Identity Reconstruction of an In-Service Teacher as a Critical Bilingual: An Autoethnography

Autor/in	Yuzlu, Muhammet Yasar
Titel	Identity Reconstruction of an In-Service Teacher as a Critical Bilingual: An Autoethnography
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 3, S.650-663 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2107649
Schlagwörter	Self Concept; Teacher Attitudes; Bilingualism; Bilingual Teachers; Code Switching (Language); Second Language Learning; Second Language Instruction; English (Second Language); Reflection; Teaching Methods; Ethnography; Language Teachers; Teacher Education Programs; Faculty Development; Language Attitudes; Personal Narratives; College Faculty; Foreign Countries; Turkish; Native Language; Language Fluency; Grammar; Turkey + Suchen Sie Ihr Suchwort? Selbstkonzept; Lehrerverhalten; Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Language teacher; Sprachunterricht; Sprachverhalten; Erlebniserzählung; Fakultät; Ausland; Türkisch; Language skill; Language skills; Sprachkompetenz; Grammatik; Türkei
Abstract	Purpose: This study presents the emergence of my dynamic bilingualism-induced critical bilingual identity by drawing upon Garcia and Wei's translanguaging perspectives. Design/Methodology/Approach: I adopted an autoethnographic approach focusing on teacher development through research and practice, supported by research on fostering dynamic bilingualism of emergent bilinguals in EFL contexts, which is used to review my memories and reflection. Using bilingualism ideologies as a conceptual framework, I interpret my experiences by deconstructing dominant monolingual ideology through embracing a more critical bilingual stance. Findings: By enacting "autoethnography as translanguaged research" anchored to theoretical, methodological, and pedagogical "turns," this study reveals its potential to conceptualize the complexities of translanguaging and thus forge these into a coherent ideology. autoethnography as translanguaged research turns Originality/Value: With an open-ended paradigm, and its catalytic role in comprehending speaker-oriented language practices, it thus engenders criticality. This autoethnographic analysis of my introspective and retrospective data is hoped to open novel vistas for EFL teacher education and in-service EFL teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01