Peacebuilding in EFL Teacher Education in Türkiye and Bosnia and Herzegovina
5th International Language-for-All Conference , Adana, Türkiye, 22 - 23 Ekim 2026, ss.72, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Adana
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.72
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Çukurova Üniversitesi Adresli: Evet
Özet
Peacebuilding in EFL Teacher Education in Türkiye and Bosnia and Herzegovina
Peacebuilding-oriented EFL pedagogy addresses social justice, inclusion, intercultural communication, and social responsibility. Yet program-level preparation in these areas remains limited in EFL teacher education. This comparative qualitative study aims to examine two pre-service EFL teacher education contexts in Türkiye and Bosnia and Herzegovina. The dataset comprises semi-structured interviews with 8 teacher educators, written responses from 40 pre-service teachers, and a close analysis of 21 program documents. The results show that neither program offers a dedicated course in peacebuilding-oriented EFL pedagogy. In the Bosnian context, explicit peace-related content is concentrated mainly within the interculturality framework of English Language Teaching (ELT). In the Turkish context, related content is dispersed across intercultural education, language awareness, and classroom management. However, teacher preparation in both settings lacks continuity, explicitness, and classroom application; while concepts such as inclusion and social justice are recognized, their practical implementation remains uncertain. In light of the findings, this study proposes a dedicated peacebuilding-oriented EFL pedagogy framework focused on inclusive communication, equitable participation, and sensitive classroom practices.
Keywords: peacebuilding-oriented EFL pedagogy, EFL teacher education, curriculum mapping, intercultural communication, social justice