Bilingualism Bilinguals Split personality Ttraits Cultural frame shiftThe purpose of this study is to review the current literature which produced evidence on split personality of bilinguals. In this research paradigm, splitpersonality does not refer to any psychological disorder, rather it denotes a personality feature of bi-or multilinguals. Although there is a plethora of research on bilingualism and bilinguals, data on split personality of bilinguals are scant. From the beginning of the 20th Century, the question of whether bilinguals have two personalities or not has been investigated on the basis of their language and cultural frame shift. We reviewed 13 studies that are directly related to split personality of bilinguals. These studies are discussed with respect to their purpose, methodology and major findings. Hence, we aimed to provide insights for the reader to have an understanding about the process of split-brain studies and the major findings that revealed how bilinguals reflect different personality traits depending on the language and culture they are interacting and residing. Further implications were provided for the researchers who seek answers in this area.

Starting from its first implementation, SKT has been investigated in various subject fields due to the emerging questions about its content and applicability in selecting prospective teachers. With the contribution of 355 participants including senior students and the graduates from different ELT undergraduate programs of the universities throughout Turkey, this study aimed to investigate the conceptions and suggestions of prospective ELT teachers on the new distribution of the subjects and topics in SKT in 2019. The data were collected by conducting an online survey and semi-structured interviews held with ten ELT prospective teachers. The study revealed that the new distribution of the subjects and topics in SKT was not satisfactory and relevant to select ELT prospective teachers who are competent and qualified in their fields due to substantial obliqueness in its content and administration process.

This study explores the effect of categorically different pre-reading activities in learners’ L1 on reading comprehension and learning of focus-on-vocabulary. The participants were sixty Turkish EFL learners attending a state high school, and the data was gathered from their achievement test scores. The data were analyzed through one-way multivariate analysis of variance (MANOVA), and t-test statistical procedures were implemented. The findings revealed that the treatment group, who were exposed to pre-reading activities in L1, obtained better results both in reading comprehension and focus-on-vocabulary activities than the control group. The positive effect of implementing the ‘’short-circuit’’ L1 use in pre-reading activities for reading comprehension and focus-on-vocabulary exercises was observed. It was also seen that categorically different pre-reading activities enhanced EFL learners’ reading comprehension and vocabulary learning.