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Volume 12. Issue 3
Article 3

Title
A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey

Author
Olcay Sert
Newcastle University,
UK

Bio Data:
Olcay Sert completed his B.A in English Linguistics and M.A in English Language Teaching at Hacettepe University, Ankara, Turkey. He taught English at different levels in Turkey before working as a teaching assistant at Hacettepe University, Faculty of Education, Division of English Language Teaching. He started his PhD at Newcastle University (Educational and Applied Linguistics) in 2007. He worked as a language tutor at Sunderland University, Centre for Lifelong Learning. He is an associate editor of Novitas-ROYAL (Research on Youth and Language), an international, refereed online journal. His research interests include talk-in-interaction, classroom discourse, and language teacher education.

Abstract
This study proposes a comprehensive framework for a Conversation Analysis (CA) informed English language teacher education program in Turkey. By reviewing recent studies in CA, Critical Reflective Practice, Teacher Language Awareness and language teacher education in general; the author calls for a more effective language teacher education program and presents an applicable framework that aims to solve current problems in English language teacher education in Turkey. 

Keywords: Conversation analysis, teacher language awareness, foreign language teacher education, L2 classroom interactional competence