dc.contributor.author | Yuzlu, Muhammet Yasar | |
dc.contributor.author | Dikilitas, Kenan | |
dc.date.accessioned | 2022-08-24T13:54:47Z | |
dc.date.available | 2022-08-24T13:54:47Z | |
dc.date.created | 2022-07-25T06:31:09Z | |
dc.date.issued | 2022-07 | |
dc.identifier.citation | 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 | en_US |
dc.identifier.issn | 0898-5898 | |
dc.identifier.uri | https://hdl.handle.net/11250/3013332 | |
dc.description.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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Elsevier Inc. | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | EFL | en_US |
dc.subject | språkopplæring | en_US |
dc.subject | engelsk som andrespråk | en_US |
dc.subject | lærere | en_US |
dc.title | The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2022 The Author(s) | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283 | en_US |
dc.source.volume | 71 | en_US |
dc.source.journal | Linguistics and Education | en_US |
dc.identifier.doi | 10.1016/j.linged.2022.101080 | |
dc.identifier.cristin | 2039271 | |
dc.source.articlenumber | 101080 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |