Opposition and Accommodation: An Examination of Turkish Teachers’ Attitudes toward Western Approaches to the Teaching of Writing

Abstract

Investigates cross-cultural tensions in Western writing pedagogy as reflected in Turkish teachers’ oppositional and accommodative attitudes and how those attitudes played out in classroom interactions. Discusses teachers’ perceptions concerning the effects of Western rhetorical styles on Turkish students’ thinking and identity, assumptions regarding philosophical and instructional objectives of Western approaches, and their views on what counts as good writing.