Coşkun Aysal, Özge

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Profile URL
https://hdl.handle.net/20.500.14365/7048
Name Variants
Coskun Aysal, Ozge
Aysal, Özge Coşkun
Job Title
Email Address
ozge.coskun@ieu.edu.tr
Main Affiliation
13.02. English Preparatory Program
Status
Current Staff
Website
ORCID ID
0000-0002-0672-4603
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Scholarly Output

2

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2

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Now showing 1 - 2 of 2
  • Thumbnail Image
    Article
    Low Social Status, High Individual Status: Turkish Translators in the State and Private Sectors
    (2020) Coşkun Aysal, Özge; Tunalı, Gülfer
    The translation literature indicates a negative perception regarding the translator status and the translation profession. This study aims to explore how the state and private sector translators’ social, symbolic, cultural capital and translatorial habitus are related to their self-perceptions of status as a professional group in Turkey. With this aim in mind, semi-structured in-depth interviews were conducted with thirteen translators who work in the state and private sectors in Turkey. The results of the interviews are discussed in the light of Pierre Bourdieu’s key concepts of capital and habitus. According to the findings of the study, translation is not still a fully established profession in Turkey. The findings also indicate that translators don't assign the same value to all the capital forms. Especially the possession of a distinctive cultural capital in an unregulated field leads them to develop a professional habitus of proud, satisfied, committed experts. In light of the qualitative findings this study argues that the social negative narratives regarding the translation profession in Turkey clash with the translators’ personal narratives in terms of their social, symbolic, cultural capital and translatorial habitus.
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    Article
    Learning Organisations as Quality Organisations: Learning Organisation Tendencies of Schools of Foreign Languages in Turkish Higher Education
    (Routledge Journals, Taylor & Francis Ltd, 2025) Coşkun Aysal, Özge; Firat, Necla Sahin
    Schools of Foreign Languages (SFLs), especially in English Medium Instruction (EMI) settings, face intense pressure to meet and sustain high standards of quality; from having qualified instructors to implementing reliable curricula and assessments. To meet these demands, it is essential that SFLs function as learning organizations, where staff continuously create, acquire, and transfer knowledge (Garvin et al., 2008). This study investigates the perceptions of 406 lecturers working in Schools of Foreign Languages (SFLs) across T & uuml;rkiye during the 2023-2024 academic year. The findings indicate that lecturers perceived their institutions as having a high tendency to be learning organizations. Significant differences did emerge in relation to lecturers' educational qualifications. Lecturers' perceptions of the learning environment were also shaped by the academic titles and managerial experience of their directors. These findings highlight internal dynamics that affect quality assurance in EMI and offer actionable insights for institutional improvement.