"English as a Tool for Empowering Women's Educational Success": A Case Study of a Young Rural Turkmen Woman

Autor/inn/en	Orazova, Gulshirin; Cohen, James
Titel	"English as a Tool for Empowering Women's Educational Success": A Case Study of a Young Rural Turkmen Woman
Quelle	In: TESOL Journal, 12 (2021) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.536
Schlagwörter	Case Studies; Rural Areas; Second Language Learning; Second Language Instruction; English (Second Language); Females; Foreign Countries; Employment Opportunities; Language Usage; Social Change; Russian; Feminism; Social Theories; Womens Education; Self Concept; Gender Differences; Access to Education; Postsecondary Education; Sex Role; Cultural Influences; Sex Fairness; Attitude Change; Western Civilization; Empowerment; Turkmenistan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Rural area; Ländlicher Raum; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Weibliches Geschlecht; Ausland; Berufschance; Beschäftigungschance; Sprachgebrauch; Sozialer Wandel; Russisch; Feminismus; Gesellschaftstheorie; 'Women''s education'; Frauenbildung; Selbstkonzept; Geschlechterkonflikt; Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Geschlechterrolle; Cultural influence; Kultureinfluss; Sexualaufklärung; Attitudinal change; Einstellungsänderung
Abstract	English has gained in popularity as the world's lingua franca, inviting individuals and countries to join the international community. Since the collapse of the Soviet Union, the use of English has dramatically increased in Turkmenistan, in Central Asia (CA). Russian was required for securing jobs, professional development, and economic well-being in CA countries during the time of the Soviet Union, but it has been replaced with English. Using liberal feminist theory (Groenhout, 2002; Tong, 2009) and Norton's (1995) investment theory, this case study examined the experience of one woman learning English as a foreign language in rural Turkmenistan and its role in her professional trajectory and identity development as an empowered Turkmen woman. The authors show how Ayna, the case study participant, invested in learning English as a child but was originally prohibited from postsecondary education by the family's matriarch because Ayna is female. Later, with help from her parents and an English tutor, Ayna used her advanced English skills to access postsecondary employment and education, where she was introduced to Western philosophical and sociological texts. Through these experiences Ayna transformed her identity as an empowered woman by increasing her awareness of gender inequality, shifted her perspectives on rural village life, and took on, as she said, "an English-speaking mindset." (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01