The purpose of this study is to identify pre-service English teachers' technopedagogic content knowledge competence levels. The Technological Pedagogical Content Knowledge Model (TPACK) is unique in comparison to other technology-based models in that it incorporates content knowledge as well in addition to technological competences. The participants are 182 pre-service English teachers that study in Istanbul and Sakarya, Turkey. The data was collected via Technological Pedagogical Content Knowledge Scale (TPACK-Deep) that was developed by Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci and Kurt (2012). The data was analyzed through SPSS and the variables grade, gender, daily amount of time spent on the internet and social media were considered in addition to identifying participants' competence levels. The findings demonstrated that the participants had a high level of TPACK model in general and also in the three dimensions except for merely the Ethics dimension in which they had a medium level of competence. Out of the variables, none of them was observed to have a significant effect in the TPACK model in a general, but gender and daily amount of time spent on the internet were observed to have a significant effect on the Design dimension. The analysis offers insights into pre-service teachers' competence into technology use, content knowledge, pedagogical knowledge and their integration. The findings are expected to contribute to pre-service teacher training and the successful integration of technology into content knowledge for pedagogic purposes.

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This study aims to suggest a checklist for teachers and researchers to analyze English as a second or foreign language textbooks from a sociolinguistic perspective. In the literature there is not a checklist or framework by which English textbooks can be evaluated considering the sociolinguistics issues raised in this study. After obtaining expert opinion and a piloting on 8 textbooks used in state schools in Turkey, a checklist consisting 6 criteria was suggested. Then, the check list was applied on the 9th grade English book ReLearn (Karamil & Birincioglu Kaldar, 2019) used in state schools in Turkey to demonstrate how the checklist can be utilized. The findings suggest that from a sociolinguistic perspective, the book in focus occasionally conforms to the sociolinguistic concerns while it needs some qualitative improvements. Improvements in providing genuine speakers of non-native and non-standard accents of English rather than using standard accent vocalizations for the speakers that are depicted as non-natives can be a primary suggestion and at the same time, the textbook should focus on different ways of life and perspectives instead of mostly providing intercultural knowledge such as cities or historic places. Finally, the textbook should pay more attention to the linguistic ecology in Turkey and adjust its contents so as to compensate for the foreign language status of English in Turkey. Accordingly, this study contributes to the literature by providing a checklist to evaluate textbooks systematically with regard to essential sociolinguistic issues and it demonstrates the application of the checklist.

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