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Researching ELT: Classroom Methodology and Beyond

Dincay Köksal

This book is an outcome of the 9th ELT Research Conference organised by Çanakkale Onsekiz Mart University. The papers in this volume illustrate some of the key research interests and priorities for English language teaching in Turkey and provide significant insights into a range of contemporary issues and practices in the field. The papers present research focusing on issues in the areas of technology, learners, teacher training and post-graduate education, which have been gathered together in four sections, each section containing articles covering several different aspects of the topic in question.

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Language Socialization in a Graduate Course (Burcu Başoğlu)


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Burcu Başoğlu36

Başkent University, Turkey

Language Socialization in a Graduate Course

Abstract: This article explores the TESL Graduate Program students’ academic discourse socialization experiences in one of their elective courses. From a language socialization perspective, a week of pilot ethnographic study investigated how both multi-competent students and L1 speakers of English in the MA and PhD programs socialized through language via various activities in the classroom and using blogs outside the classroom. Furthermore, this study also investigated the language socializations that are prioritized by the instructor of the course. Data were collected mainly from classroom observations, video recordings of the activities in the classroom, and through the class blog. Findings suggest that both L1 speakers and multi-competent speakers were trained into oral as well as written academic discourses through dialogues with their instructor and classmates as they performed presentations, discussed the books collaboratively, and expressed their ideas in oral and written forms. Based on these findings, this article argues that academic discourse socialization is a process of negotiations among the experts and novices, and that in a language classroom an expert can be the instructor, the L1 learner, and the L2 learner depending on the context, and the novice can be any learner interested in getting new information or feedback to his/her idea. Implications for L2 pedagogy and prospective research are provided.

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