Books by Bedrettin Yazan
Transnational identities and practices in English language teaching: Critical inquiries from diverse practitioners, 2021
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This innovative volume showcases the possibilities of autoethnography as a means of exploring the... more This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT). The book unpacks the dynamics of today's landscape of language education which sees practitioners and students with nuanced personal and professional histories inhabit liminal spaces as they traverse national, cultural, linguistic, ideological, and political borders, thereby impacting their identity construction and engagement with pedagogies and practices across different educational domains.
" Curling up with this book left me hopeful about the promise held by the proposed concept identity-as-methodology in the hands of reflective, agentive practitioners such as this group of authors."-Suhanthie Motha, University of Washington
"The editors of this book have curated a stunning collection of autoethnographies, which capture the emotional, social and psychological twists and turns of living and working in transnational spaces."-Gary Barkhuizen, University of Auckland
"This inspiring collection is a most welcome resource for those seeking to transform old habits of thought and practice in second/additional language learning settings."-Brian Morgan, Glendon College, Toronto
For more information visit: www.routledge.com/9780367428587
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Multilingual Matters, 2020
This volume attends to two critically-oriented calls pertaining to language education. The first ... more This volume attends to two critically-oriented calls pertaining to language education. The first is for transdisciplinary attention to the complexity of negotiated identity and interaction characterizing classrooms and the communities in which they are located. The second is for the need to situate critical conceptualizations of and approaches to (in)equity in sociohistorical context. The volume, including contributions from a diverse array of professionals living and working in settings around the globe, explores ideologies learners and teachers encounter and wrestle with in their negotiations of identity in (and beyond) the classroom, including monolingual approaches to education, and the perpetuation and maintenance of idealized nativeness and community membership. Its contents highlight the lived experiences of teachers, novice and veteran, negotiating and transcending linguistic, cultural, ethnic, religious, geographical and professional borders of identity in and beyond the classroom, and how such teachers draw upon their identities and experiences in their classroom practice. Chapters additionally illuminate the degree to which societal and transnational negotiations of being and belonging give shape to students’ negotiations of identity within the classroom, and that classroom experiences, in turn, play a crucial role in giving shape to how students view and value themselves and others. The volume is intended to inform and empower stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.
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English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL... more English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past, present, and future of EIL and an essential discussion about EIL pedagogy along with practical applications in methods and materials, culture and identity, and curriculum development. Reflective Break questions serve as guidelines for teachers' particular contexts, needs, and learners.
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Based on Christina Reid’s five Plays “Tea in a China Cup,” “Did You Hear the One About the Irishm... more Based on Christina Reid’s five Plays “Tea in a China Cup,” “Did You Hear the One About the Irishman … ?,” “Joyriders,” “The Belle of the Belfast City,” and “My Name, Shall I Tell You My Name?” the aim of this study is to put under discussion the idea that the sectarian conflict between the two ethno-religious communities in Northern Ireland is maintained deliberately and a national identity unique to the people in this country cannot be constructed at least in the near future. The Protestants in Northern Ireland cannot choose Irishness as a national identity because the Irishness has been monopolized by the Catholics, and cannot adopt the
Britishness as a national identity because of the varieties in the social factors they have. Likewise, the Catholics in Northern Ireland do not call themselves British because their Catholicism involves an Irish identity with the rejection of the British rule, and they cannot truly entitle themselves Irish due to the differences in social conditions. However, both factions try to adhere themselves to a national identity through their communal ideology. The Protestants claim that they are part of Britain, while the Catholics claim that they are members of Irish Nation. This situation has led to reluctance in both communities to stop the conflictual circumstances which encourage both groups to tether to their traditions more intensely, to contribute to the otherization process reinforcing their social identity and lead them to impose their working ideology on their new members whose divergence from traditions will definitely pose a threat to their identity. Also, in this country the forgetting / remembering process, which is actually exploited to forge a national identity, is orchestrated by the two communities to enlarge the intercommunal chasm through the narration of the old stories and memories, creation of stories, commemoration activities and museumizing certain objects.
Throughout the study the key points which will be highlighted are as follows: nation, national identity and nation building process, the sectarian conflict between the two communities in Northern Ireland, maintenance of conflictual situation and the employment of the forgetting / remembering process in Northern Ireland.
Keywords: Nation, national identity, nation building process, the sectarian conflict in Northern Ireland, forgetting / remembering process, organization of social memory, narration of old stories and memories, otherization.
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Papers by Bedrettin Yazan
Asian Englishes
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Teacher Learning and Professional Development, 2018
While research on language teacher identities is growing, there is relatively little empirical ev... more While research on language teacher identities is growing, there is relatively little empirical evidence about the contributions of teaching practicum experiences to preservice ESOL teachers’ identity formation. To address this gap, the present study examines the cases of three preservice ESOL teachers in an intensive 13-month MATESOL program. Utilizing communities of practice as theoretical lens, it conceptualizes identity negotiation as integral part of teacher learning, growth and practice. The findings suggest that preservice ESOL teachers’ experiences in school setting afforded them the opportunity to fashion, experiment, and enact their teacher identities by negotiating classroom authority and ownership of students, work space, and emotional responses to teaching incidents. Those findings point to the nexus of social and individual dynamics in teacher identity construction as well as the complexities of teacher learning, cognitions, and emotions. They implicate changes in language teacher preparation to integrate identity as a framework to orchestrate teacher education practices.
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ReCALL, 2020
Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily... more Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram's (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees' interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants' experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants' culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.
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Heritage Language Journal, 2018
Addressing the paucity of research on the experiences of Arabic-speaking Muslim immigrant familie... more Addressing the paucity of research on the experiences of Arabic-speaking Muslim immigrant families, this study investigated the family language policy (FLP) of a Libyan family currently residing in the Southeast United States. More specifically, it focused on the impact of the parents' language ideologies and ethnolinguistic aspirations on their language planning decisions about their daughter's maintenance of Arabic. It drew upon the theoretical constructs of language ideologies (Woolard, 1998) and capital (Bourdieu, 1986). Part of a larger study, the data in this paper are gleaned from two sources: a questionnaire and two rounds of semi-structured individual interviews. The findings suggested that the Abdel-Aziz family's FLP is driven by the parents' vision and expectations for their children's language use, which include (a) aspirations to develop bilingualism and maintain ethnolinguistic identity, (b) aspirations to develop biculturalism and resist cultural colonization, (c) participating in religious practices and communities, and (d) maintaining relationships with family and Libyan society. In light of the findings, this paper discusses the complex interplay between "linguistic and non-linguistic forces" (Curdt-Christiansen, 2016) in parental language ideologies that influence the emergence and enactment of FLPs. This interplay involves the intertwined nature of language and religious identity, the family's responses to the dominant societal ideologies in the U.S., and the understanding of linguistic, cultural, and social capital (Ferguson, 2013; Gomaa, 2011; Mills, 2004).
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Journal of Second Language Teacher Education, 2018
Language teacher identity (LTI) has recently become a prominent theme in the second language teac... more Language teacher identity (LTI) has recently become a prominent theme in the second language teacher education (SLTE) research because teacher identities play a major role in teachers' learning-to-teach processes and instructional practices. Teacher identity refers to teachers' dynamic self-conception and imagination of themselves as teachers, which shifts as they participate in varying communities, interact with other individuals, and position themselves (and are positioned by others) in social contexts. Therefore, it casts an influence upon a wide array of matters, ranging from how language teachers learn to perform their profession, how they practice theory and theorize their practice, how they educate their students, and how they interact and collaborate with their colleagues in their social setting. This paper offers a conceptual framework for LTI that explicates the interrelationships between teacher identity and these core constructs: teacher learning, teacher cognition, teachers' participation in communities of practice, contextual factors, teacher biographies, and teacher emotions.
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World Englishes, 2020
This study presents the first scoping review (Arksey & O’Malley, 2005; Levac, Colquhoun, & O’Brie... more This study presents the first scoping review (Arksey & O’Malley, 2005; Levac, Colquhoun, & O’Brien, 2010) of world Englishes (WE) research in the Middle East and North Africa (MENA) – providing a knowledge synthesis of studies related to the sociolinguistic dynamics and realities of English(es) in one of the most underexplored WE contexts. Although the burgeoning research on English in the region focuses on macro sociolinguistic issues, language policy and planning, and language teaching and learning, there is a pressing need for a systematic investigation of scholarship with an exclusive WE perspective (Mahboob, 2013). On this premise, we map the body of WE literature pertinent to this region during the last two decades (2000–2019). We provide an overview of the state of the research activity, helping to identify the knowledge gaps and determine a fruitful research agenda for scholars interested in the diverse issues of WE in the MENA region.
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Current Issues in Language Planning, 2017
This paper explores the recent policy decision about the teaching of Ottoman Turkish at high scho... more This paper explores the recent policy decision about the teaching of Ottoman Turkish at high schools in Turkey and unpacks its historical, political, and social undercurrents. It theoretically rests upon Spolsky's [2004. Language policy. Cambridge: Cambridge University Press, 2009. Language management. Cambridge: Cambridge University Press] and Shohamy’s (2006. Language policy: Hidden agendas and new approaches. London: Routledge] work on language policy and management at the state level, and Liddicoat and Baldauf’s [2008. Language planning in local contexts: Agents, contexts and interactions. In A. J. Liddicoat & R. B. Baldauf (Eds.), Language planning and policy: Language planning in local contexts (pp. 3–17). Clevedon: Multilingual Matters] and Chua and Baldauf’s [2011. Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 936–951). New York, NY: Routledge] explorations of micro language planning and agency. After providing background on the orthographic revolution in 1928 and the subsequent lexical purification in Turkey, this paper analyzes the policy decision about the incorporation of Ottoman Turkish into the high school curriculum. The analysis leads to three main observations. First, this policy decision emerged as part of the national identity reconstruction efforts stage-managed by the ruling political party aligned with neo-Ottomanist ideals. Second, the government has ideologically constructed the teaching of Ottoman Turkish at high school as essential to rebuild the connection with Ottoman-Islamic heritage lost purportedly after the Turkish Language Reform. Third, save for the attempts to address the issues about linguistic expertise and fairness in selecting teachers, this policy mostly neglected the micro-level agentive responses. This paper closes with conclusions that connect the analysis of the Ottoman Turkish case in Turkey to broader language planning research.
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TESOL Journal, 2019
Recent work on the theorization and exploration of language teacher identity contends that teache... more Recent work on the theorization and exploration of language teacher identity contends that teacher education practices should focus on teacher identity as an explicit focus, yet little is known regarding how teacher identity can be integrated in TESOL teacher education. This article describes a teacher learning tool called critical autoethnographic narrative that can be utilized to promote identity-oriented TESOL teacher preparation. Theoretically, the design of this tool relies on the earlier work on critical language teacher education (Norton & Hawkins, 2009), autoethnography as an account of identity development (Canagarajah, 2012), narrative as a teacher learning tool (Johnson & Golombek, 2011), and narrative as identity construction (Barkhuizen, 2016). As a program-wide endeavor, critical autoethnographic narrative requires teacher candidates’ ongoing engagement with their narrative account through coursework and internship by attempting to deconstruct the dominant discourses with teacher educators’ feedback. Acknowledging TESOL teachers as knowledge generators, such endeavor also encourages teacher candidates to make contributions to scholarly publications with their narratives. The article closes with the description of possible challenges for teacher educators.
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This study analyses four American multicultural teacher education textbooks for instances of incl... more This study analyses four American multicultural teacher education textbooks for instances of inclusive and exclusive representations through the use of first person plural pronouns (i.e. we, us, our, ours). Positioning theory is used as a theoretical framework to examine the textbook authors’ uses of first person plural pronouns and to understand how these pronouns perform reflexive and interactive positioning and fluidly (re)negotiate and (re)delineate the borders between ‘self’ and ‘other.’ The findings suggest that first person plural pronouns are used extensively in the focal textbooks to refer to such groups as authors, Americans, humans, teachers, and teacher educators. Expressing differing levels of ambiguity in interpretation, these pronouns play significant roles in the discursive representations of inclusivity and exclusivity across topics of multicultural education. This study implicates that language teachers should use criticality and reflexivity when approaching exclusionary discourses and representations that neglect the particularities of individuals from different cultures.
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Teacher identity development is an integral part of teacher learning processes. It constitutes a ... more Teacher identity development is an integral part of teacher learning processes. It constitutes a foundation that forms and informs how teachers make sense of their theoretical and practical encounters and make instructional decisions. One of the main aspects that interact with their identity development is their responses to various emotional states that pertain to their teaching. This aspect is particularly underexplored in the field of second language teacher education. Therefore, the current paper specifically focuses on how teaching practicum experiences afforded three ESL teacher candidates with opportunities to learn to handle their emotional states as part of their learning to teach ELLs. Relying on data from classroom observations, in-depth interviews, and document analysis, this paper presents two findings as main contributions to the field. First, teacher candidates’ emotional responses to instructional and non-instructional situations were shaped by their investment in what they value in the education of ELLs. Their emerging teacher identities determined how they interpreted, made sense of, responded to, and handled their emotions and the situations in which these emotions arose. Second, their responses to fluctuating emotions lead budding teachers to frame and reframe their self-conception as teachers. The emotional states they go through are entangled with their teacher learning and identity development during teaching practicum experiences. These findings implicate that ESL teachers’ initial preparation critically entails becoming capable of managing their emotions such that they are not negatively impacted in terms of their individual integrity, commitment to teaching, and professional practice.
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Although there is an established strand of literature on the ways pre-service EFL teachers are le... more Although there is an established strand of literature on the ways pre-service EFL teachers are learning to teach, the professional learning experiences of in-service EFL teachers have been underexplored. This study explored the early career EFL teachers " instructional challenges, the ways they cope with those challenges, and the extent to which their pre-service teacher education prepared them to teach in their current context. It relied on qualitative data gleaned from in-depth individual interviews with ten practicing EFL teachers working at an intensive English program at a private university in Turkey. Constant comparative method was utilized to analyze the data. The findings demonstrated that EFL teachers " instructional challenges stemmed from curricular constraints and learners " lack of motivation to learn and use English, both of which are situated within their context. Their collegial interactions with coworkers and autonomous ventures to seek support proved instrumental in handling those challenges. As for their pre-service teacher education, the participants voiced concerns primarily about too much theoretical knowledge in the coursework, which left very little room for practical application, and the content, length, and contexts of clinical experiences. This research contributed to the relevant literature on teachers " challenges in teaching context as part of their ongoing teacher learning, distance of linguistics, SLA, and literature courses from ELT practices, and complex role of teacher candidates " clinical experiences in contributing to their socialization into teaching profession and identity development. ÖZ Bu araĢtırma kariyerlerinin baĢındaki Ġngilizce öğretmenlerinin karĢılaĢtıkları öğretim zorluklarını, bu zorluklarla nasıl baĢa çıktıklarını, ve öğretmen yetiĢtirme programlarının bu öğretmenleri mevcut bağlamlarında öğretmenlik yapmaya ne ölçüde hazırladığını incelemektedir. AraĢtırma verisi, Türkiye " de özel bir üniversitenin Ġngilizce hazırlık bölümünde çalıĢan on Ġngilizce öğretmeniyle yapılan mülakatlardan elde edilmiĢtir. Yapılan veri analizi, bu on Ġngilizce öğretmeninin karĢılaĢtıkları zorluklar müfredat sınırlamalarından ve öğrencilerin Ġngilizce " yi öğrenme ve kullanma konusundaki motivasyon eksikliklerinden kaynaklandığını göstermiĢtir ki bunların her ikisi de öğretim bağlamıyla ilintilidir. Bu öğretmenlerin zorluklarıyla baĢa çıkmak maksadıyla, meslektaĢları ile olan etkileĢimleri ve kendi baĢlarına çözüm arama çabaları bu zorlukların üstesinden gelmelerine yardımcı olmuĢtur. Bunun yanında öğretmen yetiĢtirme programları ile ilgili olarak, katılımcı öğretmenler derslerin çok fazla kuram yüklü olmasının öğretim uygulamasına çok yer bırakmadığını ve klinik alan tecrübesi derslerinin içeriğinin, süresinin, ve de bağlama uyumluluğunun problemli olduğunu dile getirdiler. Sonuç olarak bu araĢtırma, öğretmenlerin öğretim bağlamındaki zorluklarını onların mesleki öğrenmelerinin bir parçası olduğunu, dilbilimi, ikinci dil edinimi, ve Ġngiliz edebiyatı derslerinin Ġngilizce öğretimi uygulamasına uzak olduğunu, ve de öğretmen adaylarının mesleki sosyalleĢmelerinde ve kimlik geliĢimlerinde, klinik alan tecrübelerinin oynadığı karmaĢık rolü inceleyen alan yazınına katkıda bulunmuĢtur. Anahtar Sözcükler: Ġngilizce öğretmenlerinin zorlukları, bağlamsal kısıtlamalar, kuram-uygulama, alan tecrübesi, mesleki sosyalleĢme
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This study relied on sociocultural understanding of teacher learning, which highlights how teache... more This study relied on sociocultural understanding of teacher learning, which highlights how teacher candidates construct their own learning and adjust or extend their instructional values, priorities, and beliefs within their teaching contexts (Johnson, 2009). It used activity theory as a conceptual framework (Engeström, 1999) and explored how teaching practicum experiences contributed to 5 ESOL teacher candidates' learning in a 13-month intensive MA TESOL program. Findings from the study illustrate that the teaching practicum made significant contributions to ESOL teacher candidates' learning to teach in the program. Th rough the teaching practicum, teacher candidates (a) learned how to navigate in the school context , (b) learned about the nature of establishing relationships with the other members of the teaching community, (c) used the mediating artifacts with the support of mentors and supervisors, (d) found opportunities for constructing a mutually informative and dialogical relationship between theory and practice, and (e) gained closer understanding of ELLs.
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Case study methodology has long been a contested terrain in social sciences research which is cha... more Case study methodology has long been a contested terrain in social sciences research which is characterized by varying, sometimes opposing, approaches espoused by many research methodologists. Despite being one of the most frequently used qualitative research methodologies in educational research, the methodologists do not have a full consensus on the design and implementation of case study, which hampers its full evolution. Focusing on the landmark works of three prominent methodologists, namely Robert Yin, Sharan Merriam, Robert Stake, I attempt to scrutinize the areas where their perspectives diverge, converge and complement one another in varying dimensions of case study research. I aim to help the emerging researchers in the field of education familiarize themselves with the diverse views regarding case study that lead to a vast array of techniques and strategies, out of which they can come up with a combined perspective which best serves their research purpose.
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Books by Bedrettin Yazan
" Curling up with this book left me hopeful about the promise held by the proposed concept identity-as-methodology in the hands of reflective, agentive practitioners such as this group of authors."-Suhanthie Motha, University of Washington
"The editors of this book have curated a stunning collection of autoethnographies, which capture the emotional, social and psychological twists and turns of living and working in transnational spaces."-Gary Barkhuizen, University of Auckland
"This inspiring collection is a most welcome resource for those seeking to transform old habits of thought and practice in second/additional language learning settings."-Brian Morgan, Glendon College, Toronto
For more information visit: www.routledge.com/9780367428587
Britishness as a national identity because of the varieties in the social factors they have. Likewise, the Catholics in Northern Ireland do not call themselves British because their Catholicism involves an Irish identity with the rejection of the British rule, and they cannot truly entitle themselves Irish due to the differences in social conditions. However, both factions try to adhere themselves to a national identity through their communal ideology. The Protestants claim that they are part of Britain, while the Catholics claim that they are members of Irish Nation. This situation has led to reluctance in both communities to stop the conflictual circumstances which encourage both groups to tether to their traditions more intensely, to contribute to the otherization process reinforcing their social identity and lead them to impose their working ideology on their new members whose divergence from traditions will definitely pose a threat to their identity. Also, in this country the forgetting / remembering process, which is actually exploited to forge a national identity, is orchestrated by the two communities to enlarge the intercommunal chasm through the narration of the old stories and memories, creation of stories, commemoration activities and museumizing certain objects.
Throughout the study the key points which will be highlighted are as follows: nation, national identity and nation building process, the sectarian conflict between the two communities in Northern Ireland, maintenance of conflictual situation and the employment of the forgetting / remembering process in Northern Ireland.
Keywords: Nation, national identity, nation building process, the sectarian conflict in Northern Ireland, forgetting / remembering process, organization of social memory, narration of old stories and memories, otherization.
Papers by Bedrettin Yazan
" Curling up with this book left me hopeful about the promise held by the proposed concept identity-as-methodology in the hands of reflective, agentive practitioners such as this group of authors."-Suhanthie Motha, University of Washington
"The editors of this book have curated a stunning collection of autoethnographies, which capture the emotional, social and psychological twists and turns of living and working in transnational spaces."-Gary Barkhuizen, University of Auckland
"This inspiring collection is a most welcome resource for those seeking to transform old habits of thought and practice in second/additional language learning settings."-Brian Morgan, Glendon College, Toronto
For more information visit: www.routledge.com/9780367428587
Britishness as a national identity because of the varieties in the social factors they have. Likewise, the Catholics in Northern Ireland do not call themselves British because their Catholicism involves an Irish identity with the rejection of the British rule, and they cannot truly entitle themselves Irish due to the differences in social conditions. However, both factions try to adhere themselves to a national identity through their communal ideology. The Protestants claim that they are part of Britain, while the Catholics claim that they are members of Irish Nation. This situation has led to reluctance in both communities to stop the conflictual circumstances which encourage both groups to tether to their traditions more intensely, to contribute to the otherization process reinforcing their social identity and lead them to impose their working ideology on their new members whose divergence from traditions will definitely pose a threat to their identity. Also, in this country the forgetting / remembering process, which is actually exploited to forge a national identity, is orchestrated by the two communities to enlarge the intercommunal chasm through the narration of the old stories and memories, creation of stories, commemoration activities and museumizing certain objects.
Throughout the study the key points which will be highlighted are as follows: nation, national identity and nation building process, the sectarian conflict between the two communities in Northern Ireland, maintenance of conflictual situation and the employment of the forgetting / remembering process in Northern Ireland.
Keywords: Nation, national identity, nation building process, the sectarian conflict in Northern Ireland, forgetting / remembering process, organization of social memory, narration of old stories and memories, otherization.
explore postmodern and poststructural approaches to identity and inequity that problematize dichotomies, and the implications such approaches might have for addressing inequity and cultivating inclusivity in English language
teaching.
Note: Updated, Finalized version.
Book 1: Autoethnographies of Doctoral Students in the United States
Book 2: Autoethnographies of International Doctoral Students in the United States
Download here: https://www.tandfonline.com/eprint/k2Wh2ZgfCImj4FcfPYNI/full
Keywords: Criticality, Language Education, Identity, Privilege-Marginalization
https://www.tandfonline.com/doi/full/10.1080/19313152.2019.1633095