Dialogic mediation and conceptual thinking for professional identity development. In G. Gorsuch (Ed.) Working theories for teaching assistant and international teaching assistant development (pp. 388-422). Stillwater, OK: New Forums Press.
  • Uzum, B. (2017). Uncovering the layers of foreign language teacher socialization: A qualitative case study of Fulbright language teaching assistants. Language Teaching Research, 21(2), 241-257.
  • van Langehove, L., & Harré, R. (1999). Introducing positioning theory. In R. Harré & L. van Langehove (Eds.), Positioning theory: Moral context of intentional action. Oxford, UK: Blackwell.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University.
  • West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & society, 1(2), 125-151.
  • Widdicombe, S., & Wooffitt, R. (1995). The language of youth subcultures: Social identity in action. Hemel Hempstead, UK: Harvester Wheatsheaf.
  • Wodak, R., De Cillia, R., Reisigl, M., & Liebhart, K. (2009). Discursive construction of national identity (2nd Ed.). Edinburgh: Edinburgh University Press.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Nihan Bursalı Bu kişi benim 0000-0002-7885-8432

Hülya Mısır Bu kişi benim 0000-0003-4103-682X

Yayımlanma Tarihi 8 Nisan 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Bursalı, N., & Mısır, H. (2021). Uncovering emerging identity performances of Turkish foreign language teaching assistants. Eurasian Journal of Applied Linguistics, 7(1), 45-67. https://doi.org/10.32601/ejal.911161