English Language Teachers in Rural Turkey and ELT Academics : A Critical Perspective

eser Aydogmus Ordem ordem

Abstract


There has been a common bias to study pre-service or English language teachers in ELT departments. However, this bias can be reversed to study ELT academics because views of English language teachers have been understudied in second language teacher education. Disregarding the views of English language teachers in rural area can be raised as an important issue. Therefore, in order to bridge the chasm between the teachers in rural area and ELT academics, their views and critical perspectives need to be taken into consideration.

This article is qualitative and descriptive in nature by using cumulative case study. The data were collected from English language teachers from several rural areas of Turkey. A semi-structured interview was conducted with the participants (N=10). The elements of the study were composed of language proficiency, academic activities, academics’ involvement in and follow-up on English language teachers’ teaching, social and academic practices. The results of the study show that the participants felt deprived of and disconnected from academic knowledge and that although technology and social media have developed exponentially in recent years, lack of bona fide negotiation caused them to feel secluded. In addition, they noted that the chasm between English language teachers in rural and ELT academics needs to be bridged. ELT academics’ views about English language teachers in rural area were constructively criticized because they stated that ELT academics’ disconnection from rural area needs to be solved. 


References


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