Multilingual Refugee Pre‐Service English Teachers Negotiating Their Professional Identity Through Translanguaging
International Journal of Applied Linguistics, ss.1-15, 2026 (AHCI, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1111/ijal.70371
- Dergi Adı: International Journal of Applied Linguistics
- Derginin Tarandığı İndeksler: Social Science Premium Collection (ProQuest), Humanities Source Ultimate (EBSCO), Scopus, Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Educational research abstracts (ERA), British Education Index
- Sayfa Sayıları: ss.1-15
- Eskişehir Osmangazi Üniversitesi Adresli: Evet
Özet
Although research on teacher identity has expanded significantly in today's globalizing world, the lived experiences of refugee teachers within broader discussions of multilingualism, identity, and educational policy are underexamined. Addressing this gap, the present study explores how multilingual refugee pre-service English language teachers in Türkiye construct and negotiate their professional identities. Grounded in translanguaging theory, trauma-informed pedagogy, and raciolinguistic ideologies, the study adopts a narrative inquiry design within a multiple-case framework. Data were generated through interviews, narratives, field notes and analyzed thematically. The findings reveal that refugee pre-service English language teachers employed four interconnected translanguaging orientations, i.e., compartmentalized, relational, transitional, and affective translanguaging, to negotiate identity. Furthermore, participants transformed experiences of translanguaging identity dissonance into forms of agentive linguistic repositioning. Implications are discussed.