Siber Zorbalığın ve Geleneksel Zorbalığın İngilizce Öğrenen Bireylerin Ulusal ve Oriente Kimlikleri Üzerine Etkisi

Yıl 2020, Cilt: 9 Sayı: 1, 185 - 199, 05.02.2020

Hilal Peker

https://doi.org/10.14686/buefad.664122

Cited By: 2

Öz

Zorbalık, bireyler arasındaki güç dengesizliğinin bir sonucu olarak agresif, tekrarlanan ve kasıtlı zarar verme olarak tanımlanmaktadır (Olweus, 1993). Azınlıklar ve mülteciler gibi İngilizce öğrenen bireylere (ELL) yönelik hem geleneksel zorbalık hem de siber zorbalık, ABD'deki son siyasi olayların bir sonucu olarak son derece artmıştır (Peker, 2016). İngilizce öğrenen bireyler, yeni toplumlarına uyum sağlama surecinde zorbalara tepki vermedeki dil engelleri nedeniyle zorbalığa maruz kalan en mağdur gruplardır. Ayrıca, Asyalıların% 54'ü ve Latinlerin% 34'ü beyaz öğrencilerin zorba liga uğrayan % 31'lik kısmına kıyasla sınıfta zorbalığa uğramış olsa da, ulusal ve ırksal azınlık öğrencilerinin zorbalık mağduriyetine yönelik çok az araştırma yapılmıştır (National Center for Education Statistics, 2016). Bu nedenle, bu niceliksel çalışmanın amacı ABD'deki yetişkin İngilizce öğrenen bireyler arasında zorbalık mağduriyetini ve dil öğrenme kimliğini araştırmaktır. Sayısal veriler, uyarlanan beş maddeli Likert ölçek maddelerinden oluşan bir anket aracılığıyla toplandı ve partial least squares structural equation modeling (PLS-SEM) kullanılarak analiz edildi. Sonuçlar, siber zorbalığın ELL’lerde ulusal ve oriente kimliklerini etkilediğini ve geleneksel zorbalığa göre daha güçlü bir faktör olduğunu göstermiştir.

The Effect of Cyberbullying and Traditional Bullying on English Language Learners’ National and Oriented Identities

Öz

Bullying is defined as aggressive, repeated and intentional harm doing as a result of imbalance of power among individuals (Olweus, 1993). Both traditional bullying and cyberbullying towards ELLs, including minorities and refugees, increased immensely as a result of recent political events in the U.S. (Peker, 2016). ELLs are the most exposed victims of bullying due to language barriers in responding to bullies, which affects their identities, as they adapt to and settle in their new community. However, little research has addressed the bullying victimization of racial and ethnic minority students, although 54% of Asians and 34% of Latinos have been bullied in classrooms compared to 31% of White students (National Center for Education Statistics, 2016). Therefore, the purpose of this quantitative study was to investigate bullying victimization and L2 identity among the adult ELLs in the U.S. The quantitative data were collected from 1464 ELLs through an adapted survey consisting of five-point Likert scale items. The quantitative data were analyzed using partial least squares structural equation modeling (PLS-SEM). Results indicated that cyberbullying was a more powerful factor than traditional bullying affecting both national and oriented ELL identities.

Anahtar Kelimeler

bullying, L2 identity, ELLs

Kaynakça

• Baruch, Y., & Holtom, B. C. (2008). Survey response rate levels and trends in organizational research. Human Relations, 61(8), 1139–1160. https://doi.org/10.1177/0018726708094863
• Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23, 165-174.
• Boulton, M. J. (1995). Patterns of bully/victim problems in mixed race groups of children. Social Development, 4, 277–293. doi:10.1111/j.1467- 9507.1995.tb00066.x
• Brutt-Giffler, J. (2002). World English: A study of its development. Clevedon: Multilingual Matters.
• Buhrmester, M., Kwang, T., & Gosling, S. D. (2011). Amazon’s Mechanical Turk: A new source of inexpensive, yet high-quality, data? Perspectives on Psychological Science, 6, 3–5. doi: 10.1177/1745691610393980
• Cho, Y. G. (2012). The relationship between L2 learning motivation and context among Korean EFL students. English Teaching, 67(1), 79-105.
• Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 610–722
• Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol, England: Multilingual Matters.
• Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research construction, administration, and processing second language acquisition research series (2nd ed.). New York, NY: Routledge.
• Fajans, J. (1983). The person in social context: The social character of Baining 'psychology'. In G. M. White (Ed.), Kirkpatrick, J. (pp. 367-399). Berkeley: University of California Press.
• Fraenkel, J. R, Wallen, N. E, & Hyun, H. (2012). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill.
• Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Boston, MA: Allyn & Bacon.
• Gao, F. (2011). Exploring the Reconstruction of Chinese Learners’ National Identities in Their English-Language-Learning Journeys in Britain. Journal of Languages, Identities, and Education, 10, 287-305.
• Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. New York: Prentice Hall.
• Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Washington DC: SAGE Publications.
• Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Washington DC: SAGE Publications.
• Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychological maladjustment: A meta-analysis review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41(4), 441–445.
• Hazler, R. J., Hoover, J. H., & Oliver, R. (1992). What kids say about bullying. The Executive Educator, 14, 20-22.
• Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of Suicide Research, 14(3), 206-221. doi:10.1080/13811118.2010.494133
• Hoffman, B. (2015). Motivation for learning and performance. Boston: Elsevier Academic Press
• Holland, D., Lachicotte, W., Skinner, D. & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University press.
• Hong, J. S., Peguero, A. A., Choi, S., Lanesskog, D., Espelage, D., & Lee, N. Y. (2014). Social ecology of bullying and peer victimization of Latino and Asian youth in the United States: A review of the literature. Journal of School Violence, 13(3), 315-338. doi: 10.1080/15388220.2013.856013
• Kim, L.S. (2003). Multiple Identities in a Multicultural World: A Malaysian Perspective. Journal of Language, Identity, and Education, 2(3), 137-158.
• Lam, W.S.E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and technology, 8 (3), 44-65.
• Lim, S. J. J., & Hoot, J. L. (2015). Bullying in an increasingly diverse school population: A socio-ecological model analysis. School Psychology International, 36(3), 268–282. doi: 10.1177/0143034315571158
• Lomax, R. G., & Hahs-Vaughn, D. L. (2012). Statistical concepts: A second course (4th ed.). New York, NY: Routledge
• Mason, W., & Suri, S. (2012). Conducting behavioral research on Amazon’s Mechanical Turk. Behavior Research Methods, 44, 1–23. doi:10.3758/s13428-011-0124-6

• Mauss, M. (1979). A category of the human mind: the notion of person; the notion of self. Sociology and Anthropology. London.
• Mead, G. H. (1934). Mind, Self and Society. Chicago: University of Chicago Press.
• Menard-Warwick, J. (2008). The Cultural and Intercultural identities of Transnational English Teachers: Two Case Studies from the Americas. TESOL Quarterly, 42 (4), 617- 640.
• Mendez, J. J., Bauman, S., & Guillory, R. M. (2012). Bullying of Mexican immigrant students
by Mexican American students: An examination of intracultural bullying. Hispanic Journal of Behavioral Sciences, 34(2), 279–304. doi:10.1177/0739986311435970
• Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among U.S. youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094–2100.
• National Center for Education Statistics. (2016). Indicators of School Crime and Safety: 2015. U.S. Department of Education. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=719
• Norton-Pierce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9-31
• Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Pearson Education/Longman.
• Norton, B. (2001). Non-participation, imagined communities, and the language classroom. In M. Breen (Ed.), Learner contributions to language learning (pp. 159–171). Harlow: Pearson.
• Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell Publishers.
• Patchin, J. W., & Hinduja, S. (2006). Bullies move beyond the schoolyard: A preliminary look at cyberbullying. Youth Violence and Juvenile Justice, 4(2), 148–169.
• Peker, H. (2016). Bullying victimization, feared second language self, and second language identity: Reconceptualizing second language motivational self system. (Doctoral dissertation). Retrieved from Stars (5083).
• Peker, H. (2013). Sociocultural factors affecting learner motivation in language learning (Masters thesis). Retrieved from Texas digital libraries. (http://repositories.lib.utexas.edu/bitstream/handle/2152/22134/PEKER-MASTERSREPORT-2013.pdf?sequence=1)
• Polat, N., & Mahalingappa, L.J. (2010). Gender Differences in Identity and Acculturation Patterns and L2 Accent Attainment. Journal of Language, Identity, and Education, 9, 17-35.
• Prinstein, M. J., Boergers, J., & Vernberg, E. M. (2001). Overt and relational aggression in adolescents: Social-psychological adjustment of aggressors and victims. Journal of Clinical Psychology, 30, 479–491.
• Qin, D. B., Way, N., & Rana, M. (2008). The “model minority” and their discontent: Examining peer discrimination and harassment of Chinese American youth. New Directions for Child and Adolescent Development, 121, 27-42. doi:10.1002/ cd.221
• Rogelberg, S. G., & Stanton, J. M. (2007). Introduction: Understanding and dealing with organizational survey nonresponse. Organizational Research Methods, 10(2), 195–209. https://doi.org/10.1177/1094428106294693
• Roger, P. (2010). Reluctant and aspiring global citizens: Ideal second language selves among Korean graduate students. Teaching English as a Second or Foreign Language, 14(3), 1-20.
• Smolicz, J. J., Secombe, M. J., & Hudson, D. M. (2001). Family collectivism and minority languages as core values of culture among ethnic groups in Australia. Journal of Multilingual and Multicultural Development, 22, 152–172.
• Strohmeier, D., Kärnä, A., & Salmivalli, C. (2011). Intrapersonal and interpersonal risk factors for peer victimization in immigrant youth in Finland. Developmental Psychology, 47, 248–258. doi: 10.1037/a0020785
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed). Upper Saddle River, NJ: Pearson.
• Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Bristol: Multilingual Matters.
• Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199-210.
• Uslu-Ok, D. (2013). The future in the lives of Turkish international sojourners studying in America: The role of future time perspectives and possible selves in explaining motivation to learn English (Doctoral dissertation). Retrieved from Texas digital libraries. (http://repositories.lib.utexas.edu/bitstream/handle/2152/21163/usluok-dissertation-2013.pdf?sequence=1)
• van der Wal, M. F., de Wit, C. A. M., & Hirasing, R. A. (2003). Psychosocial health among young victims and offenders of direct and indirect bullying. Pediatrics, 111, 1312–1317.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
• Wolke, D., Woods, S., Bloomfield, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. Journal of Child Psychology and Psychiatry, 41(8), 989–1002.