Exploring the Bi-Directional Effects of Language Learning Experience and Learners' Identity (Re)Construction in Glocal Higher Education Context

Autor/in	Takkaç Tulgar, Aysegül
Titel	Exploring the Bi-Directional Effects of Language Learning Experience and Learners' Identity (Re)Construction in Glocal Higher Education Context
Quelle	In: Journal of Multilingual and Multicultural Development, 40 (2019) 9, S.743-758 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1611837
Schlagwörter	Self Concept; Second Language Learning; Second Language Instruction; Foreign Countries; Case Studies; Longitudinal Studies; Learning Experience; Student Attitudes; Turkish; Content Analysis; Learning Processes; Consciousness Raising; College Preparation; Foreign Students; Turkey + Suchen Sie Ihr Suchwort? Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernerfahrung; Schülerverhalten; Türkisch; Inhaltsanalyse; Learning process; Lernprozess; Bewusstseinsbildung; Türkei
Abstract	Though the concept of identity has been examined in foreign and second language learning contexts where the target language was mostly English, there is scarcity of research on the examination of identity in glocal language learning contexts where local and global characteristics co-exist. Therefore, this longitudinal case study investigates the bi-directional effects of learning experience in glocal context and learners' identity (re)construction. The participants were 11 foreign learners of Turkish receiving a-year-long preparatory language education in Turkey. The participation of these students was thought to form a glocal atmosphere. The data were collected through self-reports, observation notes and semi-structured interviews. The content analysis of the data revealed that the language learning process affected the identity development of the participants on educational, cultural and social basis and that the identities of the participants affected the progress of language learning with instances of raising awareness towards identity/through instances raising awareness towards identity. In the light of relevant literature, the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01