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Copyright of European Journal of Applied Linguistics is the property of De Gruyter 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.)

The paper explores how second-generation Turkish-German 'returnees' benefit from their "inbetweenness" in their ancestral homeland and initiate a process of re-inventing themselves as 'transcultural mediators'. A thematic-narrative analysis was undertaken on 43 in-depth interviews with second-generation Turkish-German 'return' migrants to Antalya who had acquired jobs in the tourism sector. The paper unpacks how this tourism hub provides "third spaces" distanced from prominent national and diasporic identities, and the ways in which these liberating spaces encourage the lifestyle-oriented, cosmopolitan second-generation 'returnees' to re-position themselves in their translocal social fields. The findings illustrate how the second generation, who formerly endured "being twice a stranger" in Germany and Turkey, undertake a process of transculturation in Antalya, and utilize their "transcultural capital" (i.e. bilingual skills, bi- multilingualism, translocal habitus) to perform different aspects of their multiple and hybrid identities, gain economic independence and build social relations. [ABSTRACT FROM AUTHOR]

The staging of history in literature is engaged in dynamic exchange with society's memory discourses and in this context, literature is generally seen as playing a creative role as a formative medium in memory cultures. For some time, however, many feel that established concepts of Cultural Memory Studies need to be reconsidered for multiethnic societies. The assumption is that official memory cultures tend to exclude people with a migrant background from identity-forming discourses about the past. Using Germany as an example, this paper argues, first, that the question of memory in multiethnic societies needs to be reconsidered indeed, but in a different direction than has been assumed so far, and, second, that much-discussed concepts such as the post-migrant paradigm or multidirectional memory tend to circumvent the problems at hand rather than contribute to their solution. The paper therefore discusses the preconditions for a literary-theoretical engagement with this socio-political issue and the direction in which an alternative conceptualization would have to go – that is, not a new theory or method, but a novel perspectivethat should bethe basis for future theory building. Rather than confining the notion of a »shared history« to, either the common history of a country's native population, or to the history since migration shared by minorities and receiving society, this paper proposes to focus on actual links between the histories of Germany as the receiving society and the histories of the new Germans' countries of origin. Using literary texts and discussing a concrete example, it brings such shared histories to the fore and explores how they open up national memory discourses transnationally. The underlying vision is that these important components of multiethnic societies have the potential to show a way in which national and transnational memory landscapes as a whole could be transformed. In this sense, the metaphor of »Migration into Other Pasts« may be rephrased as migration not »into the past of others« but a territorial move within one common shared history. The paper therefore shows that the prerequisites for a literary-theoretical examination of the question of memory culture in multiethnic societies and its literary representations must be sought in the offerings of literature itself. The literary example, Orkun Ertener's novel Lebt (Alive/Live! 2014), with its numerous entangled and interweaving shared histories shows particularly clearly how literature can function as a drive or even theory generator for concepts to be developed – instead of, conversely, imposing readymade concepts on both German multiethnic societies and its literary production. The novel perspective of this paper can be summarized in the inversion of the conventional point of departure: Instead of looking for a way to include people with a migrant background into the German memory culture, the first question to be asked should be how, in the age of the general recognition of concepts of entangled history, the idea could arise and persist for so long that migrants with Turkish roots, for instance, have no relation to German history. By focusing on the historical connectivities between Germans and new Germans, Orkun Ertener's novel Lebt chooses a different approach in this regard. It provides a transnational expansion of memory discourses on German, Greek, Jewish and Turkish/Ottoman history and thus opens up a new and long overdue memory space that is of central interest to multiethnic societies in Germany and beyond. As it seems, it takes writers who are more interested in entangled histories than in history as a resource for identity to get this right. Ertener undoubtedly belongs to this type of writers, as evidenced not least by the fact that he cites or refers to some of the most important historical studies for his context from Mark Mazower's Salonica – City of Ghosts, a standard reference on the multiethnic and multicultural history of Thessaloniki, to Turkey, the Jews and the Holocaust by Corry Guttstadt who challenged the myth of a Jewish-friendly policy in Turkey. Ertener's novel Lebt is saturated with the interconnected histories of various ethnic groups and may therefore serve as a blueprintfor a vision of memory culture in a multiethnic society. In conclusion, the essay outlines that developing an alternative concept of memory and historical consciousness in multiethnic societies and their literary representations cannot be based on much-discussed concepts such as post-migration or multidirectional memory. Although a superficial glance suggests that they might be the obvious choice for the topic of this paper, a novel take on multiethnic memory landscapes must start from specific shared histories and their entanglements. The paper therefore proposes that a bottom-up development of theoretical-methodological work is necessary in the case of representations of memory in multiethnic societies. This approach must highlight how links between the histories of the receiving societies and the histories of the migrants' countries of origin are, or could become, important components of an alternative memory culture in multiethnic landscapes – and that these links hold the potential for transforming national and transnational memory landscapes as a whole. [ABSTRACT FROM AUTHOR]

Even if families in migration contexts have been the subject of an increasing amount of attention in migration research in the recent years, there is a noticeable knowledge deficit with regard to current parenting practices and socialization goals of immigrant families living in Germany. This is particularly striking since child-rearing is of central importance for children's development and their educational pathways. This paper seeks to fill this gap, drawing on the survey "Growing up in Germany: Everyday Life" (AID:A) provided by the German Youth Institute (DJI). Similarities and differences in attitudes towards parenting among immigrant mothers compared to mothers without migration backgrounds were analyzed with regard to parenting practices (emotional warmth, punishment and child's active participation) and socialization goals (performance/self-control and positive social behavior). In a sample of 5870 mothers reporting on a child under the age of nine, mothers in families where both they and the father had Turkey, Russia or Poland as their country of origin were included and compared to autochthonic families. The results revealed significant differences in parenting practices and socialization goals between mothers with and without migration backgrounds. Concerning parenting practices, Turkish and Russian mothers differed significantly from German mothers with regard to emotional warmth and punishment. In terms of socialization goals, all immigrant mothers placed more emphasis on both performance/self-control, as well as positive social behavior for their children than mothers without migration backgrounds in Germany. [ABSTRACT FROM AUTHOR]

The paper explores the multiple ways in which visits affect the understanding of home for the Turkish–German second generation who have relocated to Turkey. Based on thematic–narrative analysis of 116 life‐story interviews with second‐generation 'returnees' in five regions of Turkey, three types of visits are identified: (i) family visits to Turkey whilst growing up in Germany; (ii) visits to Germany after the second generation has 'returned' to Turkey; (iii) visits to Turkey by the second generation's Germany‐residing relatives and friends. Each type has different meanings for the visitors and the visited, creating fluid reflections on the meaning of home, which, especially for the second‐generation 'returnees', tends to become fractured. Constantly comparing their two home(‐land)s since childhood, they often simultaneously feel both 'here' and 'there' as a result of changing attachments and a mix of positive and negative experiences in both locales with their families, friends and the dominant others. [ABSTRACT FROM AUTHOR]

Purpose: The retail sector in a lot of countries consists of many small and medium sized specialty retailers who face a high degree of dynamics and competition. Consequently, these companies also have to constantly evolve and develop resilient strategies that promise their future success. Hence, the purpose of this paper is to analyse the resource and capability bundle for operating as and transforming to a small and medium-sized enterprise (SME) omni-channel specialty retailer. Therefore, the authors followed the notions of the Resource-Based-View (RBV) and of the Dynamic-Capabilities-View (DCV). Design/methodology/approach: To answer the authors' formulated research questions, they applied an exploratory research method by conducting 12 semi-structured and guideline-based expert interviews from two countries. Findings: The findings reveal a specific bundle of transformation resources and capabilities and important drivers for the implementation of an omni-channel strategy. Thereby, the human resources factor and the market as well as customer understanding play a decisive role. In addition, the authors have identified country-specific differences in the technological, logistical, product-specific and financial areas. Practical implications: The results reflect the importance of qualified and well-trained staff for SME retailers to implement omni-channel strategies in alignment with a high level of service quality. Especially in the Covid 19 era, flexible structures and quick adaptability are essential to remain competitive. Nevertheless, everything should always be in line with the company's own philosophy. Originality/value: The paper provides new insights into important resources and capabilities retailers need to focus on when implementing an omni-channel strategy. The paper concentrates in particular on the groups of SMEs and niche markets as well as examines country-specific differences in a developed and a developing country. [ABSTRACT FROM AUTHOR]

This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly "personal at a practitioner level" and shaped by need, before becoming driven by "collaboration at an organisational level" with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of "organisational change". This resonates with literature which shows innovation has three outcomes: "originality" (practitioner-based agency); "scale" (going beyond the site of creation) and "value" (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency.

The main focus of the study was to explore the experiences of inequalities and the expectations of a good life of girls at the age of 14 to 16 years old from a Turkish background living in Germany. Essentially, the research focused on identifying the gaps and analyzing inequality through girls' interpretation of a good life in Germany. Specifically, this paper will concentrate on the finding "capabilities for other girls". Girls who participated in the interview have experienced exclusion in their everyday life which made them feel other and this paper will highlight what are the valuable capabilities for these girls not too feel other. To find the inequalities in the life of socially vulnerable girls of Turkish origin, this research conceptualized how ethnicity and migration background deprives or enhances the capabilities (opportunities) of 2nd, 3rd and 4th generation Turkish migrant origin girls living in Germany. The data for research was collected in collaboration with schools and youth institutes in the Federal State of North Rhein Westphalia in Germany. A pilot study was conducted to define the research design, research questions, data collection methods and methodology. The pilot study had identified that focus groups provided a rich amount of data but were not enough to analyze the experienced inequalities and the individual agency of the participants. The pilot study revealed that it needed to be triangulated with a socio-economic questionnaire, to be able to report the distribution of the socio-economic backgrounds of the participants among the Turkish immigrant youth. An individual life history interview was used as a method of data collection to analyze how Turkish girls interpreted their feelings of inequality and active agency. As a result of analyzing the pilot data using Grounded Theory methodology, two goals of the research were identified. The first one was to determine how girls of Turkish origin living in Germany developed a positive view of themselves; such as empowerment, agency, emancipation, inspirations and aspirations, as they were challenged at school and in the German society. The second was to ascertain how girls of Turkish origin living in Germany interpreted challenges, at school and in the wider society, to obtaining a good life. I aimed to develop the literature review with concepts derived through the results of the pilot study, because a literature review that has been conducted with the concepts relevant to the objective of the study results in building the background of the research (Hammick, 1996).

Purpose: This article presents a collaborative initiative of members of the Committee of the International Representatives of the International Cluttering Association (ICA) upon celebrating the 10th anniversary of the ICA. Such collaborative efforts are designed to improve communication skills, enlighten lives of people with cluttering, and serve as models for speech therapists and other health care professionals in countries around the globe. Method: This initiative began with a seminar at the Inaugural Joint World Congress in Japan in 2018 and continues with an article on cluttering based on the contents of the papers presented at the Congress. Sixteen researchers and speech therapists from 15 countries in Africa, Asia, Europe (East and West), America (North and South), and the Middle East have explored the following themes related to cluttering: cluttering awareness, research, professional preparation, intervention, and self-help groups. Results: This article adds to the body of international literature on cluttering and illustrates that, for the past 10 years, hypothesis-testing research in cluttering continues to be conducted across language barriers and national boundaries, and interventions that are implemented in some locales are being tested and taught in other parts of the world; furthermore, new cluttering treatments are being disseminated for professional preparation and clinical practices. Conclusions: This article demonstrates how global engagement of the ICA's international representatives has led to the exchange of ideas about awareness of cluttering and professional preparation and the best strategies for the treatment of this communication disorder in countries around the world. [ABSTRACT FROM AUTHOR]

In this interview, Dr. Ozen Guven talks to Dr. Mary Mendenhall, Sonia Gomez, and Emily Varni about their research on teachers and teaching practices in contexts of forced displacement. Mendenhall, Gomez, and Varni recently authored "Teaching Amidst Conflict and Displacement: Persistent Challenges and Promising Practices for Refugee, Internally Displaced, and National Teachers," a background paper for the 2019 Global Education Monitoring Report on the challenges and opportunities available to teachers working in forced displacement settings. Drawing from their paper, which includes case studies from countries as diverse as Germany, Kenya, Chad, and Iraq, the authors discuss such topics as education planning, teacher professional development, teacher well-being and motivation, and teacher agency. Throughout the discussion, they highlight practices and policies that could be leveraged to strengthen support for teachers working in displacement contexts. Mendenhall, Gomez, and Varni are scholar-practitioners whose work focuses on the challenges faced by teachers in crisis contexts, and on the policies and practices that provide these teachers with comprehensive support. Guven's work examines teaching practices among Syrian refugees in Turkey.

The present paper examines the extent to which conspiracy beliefs about the COVID-19 outbreak and distrust of epidemiological science are likely to predict optimistically biased risk perceptions at the individual and group levels. We explored the factor structure of coronavirus conspiracy beliefs and their associations with trust in science in predicting risk perceptions using survey data collected in Ukraine (N = 390), Turkey (N = 290), and Germany (N = 408). We further expected conspiracy beliefs and distrust of science to predict people's willingness to attend public gatherings versus maintaining preventive physical distancing through optimistically biased risk perceptions. Metric noninvariance for key constructs across the samples was observed so the samples were analysed separately. In Ukraine, a two-factor structure of conspiracy beliefs was found wherein COVID-19 bioweapon (but not COVID-19 profit) beliefs were negatively associated with public gathering through optimistically biased individual risk perceptions. In Turkey and Germany, conspiracy beliefs showed a single-factor solution that was negatively associated with preventive distancing and positively related to public gathering through optimistically biased public risk metaperceptions. The hypothesis about the direct and indirect effects of trust in science on risky health behaviour was partially confirmed in all three samples. The observed discrepancies in our findings are discussed. [ABSTRACT FROM AUTHOR]

This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]

Before politicians used refugees as a tool of interstate relations, refugees and asylum seekers were perceived only as a symbolic or realist threat in social perception. With the use of refugees as a tool of international politics, the phenomenon of threats felt in society has deepened with securitization and started to pose threats to human security. This dialectical relationship between society and the state also changes and transforms the direction and form of the threat. The study will investigate how symbolic or realistic threat perceptions in the public have evolved into securitization by governments, how these two phenomena strengthen each other, and what they mean in terms of human security. The quantitative data used in this study will be explained with integrated threat and securitization theories. This study aims to examine the variations in threat perceptions associated with refugees in Europe, employing an integrated threat theory framework. The focus will be on investigating questions such as "What types of threats are attributed to the presence of refugees and asylum seekers in European countries?" and "What factors contribute to the divergence in perceived threats?". Furthermore, the study will explore the implications of these divergent threat perceptions on national and regional migration governance within each country. This paper will focus on the refugee crisis and examine the cases of Turkey, Greece, and Germany, which are mainly on the refugee transit route and host the largest number of refugees in Europe. In order to describe which threat perception has a decisive impact on Europe, the 7th wave (2017-2020) datasets provided by the "World Values Survey (WVS)" from 2010-2022 will be examined in comparison with previous waves. The cases of Germany, Turkey, and Greece in these datasets will be the main focus of the study. [ABSTRACT FROM AUTHOR]

Climate change, environmental concerns, scarcity of resources and dependence on energy cause the automotive industries to do sustainable developments. İn this regard, the adoption of new energy vehicles is key to environmental problems. The objective of this study is twofold, to understand consumer's intentions regarding electric vehicles (EV) adoption and secondly to compare these results for developing and industrialized/developed "Western" countries, Turkey, and Germany. An empirical study was carried out with 557 potential consumers in Turkey and 513 in Germany and structural equation analysis was performed with AMOS. An integrated model based on Theory of Planned Behavior (TPB) and the Technology Acceptance Model (TAM) is applied as the research framework. The paper confirms the underlying assumptions of TAM in the context of EV. Perceived usefulness (PU) and perceived ease of use (PEOU) positively influence the behavioral intention to use EVs. TAM constructs were found to be statistically significant. The results showed that participants' technology acceptance attitudes differed by country. Behavioral usage intentions of participants living in Germany are higher than those in Turkey. Based on the empirical results, the formulation of marketing strategies to promote EV and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

In this paper, we explore how institutional actors push or resist equality, diversity and inclusion in light of power relations in their respective country contexts. We conducted interviews with a range of institutional actors, including governmental organizations, employer representatives, unions, professional associations, and civil society organizations working on EDI issues in Germany and Turkey, two countries with very different socioeconomic and political settings. Our findings suggest that EDI fields are structured by country-specific power relations: they appear as competitively dispersed in Germany and politically polarized in Turkey, depending on the social position of the actors and the type of field fragmentation. These field characteristics, in turn, nurture different patterns of actors' strategies such as framing and mobilizing aimed at maintaining or disrupting the institutionalized status quo of EDI. We propose that a critical, power-sensitive institutional work approach to EDI is a useful lens through which to examine extra-organizational country contexts in international HRM research and, in particular, context-sensitive studies of EDI. As a practical implication, EDI and HR managers will be sensitized to the relevance of building coalitions with external stakeholders if they are to advance EDI within their organizations. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Social Sciences Institute / Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Pamukkale University, Social Sciences Institute 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.)

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.