Intercultural citizenship and pre-service teacher education
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Yasemin Bayyurt
Yasemin Bayyurt is Full Professor of Applied Linguistics at Boğaziçi University, Istanbul, Turkey. She holds a PhD degree in English Linguistics from Lancaster University, UK. Her current research on English and English language teaching/learning focuses on ELF-aware pre-/in-service teacher education; ELF-awareness in English language teaching/learning; EMI in higher education and CLIL from an interdisciplinary perspective. Her publications include articles in various indexed journals (
World Englishes, Journal of English as a Lingua Franca, Language Culture and Curriculum, Journal of English for Academic Purposes …); edited books and book chapters published by national/international publishers. She recently edited one of the volumes of Bloomsbury World Englishes series entitledBloomsbury World Englishes Volume 3: Pedagogies (Bloomsbury, 2021).
and
Şebnem Yalçın
Şebnem Yalçın received her PhD in Second Language Education from Ontario Institute for Studies in Education, University of Toronto, Canada. Her current research interests include instructed second/foreign language acquisition, form-focused instruction, the role of individual learner differences (i.e., aptitude and working memory) in foreign language learning classrooms, and CLIL. Her publications include articles in various indexed journals (
Studies in Second Language Acquisition, System, Language Awareness …) and book chapters published by national/international publishers.
Abstract
This article explores the concept of intercultural citizenship and the significance of involving culturally sensitive issues in English language teaching and teacher education curriculum to train future global citizens. Before exploring ways to implement intercultural citizenship education from K-12 to university level, it is necessary to emphasize the need to integrate “intercultural citizenship education” into teacher education programs. In other words, English language teachers should become intercultural citizens themselves so that they can help their students to become intercultural citizens. In this paper, we emphasize the importance of training interculturally sensitive future teachers of English. In this respect, we report the findings of studies on intercultural telecollaboration projects involving cultural exchange between students in pre-/in-service teacher education programs in Turkey and abroad. We also suggest ways of increasing these intercultural citizenship courses and modules in training teachers to gain intercultural communicative competence and intercultural citizenship skills.
Özet
Bu makale, kültürlerarası vatandaşlık kavramını ve geleceğin küresel vatandaşlarını yetiştirmek için İngilizce öğretimi ve öğretmen eğitimi müfredatına kültürel açıdan hassas konuları dahil etmenin önemini araştırmaktadır. K-12 seviyesinden üniversite düzeyine kadar kültürlerarası vatandaşlık eğitimini geliştirmenin yollarını keşfetmeden önce, “kültürlerarası vatandaşlık eğitimi”nin öğretmen eğitimi programlarına entegre edilmesi ihtiyacını vurgulamak gerekir. Diğer bir deyişle, İngilizce öğretmenleri önce kendileri kültürlerarası vatandaşlar haline gelmelidir ki, öğrencilerinin de kültürlerarası vatandaşlar olmalarını sağlayabilsinler. Bu yazıda, geleceğin kültürlerarası duyarlı İngilizce öğretmenlerinin yetiştirilmesinin önemini vurguluyoruz. Bu bağlamda, Türkiye’de ve yurtdışında hizmet öncesi/hizmet içi öğretmen yetiştirme programlarında öğrenciler arasında kültürel alışveriş içeren kültürlerarası tele-işbirliği (telecollaboration) projelerine ilişkin çalışmaların bulgularını sunuyoruz. Ayrıca, kültürlerarası iletişimsel yeterlilik ve kültürlerarası vatandaşlık becerileri kazanmaları için öğretmen yetiştirmede bu kültürlerarası vatandaşlık kurslarını ve modüllerini artırmanın yollarını öneriyoruz.
About the authors
Yasemin Bayyurt is Full Professor of Applied Linguistics at Boğaziçi University, Istanbul, Turkey. She holds a PhD degree in English Linguistics from Lancaster University, UK. Her current research on English and English language teaching/learning focuses on ELF-aware pre-/in-service teacher education; ELF-awareness in English language teaching/learning; EMI in higher education and CLIL from an interdisciplinary perspective. Her publications include articles in various indexed journals (World Englishes, Journal of English as a Lingua Franca, Language Culture and Curriculum, Journal of English for Academic Purposes…); edited books and book chapters published by national/international publishers. She recently edited one of the volumes of Bloomsbury World Englishes series entitled Bloomsbury World Englishes Volume 3: Pedagogies (Bloomsbury, 2021).
Şebnem Yalçın received her PhD in Second Language Education from Ontario Institute for Studies in Education, University of Toronto, Canada. Her current research interests include instructed second/foreign language acquisition, form-focused instruction, the role of individual learner differences (i.e., aptitude and working memory) in foreign language learning classrooms, and CLIL. Her publications include articles in various indexed journals (Studies in Second Language Acquisition, System, Language Awareness…) and book chapters published by national/international publishers.
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© 2022 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Articles
- When the unconventional becomes convention: epistemic stance in English as a lingua franca research articles
- English as a lingua franca and European identity – parallelisms in their development
- Identifying ELF: an interdisciplinary perspective on social categories in lingua franca research
- JELF Colloquium
- Intercultural citizenship and the internationalisation of higher education: the role of English language teaching
- University students’ global citizenship development through long-term study abroad
- Intercultural citizenship development: a case of Thai study abroad students in EMI programs
- Intercultural citizenship and pre-service teacher education
- Identity work and the symbolic power of language in the ELT classroom: advancing the intercultural citizenship and ELF agenda
- Book Reviews
- Mauranen, Anna and Svetlana Vetchinnikova: Language change: The impact of English as a Lingua Franca
- Baker, Will and Tomokazu Ishikawa: Transcultural Communication through Global Englishes: An Advanced Textbook for Students
- Bayyurt, Yasemin and Mario Saraceni: Bloomsbury World Englishes Volume 3: Pedagogies
- Nogami, Yoko: Identity and pragmatic language use: A study on Japanese ELF users (Developments in English as a Lingua Franca [DELF] 11)
Articles in the same Issue
- Frontmatter
- Articles
- When the unconventional becomes convention: epistemic stance in English as a lingua franca research articles
- English as a lingua franca and European identity – parallelisms in their development
- Identifying ELF: an interdisciplinary perspective on social categories in lingua franca research
- JELF Colloquium
- Intercultural citizenship and the internationalisation of higher education: the role of English language teaching
- University students’ global citizenship development through long-term study abroad
- Intercultural citizenship development: a case of Thai study abroad students in EMI programs
- Intercultural citizenship and pre-service teacher education
- Identity work and the symbolic power of language in the ELT classroom: advancing the intercultural citizenship and ELF agenda
- Book Reviews
- Mauranen, Anna and Svetlana Vetchinnikova: Language change: The impact of English as a Lingua Franca
- Baker, Will and Tomokazu Ishikawa: Transcultural Communication through Global Englishes: An Advanced Textbook for Students
- Bayyurt, Yasemin and Mario Saraceni: Bloomsbury World Englishes Volume 3: Pedagogies
- Nogami, Yoko: Identity and pragmatic language use: A study on Japanese ELF users (Developments in English as a Lingua Franca [DELF] 11)
