Session Information
07 SES 13 B, Social Justice through Multilingual Education in Complementary Schools? – Recent studies on teachers’ perspectives from Europe and Canada (Part 1)
Symposium to be continued in 07 SES 14B
Contribution
Previous research on multilingualism in Turkish complementary schools has illustrated how, on the one hand, teachers often compartmentalised the use of Turkish and English during instruction, and on the other hand they acknowledged that their students had a wide range of language abilities in Turkish and allowed for the use of all available linguistic resources for teaching and learning (Blackledge & Creese, 2010; Creese & Lytra, 2008; Lytra, 2013; 2015). In this presentation, I shift my attention to teachers' language abilities to explore the unequal expertise in English between teachers and students. I take a case study approach focusing on the language practices and beliefs about languages of one Turkish language teacher on a 5-year secondment from Turkey. Through field-notes, interview and interactional data, I explore the Turkish teacher's biography, his personal and professional trajectory, alongside his language practices during instruction. This research focus allows us to examine the Turkish language teacher as a situated social actor and how the unequal expertise in English between teacher and students positioned the teacher as language learner and questioned the traditional teacher role of “transmitter” and “explainer” of curriculum content.
References
Blackledge, A. & Creese, A. (2010). Multilingualism. A Critical Perspective. London: Continuum. Creese, A. & Lytra, V. (2008). "Turkish complementary schools as interactional spaces for the negotiation of expert identities" Paper presented at AILA 2008, Essen Germany. Lytra, V. (2015). “Language practices and language ideologies among Turkish-speaking young people in Athens and London”. In J. Nortier & B. Svendsen (Eds.), Language, Youth and Identity in the 21st Century (pp. 183-204). Cambridge: Cambridge University Press. Lytra, V. (2013). “From kebapçı to professional: The commodification of language discourse and social mobility in Turkish complementary schools in the UK”. In A. Duchêne, M. Moyer & C. Roberts (Eds.), Language, Migration and Social (In)equality. A Critical Sociolinguistic Perspective on Institutions and Work (pp. 147-167). Bristol: Multilingual Matters.
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