Work

The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism

Year: 2022

Type: article

Abstract: This study examines the impact of a translanguaging-driven in-service training on English as a Foreign Language (EFL) teachers’ professional identity re-construction. Grounded in complexity theory, the study is based on pre-, while- and post-training interviews with twelve teachers, their reflective journals, online discussions on LMS CANVAS, video-enhanced observations and the trainer first author's reflective journals. The data sets were analysed adopting grounded theory to induce emerging identities. It was found that each participating teacher developed one of three new identities: a) Translanguaging-Romanticised User, b) Translanguaging-Aware User, and c) Translanguaging-Inspired User. Implications for in-service teacher training are discussed.

Source: Linguistics and Education

DOI: 10.1016/j.linged.2022.101080

Authors: Muhammet Yaşar Yüzlü, Kenan Dikilitaş

Institutions: Zonguldak Bülent Ecevit University, University of Stavanger

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,480