The Interaction of Code-Switching and EFL Teachers' Perceptions on Their Teacher Identity Development

Autor/in	Atlun, Suna
Titel	The Interaction of Code-Switching and EFL Teachers' Perceptions on Their Teacher Identity Development
Quelle	In: Advances in Language and Literary Studies, 10 (2019) 1, S.163-176 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Preservice Teachers; Student Attitudes; Professional Identity; Private Colleges; Teacher Education Programs; Learning Experience; Language Usage; Classroom Communication; Teaching Methods; Foreign Countries; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schülerverhalten; Privathochschule; Lernerfahrung; Sprachgebrauch; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	This study aimed to explore pre-service English language teachers` perceptions of code-switching (CS) in language classrooms and how their perceptions affect their teacher identity development. Three pre-service teachers from a private university in Istanbul, Turkey participated in the study. The data were collected through semi-structured individual interviews and graphic elicitation tasks. The data were analyzed and codes were obtained, which later on provided three main themes: the effect of past experiences, perceptions towards CS, and identity development. It was discussed that the pre-service teachers' past language learning experiences influenced their CS perception both of which in turn affected their identity as self and the practice they demonstrated as language pre-service teachers. It is implied that pre-service teachers' identity development together with influencing factors such as language choice in EFL classrooms can be incorporated into the teacher education programs. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01