Edited By İsmail Güleç and Bekir Ince
This book consists of papers presented at the 1st International Symposium of Teaching Turkish as a Foreign Language. The Symposium was held at Het Pand Culture and Congress Center of Ghent University in April 2015. It was presented by the Sakarya University Institute of Education Sciences and the Belgium Turkish Associations with the support of the Turkish Language Association and the Yunus Emre Institute.
Building Teacher Identity and Enhancing Multi-Cultural Interaction Through Peer-Helping in Turkish as a Foreign Language Classrooms
Abstract Beginner level Turkish language courses were supported by native speaker peer-helpers for a year-long course at a state university in Istanbul. Reflections of 12 peer-helpers were examined based on their teaching experiences. The data was collected through interviews and teaching logs. Their views on teaching of the target culture and classroom practices have been audio-recorded and analyzed. They discussed the efficacy of peer-helping in foreign language classrooms. The results revealed that peer-helping has positive effects on building teaching identity, acquiring skills necessary for a teaching profession, developing intercultural sensitivity and awareness of the forms in the native language.
Keywords: Peer helping, Turkish as a foreign language, teacher identity, intercultural communication, collaborative learning
As the concepts multilingualism and multiculturalism gained popularity in 21st century, there has been an increasing interest in Turkish as a foreign language, correlatively. Developing social, economic and educational relations with Europe, USA and Middle East has had a recognizable impact on the language classrooms. Now, Turkish has been taught worldwide to various groups. One of the large groups learning Turkish as a foreign language is the EU Erasmus Exchange Program’s students, who study for one or two semesters at universities in Turkey. Turkish is a 6 ECTS course and highly favoured by the students to have a communication with native speakers and meet their basic needs for mobility. On the one hand, they form sharing, dynamic multilingual-multicultural classrooms, on the other, the diversity causes difficulty for...
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