"Defining Levels of International Posture Among Undergraduate Primary School Teachers in Türkiye

Association of English Language Teacher Educators (AELTE) 3rd ConferenceELTE, Amasya, Türkiye, 18 - 19 Ekim 2024, ss.12-13

In Türkiye, the inclusion of “Foreign Language Teaching in Primary Education” in

teacher education programs reflects the need to equip future teachers with language skills due

to early language acquisition benefits and the global importance of English. This study

investigates the international posture levels of undergraduate primary school teachers.

International posture, defined by attitudes, motivations, and openness toward cross-cultural

communication and global engagement, is a critical factor in preparing teachers for the

demands of a globalized educational environment. Using Yashima’s (2009) International

Posture Scale as a framework, this research categorizes teachers’ postures into four levels:

low, moderate, and high. These levels reflect varying degrees of interest in global affairs,

willingness to communicate internationally, and comfort in integrating global perspectives

into their teaching practice. Findings indicate that teachers with higher international postures

are more likely to foster multiculturalism and global citizenship in the classroom, equipping

young learners with the skills necessary for success in an interconnected world. The results

highlight the importance of international posture in teacher training programs and its impact

on promoting a global mindset in primary education.

Keywords: International Posture, Pre-Primary School Teachers, Language Teaching in

Primary Education, Young Learners