Learning the deep approach: language teacher's voices

Abstract

Based on the Deep Approach and learning modules prepared for Turkish asa Foreign Language, this qualitative study analyzed the experiences ofinstructors working at five research universities in the United Statesand one university in Turkey. The focus was on understanding how theimplementation of the new approach was negotiated by teachers as theyreflected on pedagogies. As a result of the interpretive analysis, weidentified three main themes. This article presents how teachers'practices, professional and cultural identities, and transformations inlearning and teaching emerged during the process of employing the deepapproach.