Baburhan Uzum | Sam Houston State University (original) (raw)

Papers by Baburhan Uzum

World Englishes 2024 Uzum, 2024

This study reports on data from two 6-week virtual inter- cultural exchanges (VIEs) between teach... more This study reports on data from two 6-week virtual inter-
cultural exchanges (VIEs) between teachers of multilingual
learners in K-12 schools in Türkiye and the United States.
Using the data from these asynchronous VIEs, we focus on
Turkish world Englishes speakers’ use of epistemic mark-
ers and evidentials. We examine how participants from
Türkiye use markers of epistemic modality and evidentiality
in intercultural encounters and how that use influences
their construction of cultural information about Türkiye.
Our findings show participants selectively code epistemic
modality and evidentiality to indicate (their proximity to)
the source of cultural information, avoid potential mis-
understanding, and claim responsibility for the factuality
of the information shared (or not). Our study contributes
to understanding how world Englishes and Intercultural
Communication intersect in multilingual contact zones
that transcend borders―both real and imagined―between
cultures, languages, and nations.

Cankaya University Journal of Humanities and Social Sciences, 2021

As the ways of communication and interaction have diversified thanks to the constantly developing... more As the ways of communication and interaction have diversified thanks to the constantly developing and changing technological possibilities, educators try to do their best to follow the recent implementations and activities to better prepare their students for real world demands. Telecollaboration (aka virtual intercultural exchange) is one of such implementations for language educators and students which is an affordable alternative for study abroad. Through these studies, educators design some tasks and activities for their students in which learners could interact with peers from other contexts synchronously or asynchronously. As one of the outcomes of these projects, educators or researchers plan to develop intercultural communicative competence (ICC) of the learners. In the first part of this paper, the researchers discuss the necessity of intercultural communicative competence in language education by elaborating on the skills that an individual with ICC should have. In the second part, we present the affordances and challenges of telecollaboration projects. In the final part, we unpack some critical issues to be considered in the design of a telecollaboration project. We consider this part as a set of guidelines for researchers planning to engage in telecollaboration as part of their teacher education and research practices.

Studies in Second Language Acquisition, 2010

6 June Access Issues Some Cambridge Journals Online users may experience trouble accessing conten... more 6 June Access Issues Some Cambridge Journals Online users may experience trouble accessing content today (Wednesday, 6 June). We are investigating this issue as a matter of the highest priority, and apologise for any inconvenience in the meantime. ... Add Cambridge Journals Online as a search option in your browser toolbar. What is this? ... APPLICATIONS OF COGNITIVE LINGUISTICS: COGNITIVE APPROACHES TO PEDAGOGICAL GRAMMAR. Sabine De Knop and Teun De Rycker (Eds.). Berlin: Mouton de Gruyter, 2008. Pp. 415.

The Language Learning Journal

Language Teaching Research

Teacher candidates (TCs) go through intense identity negotiations and tensions at the intersectio... more Teacher candidates (TCs) go through intense identity negotiations and tensions at the intersection of personal, professional, and political dimensions of education. This iterative and complex process brings about ideological tensions. In this article, following a qualitative research design, we analysed the interviews of 48 (majority white monolingual) TCs during a semester-long practice teaching experience with emergent bilingual students (EBs) in grades 6–8 classrooms. The constant comparative method and critical discourse analysis informed our data analysis. The findings demonstrated that TCs experienced tensions related to their identities, ideologies, and future student populations. These tensions were revealed in their discourses, language choices, and the metaphors they adopted. One prevalent metaphor used was ‘language barrier’, depicting TCs’ limited agency and helplessness in their teaching if they did not speak the first language of their EBs. Another recurrent theme was ...

Linguistics and Education

TESOL Teacher Education in a Transnational World, 2020

The TESOL Encyclopedia of English Language Teaching, 2018

Asian Journal of English Language Teaching, 2015

Abstract:The present study explores whether written recasts influence the processing of correctiv... more Abstract:The present study explores whether written recasts influence the processing of corrective feedback. Following an experimental design, lower-intermediate level ESL learners (N=32, Asian and Arabic) studying at an American university were randomly put into three groups. Group A (aural recasts) received recasts only through an aural channel, Group V (visual recasts) received recasts only through a visual channel, and Group AV (aural and visual recast) received feedback through both channels in the treatment sessions. The statistical data gathered from pre-test and post-test scores were submitted to a series of ANOVA and ANCOVA tests, and interpretations were drawn from the findings. The study tested the hypothesis that learners receiving recasts through both modalities outperform the other groups in relation to their post-test performance. The results indicated that Group AV outperformed V and A groups regarding their performance in the written and oral measures, suggesting a ...

Language Teaching Research, 2016

This qualitative case study explored how a novice language teacher negotiated her pedagogical bel... more This qualitative case study explored how a novice language teacher negotiated her pedagogical beliefs and practices during her socialization into a foreign cultural and educational context. The focal participant was an Uzbek language teacher at a university in the USA. Using a language socialization theoretical framework, data were drawn from multiple sources such as interviews, video-recorded classroom observations, and classroom materials. The findings indicate that biographical factors (e.g. the teacher’s personal history, experience as a learner), contextual factors (e.g. interactions with students and institutional resources), and dialogic factors (e.g. the teacher’s knowledge of theories of teaching and learning) guided the process of socialization. The teacher was able to transform her beliefs and practices by negotiating the tensions, dilemmas, concerns, and questions across her biography, current teaching context, and theoretical knowledge of teaching and learning.

Abstract. This study investigates the language attitudes of students enrolled in the Department o... more Abstract. This study investigates the language attitudes of students enrolled in the Department of Foreign Language Education at Middle East Technical University in Ankara, Turkey. In particular, the study aims to shed light on the status of German as a foreign language and attitudes attributed to German language and culture. The research findings gathered through a questionnaire, in general, pointed that the attitudes toward German language and culture are instrumentally positive in the sense that German language ...

ALIS Newsletter retrieved from http://newsmanager.commpartners.com/tesolalis/issues/2011-06-14/4.html, 2011

ABSTRACT

ReCALL, 2020

Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily... more Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trai...

In this study, we report on the developing intercultural competence of 48 preservice teachers, as... more In this study, we report on the developing intercultural competence of 48 preservice teachers, as they engaged in a glocal field experience with English-language learners (ELLs) at a middle school in Texas, U.S.A. All the preservice teachers were female, White, in their early 20s, and monolingual, native English speakers which is similar to the demographics of public school teachers in the U.S. The middle school is located in a high poverty area with a history of poor academic outcomes for ELLs. Preservice teachers collaborated with content area teachers to create and deliver lessons that targeted critical learning objectives identified by content area teachers. The data consisted of interviews with preservice teachers before and after the field experience, triangulated with the journal entries and lesson plans they wrote during the process. Using a qualitative case study methodology, we explored preservice teachers’ growing understanding of ELLs and their language and academic need...

This study explores the professionalization of a group of 28 pre-service teachers, using a qualit... more This study explores the professionalization of a group of 28 pre-service teachers, using a qualitative case study design and reHlective practice as the analytical framework. The pre-service teachers were involved in a service learning project at a local middle school in the U.S. where they designed and taught a content area lesson to English language learners (ELLs). After the lesson, the pre-service teachers analyzed their experience through a reHlective essay assignment. Findings indicated that the pre-service teachers recognized the need to adapt their lessons for ELLs in varying degrees primarily in the areas of language and content support. ReHlective practice as a component of the process of providing sheltered instruction of English should serve as an instrumental part of preparing teachers to work in diverse educational contexts.

Language Teaching Research, 2017

This study analyses four American multicultural teacher education textbooks for instances of incl... more This study analyses four American multicultural teacher education textbooks for instances of inclusive and exclusive representations through the use of first person plural pronouns (i.e. we, us, our, ours). Positioning theory is used as a theoretical framework to examine the textbook authors’ uses of first person plural pronouns and to understand how these pronouns perform reflexive and interactive positioning and fluidly (re)negotiate and (re)delineate the borders between ‘self’ and ‘other.’ The findings suggest that first person plural pronouns are used extensively in the focal textbooks to refer to such groups as authors, Americans, humans, teachers, and teacher educators. Expressing differing levels of ambiguity in interpretation, these pronouns play significant roles in the discursive representations of inclusivity and exclusivity across topics of multicultural education. This study implicates that language teachers should use criticality and reflexivity when approaching exclus...

Teaching and Teacher Education, 2013