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The aim of the study is to show emerging identity performances of Turkish Fulbright foreign teaching language assistants (FLTAs) in social and academic contexts during their sojourn experiences in the US. The grant program brings institutional roles of being a teacher and a learner and social duties of culture transmission in the host country. The dynamic triad of these roles yields negotiated identities manifested through reflections to the experiences of interaction, communication, and participation in the host community. In an attempt to reveal the interplay of these roles, 5 Turkish grantees were interviewed to elicit personal storylines. The narratives were analyzed adopting Davies and Harré's (1990) positioning theory rooted in discursive psychology relying on Bauman's (2013) postmodern conception of identity where identity is seen as fluid, multilayered, and negotiated. The participants' emerging identities formulated in the personal narratives are depicted through the negotiation of self-other positioning. The findings showed that affinity, racial, national, gender, cultural, second language, professional, and learner identities were revealed as emerging identity performances with an intersectional structure. This study provides a useful depiction of the FLTAs' sojourn experiences with a microanalytic eye and recommends covering different aspects with various focal points to better understand the educational and cultural aspects of such sojourn experiences.

In this study, we investigated Turkish EFL teachers' level of recognition of English accent varieties and their attitudes regarding three common domains, status (e.g. educatedness, intelligence), solidarity (friendliness, kindness), and dynamism (confidence, talkativeness). We also explored the English teachers' choices of English accents in various language-using contexts. Through the verbal-guise technique, we were able to evaluate the teachers' language attitudes towards accents, yet we also integrated a questionnaire to further examine the issue for teacher attitudes and ideologies concerning language education. The findings revealed that recognition of English accent varieties was greater with American English and the local accented English. The ratings of status, solidarity, and dynamism showed that speakers' accents had a strong effect on how the language teachers treated them. Few teachers reported to include various English accents in language courses due to the teachers' strong preference for L1 accent varieties in the class. Similarly, the L1 accents were ranked significantly higher in the formal contexts, "the teaching model" in particular. In sum, the accent matter remains to be a meaningful variable for the production of normative language ideologies in the language education market.

The primary aim of the paper is to introduce digital literacies and the utilization of interactive and multimedia-enhanced tools for language learning purposes in and out of institutional settings. The topics covered in this paper include what digital literacy means in language education contexts and utilization of social media, online gaming, tagging, picture, voice, and video editing tools, mixing tools, interactive HTML5 contents, translation tools, search engines and (visual) thesauruses to evaluate, contribute, and create the information rather than being a mere consumer. Bearing in mind the nature of interaction and collaboration of the digital tools, suggested ways to integrate these tools to teaching and learning of languages are also presented. The paper also identifies common concerns and challenges in regard to motivation to use digital tools, judging the validity of a source, prohibitions due to country policies, plagiarism, filtering in search engines, and insensitivity with online language, which hinders the effective use of digital tools.

This study aims at discovering the relevance of general competence of Turkish and Arab learners who have an A1 level of English proficiency in preparatory school of University of Turkish Aeronautical Association (UTAA) to their speaking skill in terms of syntax by analyzing the recordings of speaking exams in the first semester. One can ask why learners could ever perform a great variety in syntactic structure in spoken performance while the university ensures that all learners get a standardized language education based on the same syllabus and course books to succeed their future academic studies. The answer may seem easy; however, it is difficult to get out thoroughly. Therefore, the paper will try to explain this connection between better performances in terms of syntactic structures in spoken performance comparing to Common European Framework of Reference (CEFR) A1 level expectations and these learners' attitudes, motivation, background of education, and world knowledge. During the process, the information falling within the scope of general competence (declarative knowledge and existential competence) is held by one-to-one interviews with 22 randomly chosen learners. The results mainly showed that the learners who invested in developing general competence have their own independent "wordrobe" and a higher level and variety of syntactic structures in their speaking whereas the rest and also the majority of the learners who are not as competent regarding declarative knowledge and existential competence (attitude and motivation) show a standard level of syntax (commonly used structures as defined in ALTE) in speaking.