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dc.contributor.authorBursalı, Nihan
dc.contributor.authorMısır, Hülya
dc.date.accessioned2021-09-21T06:51:36Z
dc.date.available2021-09-21T06:51:36Z
dc.date.issued2020-10-14
dc.identifier.citationBursali, N., & Misir, H. (2020). Uncovering emerging identity performances of Turkish foreign language teaching assistants. Eurasian Journal of Applied Linguistics, 7(1), 45–67. https://doi.org/2149-1135 ‌
dc.identifier.issn2149-1135
dc.identifier.urihttps://hdl.handle.net/20.500.14065/2168
dc.description.abstractThe aim of the study is to show emerging identity performances of Turkish Fulbright foreign teaching language assistants (FLTAs) in social and academic contexts during their sojourn experiences in the US. The grant program brings institutional roles of being a teacher and a learner and social duties of culture transmission in the host country. The dynamic triad of these roles yields negotiated identities manifested through reflections to the experiences of interaction, communication, and participation in the host community. In an attempt to reveal the interplay of these roles, 5 Turkish grantees were interviewed to elicit personal storylines. The narratives were analyzed adopting Davies and Harré’s (1990) positioning theory rooted in discursive psychology relying on Bauman’s (2013) postmodern conception of identity where identity is seen as fluid, multilayered, and negotiated. The participants’ emerging identities formulated in the personal narratives are depicted through the negotiation of self-other positioning. The findings showed that affinity, racial, national, gender, cultural, second language, professional, and learner identities were revealed as emerging identity performances with an intersectional structure. This study provides a useful depiction of the FLTAs' sojourn experiences with a microanalytic eye and recommends covering different aspects with various focal points to better understand the educational and cultural aspects of such sojourn experiences.en_US
dc.language.isoengen_US
dc.relation.ispartofseriesEurasian Journal of Applied Linguistics
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectForeign language teaching assistantsen_US
dc.subjectEmerging identitiesen_US
dc.subjectNarrationen_US
dc.subjectPositioning theoryen_US
dc.subjectSojourneren_US
dc.titleUncovering emerging identity performances of Turkish foreign language teaching assistantsen_US
dc.typearticleen_US
dc.authoridBursalı, Nihan / 0000-0002-7885-8432
dc.departmentEğitim Fakültesi, İngilizce Öğretmenliğien_US
dc.institutionauthorBursalı, Nihan
dc.identifier.volume7
dc.identifier.issue1
dc.identifier.startpage45
dc.identifier.endpage67
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.authorscopusid57223104619
dc.authorscopusid57223108966
dc.identifier.wosWOS:000641203100004
dc.identifier.scopus2-s2.0-85104845968


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