The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/3013332Utgivelsesdato
2022-07Metadata
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Originalversjon
Yuzlu, M.Y., Dikilitas, K. (2022) The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism. Linguistics and Education, 71, 101080 10.1016/j.linged.2022.101080Sammendrag
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.