KaydedilenlerDerginizi ekleyin

Dergiler / Dil Eğitimi ve Araştırmaları Dergisi / 2026 / Cilt: 12 Sayı: 1

Eksiklikten Zenginliğe: Disleksili Çokdilli Bir Öğretmenin Mesleki Kimlik İnşası

From Deficit to Resource: The Professional Identity Construction of a Multilingual Teacher with Dyslexia

Pınar Yeni Palabıyık(SAKARYA UYGULAMALI BİLİMLER ÜNİVERSİTESİ)0000-0003-0580-4326
Fatma Gümüşok(BARTIN ÜNİVERSİTESİ)0000-0002-4804-8279
Sayfa
691–707
Yayın Tarihi
2026-04-30
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular disleksinin katılımcının sınıf uygulamalarını ve öğretimin duygusal yönlerini etkileyen pedagojik bir kaynak olduğunu göstermiştir.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Bu çalışma, disleksiye sahip çokdilli bir İngilizce öğretmeninin mesleki kimlik oluşumunu incelemektedir.
📊
Temel Bulgular & Veri:Clarke'ın (2009) çerçevesinden yola çıkan çalışma, disleksinin etik bir kaynak olarak İngilizce öğretmeninin mesleki uygulamalarını nasıl etkilediğini araştırmaktadır.
💡
Sonuç & Katkı:Bulgular disleksinin katılımcının sınıf uygulamalarını ve öğretimin duygusal yönlerini etkileyen pedagojik bir kaynak olduğunu göstermiştir.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2009 Verileri
⚙️Değişkenler:çokdilli öğretmen · mesleki kimlik oluşumu · disleksi ve nöroçeşitlilik

Özet

Bu çalışma, disleksiye sahip çokdilli bir İngilizce öğretmeninin mesleki kimlik oluşumunu incelemektedir. Clarke'ın (2009) çerçevesinden yola çıkan çalışma, disleksinin etik bir kaynak olarak İngilizce öğretmeninin mesleki uygulamalarını nasıl etkilediğini araştırmaktadır. Anlatısal vaka çalışması tasarımını benimseyen çalışmada, veri kaynakları olarak üç yarı yapılandırılmış görüşme ve bir öz-tanımlayıcı günlük kullanılmıştır. Veriler, zamansal olarak yapılandırılmış bir yorumlayıcı çerçeve aracılığıyla analiz edilmiştir. Bulgular disleksinin katılımcının sınıf uygulamalarını ve öğretimin duygusal yönlerini etkileyen pedagojik bir kaynak olduğunu göstermiştir. Disleksik bir öğrenci olarak marjinalleşme öyküleri, dil uzmanı olarak öğretime yönelik sosyal adalet odaklı bir yaklaşımı beslerken, formal mesleki gelişim, yazım hatalarını iki kez kontrol etme gibi öğretim stratejilerinin kullanımına katkıda bulunmuştur. Bu anlatı ayrıca, disleksik bir öğretmen olarak stratejik kimlik ifşasına yol açan neoliberal okul bağlamlarında yaşanan gerilimleri de ortaya koymaktadır. Çalışma, nöroçeşitliliği çokdilli öğretmen profesyonelliği için bir kaynak olarak ele alarak dil öğretmeni kimliği araştırmalarına katkıda bulunmaktadır.

Abstract

This study explores the professional identity construction of a multilingual English language teacher with dyslexia. Drawing on Clarke’s (2009) framework, the study investigates how dyslexia as an ethical resource informed the professional practices of an English language teacher. Adopting a narrative case study design, three semi-structured interviews and a self-descriptive journal were used as the data sources. Data were analyzed through a temporally structured interpretive framework. Findings indicated that dyslexia was a pedagogical resource informing classroom practices and affective aspects of teaching. Stories of marginalization as a dyslexic student informed a socially just orientation toward teaching as a language professional, while formal professional development contributed to using instructional strategies such as double-checking spelling. This narrative also presents tensions experienced within neoliberal schooling contexts leading to strategic identity disclosure as a dyslexic teacher. The study contributes to language teacher identity research by addressing neurodiversity as a resource for multilingual teacher professionalism.

🔖

Bu Makaleye Atıf Yap

Palabıyık, P. Y., Gümüşok, F. (2026). Eksiklikten Zenginliğe: Disleksili Çokdilli Bir Öğretmenin Mesleki Kimlik İnşası. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 12 Sayı: 1, 691–707. https://doi.org/10.31464/jlere.1898024

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (44)

  1. Becker, A. (2024). ‘I’m also trying to figure out the identity of my students.’– teachers’ multilingual identity negotiation in the heritage language classroom. International Journal of Multilingualism, 21(1), 574–587. https://doi.org/10.1080/14790718.2022.2078328
  2. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
  3. Benesch, S. (2018). Emotions as agency: Feeling rules emotion labor, and English language teachers’ decision-making. System, 79, 60–69. https://doi.org/10.1016/j.system.2018.03.015
  4. Calafato, R. (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009-2018. Lingua, 227(102700). https://doi.org/10.1016/j.lingua.2019.06.001
  5. Canagarajah, S. (2016). Multilingual identity in teaching multilingual writing. In Reflections on language teacher identity research (pp. 75–81). Routledge.
  6. Carswell, D., & Conway, P. F. (2025). Understanding teacher ethico-political identity formation from a Foucauldian perspective. British Educational Research Journal, 51, 321–343. https://doi.org/10.1002/berj.4079
  7. Clandinin, D. J., & Connelly, F. M. (2004). Narrative inquiry: Experience and story in qualitative research. John Wiley & Sons.
  8. Clandinin, D. J., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35–75). Sage.
  9. Clarke, M. (2009). The ethico-politics of teacher identity. Educational Philosophy and Theory, 41(2), 185–200. https://doi.org/10.1111/j.1469-5812.2008.00420.x
  10. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among the five approaches. Sage.
  11. Çınarbaş, H. I., & Hoş, R. (2022). Access to higher education for visually impaired students in Turkey: Disclosure, inclusion, and oppression of two pre-service teachers. International Journal of Disability, Development and Education, 69(4), 1342–1359. https://doi.org/10.1080/1034912X.2020.1757626
  12. De Costa, P. I., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(S1), 3-14. https://doi.org/10.1111/modl.12368
  13. Duff, P. (2012). How to carry out case study research. In A. Mackey, & S. M. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 95–116). Wiley- Blackwell.
  14. Fairley, M. J. (2023). Theorizing transnational language teacher (educator) identities: An autoethnographic study of a border dweller. L2 Journal, 15(1) 1-19. https://doi.org/10.5070/L2.2465
  15. Fisher, L., Evans, M., Forbes, K., Gayton, A., & Liu, Y. (2020). Participative multilingual identity construction in the languages classroom: A multi-theoretical conceptualization. International Journal of Multilingualism, 17(4), 448– 466. https://doi.org/10.1080/14790718.2018.1524896
  16. Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y., & Rutgers, D. (2021). Developing a multilingual identity in the languages classroom: The influence of an identity-based pedagogical intervention. The Language Learning Journal, 49(4), 433–451. https://doi.org/10.1080/09571736.2021.1906733
  17. Gu, M. M. (2011). The ethical formation of teacher identity: Pre-service teachers in Hong Kong. In R. Jaidev, M. L. C. Sadorra, W. J. Onn, L. M. Cherk, & B. P. Lorente (Eds.), Global perspectives, local initiatives: Reflections and practices in ELT (pp. 183–194). Centre for English Language Communication.
  18. Gu, M. M., Jiang, L., & Ou, W. A. (2022). Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers. Language Teaching Research, 1–23. https://doi.org/10.1177/13621688221117061
  19. Guo, Z., & Sidhu, S. (2024). From identity unbecoming to becoming: Duoethnography of multilingual and multicultural English language teacher identities. System, 121, 103246. https://doi.org/10.1016/j.system.2024.103246
  20. He, P., & Lin, A. M. Y. (2013). Tensions in school–university partnership and EFL preservice teacher identity formation: A case in mainland China. Language Learning Journal, 41(2), 205–218. https://doi.org/10.1080/09571736.2013.790134
  21. Higgins, C., & Ponte, E. (2017). Legitimating multilingual teacher identities in the mainstream classroom. The Modern Language Journal, 101(S1) 15-28. https://doi.org/10.1111/modl.12372
  22. Keray-Dinçel, B. (2024). Görme engelli öğretmen adayının dil ve yaşam becerilerine dair bir anlatı araştırması [A narrative inquiry into the language and life skills of a visually impaired pre-service teacher]. Dil Eğitimi ve Araştırmaları Dergisi [Journal of Language, Education and Research], 10 (2), 400–428. https://doi.org/10.31464/jlere.1530513
  23. Kramsch, C. (2022). Afterword: The multilingual turn in language teacher education. Language and Education, 36(5), 467–471. https://doi.org/10.1080/09500782.2022.2118542
  24. Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494. https://doi.org/10.1093/applin/amu045
  25. Lee, E., & Canagarajah, A. S. (2019). Beyond native and nonnative: Translingual dispositions for more inclusive teacher identity in language and literacy education. Journal of Language, Identity & Education, 18(6), 352–363. https://doi.org/10.1080/15348458.2019.1674148
  26. McConnell, J., Tian, Z., & Yazan, B. (2022). Becoming a teacher of culturally and linguistically diverse learners: A future content-area teacher’s professional identity construction through online coursework. TESL Canada Journal, 39(2), 39–62. https://doi.org/10.18806/tesl.v39i2/1377
  27. Miller, E. R., Morgan, B., & Medina, A. L. (2017). Exploring language teacher identity work as ethical self-formation. The Modern Language Journal, 101(1), 91–105. https://doi.org/10.1111/modl.12371
  28. Miller, E. R., & Gkonou, C. (2018). Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs. System, 79, 49–59. https://doi.org/10.1016/j.system.2018.03.002
  29. Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism, 7(2-3),172–188. https://doi.org/10.1080/13670050408667807
  30. Ortaçtepe Hart, D. (2023). Social justice and the language classroom: Reflection, action and transformation. Edinburgh University Press.
  31. Patton, M. Q. (2015). Qualitative evaluation and research methods. Sage.
  32. Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury Academic.
  33. Putjata, G., Brizić, K., Goltsev, E., & Olfert, H. (2022). Introduction: Towards a multilingual turn in teacher professionalization. Language and Education, 36(5), 399–403. http://doi.org/10.1080/09500782.2022.2114804
  34. Reeves, J. (2018). Teacher identity work in neoliberal schooling spaces. Teaching and Teacher Education, 72, 98–106. https://doi.org/10.1016/j.tate.2018.03.002
  35. Seidman, I. E. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teacher’s College Press.
  36. Ushioda, E. (2017). The impact of global English on motivation to learn other languages: Towards an ideal multilingual self. Modern Language Journal, 101(3). 469–482. http://doi.org/10.1111/modl.12413
  37. Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity & Education, 4(1), 21–44. https://doi.org/10.1207/s15327701jlie0401_2
  38. Veliz, L., Gao, X. A., & Véliz-Campos, M. (2025). Racialised identities of multilingual teachers: Stories, experiences and agentic action of Indonesian teachers in Australian schools. Journal of Multilingual and Multicultural Development, 46(10), 3713-3729. https://doi.org/10.1080/01434632.2024.2361718
  39. Vogel, G., & Sharoni, V. (2011). ‘My success as a teacher amazes me each and every day’ – perspectives of teachers with learning disabilities. International Journal of Inclusive Education, 15(5), 479–495. https://doi.org/10.1080/13603110903131721
  40. Xu, Y., & Krulatz, A. (2023). “Multilingualism is a resource, not a difficulty”: Exploring Norwegian teachers’ beliefs and reported practices in multilingual settings. Teaching and Teacher Education, 136, 104332. https://doi.org/10.1016/j.tate.2023.104332
  41. Yazan, B. (2018). A conceptual framework to understand language teacher identities. Journal of Second Language Teacher Education, 1(1), 21–48.
  42. Yazan, B. (2022). Language teacher educator’s identity work in using critical autoethnography as a teacher-learning activity. In Theory and practice in second language teacher identity: Researching, theorising and enacting (pp. 151–163). Cham: Springer International Publishing.
  43. Yazan, B. (2024). Pedagogizing identity in teacher education through critical autoethnographic narrative. RELJ Journal, 1–19. https://doi.org/10.1177/00336882241293835
  44. Yazan, B. (2025). Emotional entanglements and intersectional language teacher identities in critical autoethnographic narratives. International Journal of Applied Linguistics, 35(3), 1007–1018. https://doi.org/10.1111/ijal.12697