Experiences of International Language Teachers at a Turkish University

Abstract

Using a multiple case study approach, this short research article describes the experiences of three teachers (of German, French, and Korean) in a Turkish university where English is also mandatorily taught. Three themes common to the participants’ experiences emerged: use of the Turkish language, integrative adaptability, and international self-awareness. We suggest that understanding these themes may help teachers, students, and administrators better understand the rich and potentially unique fonts of knowledge that international teachers could bring into Turkish language classrooms in a university context.

Linking Language Proficiency to Teaching Competence: A Case Study of EFL Teachers in Indonesia

“…Also, the lecturer has gained the pre-Overseas training scholarship (PKBI) for permanent lecturer, which was released by the Ministry of Research and Technology of the Republic of Indonesia (DIKTI) 2019 in Bandung for three months. The past education, training, workshop, seminar, both international and national, and teaching experiences influence how lecturers take action during learning and teaching activity in the classroom (Kahraman & Pipes, 2018). All of those were the reason why the lecturer feels so confident with her language skills.…”