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Copyright of Novitas-ROYAL is the property of Novitas Royal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many factors affect a teacher's classroom behavior. What these effects depend on, where they come from, and how they affect the teacher are closely related to the teacher's personal characteristics. This mixed-method descriptive case study aimed to examine the classroom behaviors of twelve Turkish EFL pre-service teachers at a Western state university and to understand their thoughts about what the classroom discourse moves that they use depend on. With this aim, the classroom behaviors of EFL preservice teachers were examined through observation and interviews, complementary to each other. The frequencies of selected classroom discourse moves, which are "eliciting, extending, facilitating, clarifying, supporting, and omitting" were observed, and the most frequently used moves were revealed. The pre-service teachers' opinions evident in their extracts from interviews pointed out the effect of personal and social factors on their behaviors in the classroom and their views on the classroom discourse moves. As a result of the research study, it was found that the pre-service teachers frequently used the facilitating and clarifying discourse moves, and the factor that most affected them was their prior teachers and university education. [ABSTRACT FROM AUTHOR]

In today's various language learning contexts in which the reflection of English language uses for intercultural communication becomes prominent, the core resources of the language classrooms, be they virtual or face-to-face, are still textbooks. Therefore, the stance taken while constructing the multimodal components in the textbooks would influence whether language learners will develop an understanding of the target language community in line with an international perspective or not. In this vein, our study is a critical examination of (non)-essentialist cultural discourses in cultural representations in the visuals and the texts of English File Fourth Edition Elementary, Pre-Intermediate and Intermediate Student's Books. Taking account of multimodality in both semiotic and social-historical rhetorical senses and acknowledging the pedagogic-didactic nature of the textbooks, we focused on different meaning-making tools like images and texts and the interaction between them within the scope of this article. Findings showed that the textbooks mostly perpetuate an essentialist perspective of culture, favouring "Western", especially British, and American cultural representations, besides some texts addressing neo-essentialist perspectives. The elementary book has the highest number of essentialist texts in which "the West" is described and emphasised constantly, while the preintermediate book, albeit with a few texts from a critical perspective, is mostly composed of neo-essentialist elements. Lastly, the intermediate book can be viewed as the most nonessentialist one among others, since it consists of the highest proportion of interpersonal and intercultural exchanges without a specific reference to a cultural arena that is both predefined and defining in the series, though half of the texts still make a reference to the "Western" countries in the intermediate book as well. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Within the complex "coral gardens" (Breen, 2001) of human learning and teacher education, participatory and mediational tools such as social relations, concepts and cultural artifacts or problem-posing activities, deserve more time and effort as they are scarcely investigated. This exploratory study with both cognitive-interactionist and sociocultural perspectives aims at shedding light on the ELT trainees' views about the use of such tools through project work during their pre-service teacher training courses at a Turkish university under a mixed-methods research design. A thick description of the trainees' interpretations of their engagement with project work displayed that participants supported the use of such tools as a teaching strategy that values themes and contents of their interest and choice regarding learning and teaching language skills and research. They showed willingness to undergo an authentic and meaningful learning/teaching experience by expressing themselves through sustained participation in such project-based activities though they noted that there is still a need for the reconsideration of the whole curriculum in line with a more transformative approach. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)