Akademik Veri Yönetim Sistemi
15th METU ELT Convention, Ankara, Türkiye, 10 - 11 Mayıs 2024, ss.7, (Özet Bildiri)
Drawing on the dynamic and context-dependent nature of language teacher
education (Norton, 2016; Toohey & Norton, 2011), this narrative case study
explores the language teacher identity and investment trajectories of four preservice EFL teachers through the lens of multilingual pedagogies integrated in
an undergraduate course as identity-oriented practice at a state university in the
west of Türkiye. The data was collected through narrative interviews and written
reflections. The findings reveal how the pre-service language teachers’ language
ideologies and identities enacted throughout the course are intersected with their
prior language learning/teaching experiences. For instance, the participants refer to
their prior schooling experiences explaining the effects of overuse of L1 (Turkish)
and limited use of L2 (English) or vice versa as creating an ineffective language
learning environment, which does not echo with their emerging multilingual
teacher identities. By critically reflecting through multilingual pedagogies, they
(re)construct their current ideology, identity and investment on language teaching.
Our findings highlight the importance of understanding the impact of languagein-education policies and previous language learning/teaching experiences
on language teacher identity development (Norton & De Costa, 2019; Yazan,
2019). We thus conceptualize a model of pre-service language teacher education
aiming to make connections with theoretical knowledge and pre-service teachers’
lived experiences in sociocultural and political contexts (Motha et al., 2012), by
emphasizing the value of their linguistic repertoire and its potential in fostering
humanizing pedagogies for their multilingual learners.