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Bu makale, çevrimiçi bir öğretmen eğitimi kursunda dinleme günlükleri aracılığıyla İngilizcenin çeşitlerine ilişkin İngilizce öğretmen adaylarının farkındalığını artırmayı amaçlayan sınıf temelli bir araştırma çalışmasına ilişkindir. Ders dönemi boyunca öğretmen adayları tarafından (iki) haftada bir yazılan 143 günlük hem pedagojik bir araç hem de bir araştırma aracı olarak hizmet vermiştir. Seçtikleri internet tabanlı görsel-işitsel materyaller üzerine düşünceleri, adayların bu materyaller aracılığıyla çeşitli İngilizce kullanımlarına maruz kalmaları nedeniyle günlüklerin araştırma amacını gerçekleştirmede etkili olduğunu ortaya koydu. Kökten-anadilcilik, standart İngilizce ve Dünya İngilizceleri üzerine makaleler okuma, yansıtıcı düşünme ödevleri, sunumlar ve sınıf tartışmalarından oluşan ders ilerledikçe, internet tabanlı görsel-işitsel materyallerin de İngilizce kullanım yelpazesini genişlettiler. İngiltere, ABD, Kanada gibi İç Çember olarak adlandırılan ülkelere özgü, İngilizcenin daha Merkez tabanlı kullanımlarıyla başladılar ve ilerleyen haftalarda Genişleyen ve Dış Çember olarak adlandırılan ülkelerde İngilizcenin ortaya çıkan kullanımlarına artan bir ilgi geliştirdiler. Dinleme günlüklerindeki düşüncelerinden çıkardıkları sonuçlara dayanarak, dikkat ettikleri noktaları tartışacağım ve gelecekteki araştırmalar için pratik çıkarımlara ve önerilere değineceğim., This paper reports on a classroom-based research study aiming at raising EFL pre-service teachers’ awareness of varieties of English by means of listening journals in an online teacher training course. 143 journals which were written (bi-)weekly by the trainees throughout the course term served both as a pedagogical tool and a research instrument. Their reflections on the web-based audiovisual materials of their choice revealed that the journals have been influential in realising the research aim in that the trainees were exposed to various English uses through these materials. As the course which comprised reading articles on native speakerism, standard English versus World Englishes, reflection tasks, presentations and classroom discussions progressed, they expanded the range of English uses in their web-based audiovisual materials. They started with more Centre-based uses of English specific to Inner-Circle-called countries such as the UK, the USA, Canada and developed a growing interest in the emerging uses of English in the Expanding and Outer Circle-called countries in the upcoming weeks. Drawing on the conclusions from their reflections in the listening journals, I will discuss the points which they have become mindful of and touch on practical implications and suggestions for future research.

In today’s various language learning contexts in which the reflection of Englishlanguage uses for intercultural communication becomes prominent, the core resourcesof 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 wouldinfluence whether language learners will develop an understanding of the target languagecommunity in line with an international perspective or not. In this vein, our study is acritical examination of (non)-essentialist cultural discourses in cultural representationsin the visuals and the texts of English File Fourth Edition Elementary, Pre-Intermediateand Intermediate Student’s Books. Taking account of multimodality in both semiotic andsocial-historical rhetorical senses and acknowledging the pedagogic-didactic nature ofthe textbooks, we focused on different meaning-making tools like images and texts andthe interaction between them within the scope of this article. Findings showed that thetextbooks mostly perpetuate an essentialist perspective of culture, favouring “Western”,especially British, and American cultural representations, besides some texts addressingneo-essentialist perspectives. The elementary book has the highest number of essentialisttexts in which “the West” is described and emphasised constantly, while the pre-intermediate book, albeit with a few texts from a critical perspective, is mostly composedof neo-essentialist elements. Lastly, the intermediate book can be viewed as the most non-essentialist one among others, since it consists of the highest proportion of interpersonaland intercultural exchanges without a specific reference to a cultural arena that is bothpredefined and defining in the series, though half of the texts still make a reference to the“Western” countries in the intermediate book as well.