Hayriye Kayi-Aydar – författare

This guide will help higher education institutions create a more purposeful and supportive learning and cultural environment for their multilingual international students.Through a lens of equity and social justice, this volume offers a comprehensive look at the education of multilingual international students (MISs) in higher education. Featuring contributions from leading scholars, this collection tackles issues of inequity in admissions, language testing, mentoring, mental health, and more. It provides critical insights into the diverse experiences of MISs on multilingual and multicultural campuses, along with evidence-based practices and policy recommendations. As universities increasingly recruit international students, this book will help a wide range of professionals to address the specific linguistic, academic, and sociocultural needs of this student population.Book Features:Designed as a practical resource for faculty, administrators, advisors, and decision-makers.Fills a crucial gap in higher education by centering the voices, goals, and needs of MISs and advocating for more just and inclusive institutional policy and practices.Offers a focus on the intersection of both international students and multilingual learners, addressing their unique characteristics.Brings together research-active experts and topics from different fields (counseling and mental health, trauma, teaching pedagogies) that are not often integrated into one resource.

This guide will help higher education institutions create a more purposeful and supportive learning and cultural environment for their multilingual international students.Through a lens of equity and social justice, this volume offers a comprehensive look at the education of multilingual international students (MISs) in higher education. Featuring contributions from leading scholars, this collection tackles issues of inequity in admissions, language testing, mentoring, mental health, and more. It provides critical insights into the diverse experiences of MISs on multilingual and multicultural campuses, along with evidence-based practices and policy recommendations. As universities increasingly recruit international students, this book will help a wide range of professionals to address the specific linguistic, academic, and sociocultural needs of this student population.Book Features:Designed as a practical resource for faculty, administrators, advisors, and decision-makers.Fills a crucial gap in higher education by centering the voices, goals, and needs of MISs and advocating for more just and inclusive institutional policy and practices.Offers a focus on the intersection of both international students and multilingual learners, addressing their unique characteristics.Brings together research-active experts and topics from different fields (counseling and mental health, trauma, teaching pedagogies) that are not often integrated into one resource.

This highly accessible, up-to-date introduction provides an overview of critical applied linguistics through an intersectionality framework. The book reflects recent developments through a discussion and evaluation of key questions, diverse perspectives, and practices for social change. As it unpacks different forms of marginalization and privilege, it relates them to language use, critical pedagogies, and critical intersectional advocacy in applied linguistics. This book is a source of reference for all applied linguists; undergraduate/graduate students in applied linguistics, TESOL, and other relevant programs; classroom teachers; and language teacher educators. It aims to foster critical reflection, critical thinking, and intersectional advocacy. Examples, suggested readings, discussion questions, and questions for reflection not only help personalize the content but also enable the reader to further understand what motivates research, critical practice, and social action in critical applied linguistics.

This highly accessible, up-to-date introduction provides an overview of critical applied linguistics through an intersectionality framework. The book reflects recent developments through a discussion and evaluation of key questions, diverse perspectives, and practices for social change. As it unpacks different forms of marginalization and privilege, it relates them to language use, critical pedagogies, and critical intersectional advocacy in applied linguistics. This book is a source of reference for all applied linguists; undergraduate/graduate students in applied linguistics, TESOL, and other relevant programs; classroom teachers; and language teacher educators. It aims to foster critical reflection, critical thinking, and intersectional advocacy. Examples, suggested readings, discussion questions, and questions for reflection not only help personalize the content but also enable the reader to further understand what motivates research, critical practice, and social action in critical applied linguistics.

This volume examines the agency of second/foreign language teachers in diverse geographical contexts and in both K-12 and adult education. It offers new understandings and conceptualizations of second/foreign language teacher agency through a variety of types of empirical data. It also demonstrates the use of different methodologies or analytic tools to study the multidimensional, dynamic and complex nature of second/foreign language teacher agency. The chapters draw on a range of theories and approaches to language teacher agency (including ecological theory, positioning theory, complexity theory and actor-network theory) that expand our understanding of the concept, while at the same time presenting various analytic approaches such as discourse studies and narrative inquiry. The chapters also analyze the connection of agency to other relevant topics, such as teacher identity, emotions, positioning and autonomy.

This volume examines the agency of second/foreign language teachers in diverse geographical contexts and in both K-12 and adult education. It offers new understandings and conceptualizations of second/foreign language teacher agency through a variety of types of empirical data. It also demonstrates the use of different methodologies or analytic tools to study the multidimensional, dynamic and complex nature of second/foreign language teacher agency. The chapters draw on a range of theories and approaches to language teacher agency (including ecological theory, positioning theory, complexity theory and actor-network theory) that expand our understanding of the concept, while at the same time presenting various analytic approaches such as discourse studies and narrative inquiry. The chapters also analyze the connection of agency to other relevant topics, such as teacher identity, emotions, positioning and autonomy.

This book fills a critical gap in a neglected area in current educational research: international teacher education. It focuses on the preparation of teachers of English as an additional language (EAL) in several world regions. The book consists of chapters by researchers in well-established teacher education programs in 11 countries: Brazil, Canada, China, Finland, Greece, New Zealand, Russia, Saudi Arabia, South Korea, Turkey and the United States of America.  It takes a cross-national, comparative approach around four major focus areas: policy, research, curriculum and practice, offering critical implications that can help improve EAL teacher education programs in different parts of the world. Teacher education is an area that has great potential for international cross-pollination of ideas and actions, and this book represents an important first step along this road.

This book fills a critical gap in a neglected area in current educational research: international teacher education. It focuses on the preparation of teachers of English as an additional language (EAL) in several world regions. The book consists of chapters by researchers in well-established teacher education programs in 11 countries: Brazil, Canada, China, Finland, Greece, New Zealand, Russia, Saudi Arabia, South Korea, Turkey and the United States of America.  It takes a cross-national, comparative approach around four major focus areas: policy, research, curriculum and practice, offering critical implications that can help improve EAL teacher education programs in different parts of the world. Teacher education is an area that has great potential for international cross-pollination of ideas and actions, and this book represents an important first step along this road.

Outstanding original application of intersectionality to language teacher education and multilingual classrooms.This book showcases the construct of intersectionality and how it applies to the multiple dimensions of language and multilingual teacher identities. The chapters illustrate how intersectionality affects teachers’ potential for agency and their pedagogical practices.By highlighting intersectionality’s role in teacher education, the book seeks to understand how all forms of oppressive social practices play out in classrooms and educational contexts, and how an intersectional lens can suggest ways in which to counter these in multilingual classrooms and language teaching.The chapters use a range of methodologies to explore theoretical, empirical and pedagogical implications of an intersectional analysis of language teaching. The book’s insights can and should be used to effect change that benefits everyone in the language classroom and the wider educational community.

This book is about Positioning Theory (Davies & Harré, 1990) and its potential applications in bilingual and multilingual contexts involving teachers, learners, speakers, and users of a second/foreign or additional language.

This book is about Positioning Theory (Davies & Harré, 1990) and its potential applications in bilingual and multilingual contexts involving teachers, learners, speakers, and users of a second/foreign or additional language.

Through insiders’ perspectives and narratives, this edited collection provides insight into the lived experiences of recent graduates of various English Applied Linguistics and/or TESOL doctoral programs in North America. The authors document how their personal and professional identities intersected during their doctoral studies and how these doctoral programs, as learning environments, supported them in their professional development and dissertation research. As such, their insider perspectives and narratives are of special value to those contemplating pursuing such a program, or are in progress towards their own degree, as well as the faculty members who advise and support these doctoral students. Chapters focus on topics immediately relevant to success and persistence in a doctoral program, such as developing a network of mentors, establishing a work-life balance, and professional socialization, among others.All authors are recent graduates of their programs who have been intentionally selected for their recent memories in navigating the process. At a time when doctoral program persistence declines at the intersection of students’ gender and racial background (see Okahana & Zhou, 2019) there is a pressing need to share the insights and lived experiences of those less commonly featured in narratives of the successful doctoral scholar. This need is especially true among TESOL professionals who will teach and learn in diverse, global settings throughout their careers following their graduation. This book contributes to that need, and it is an essential resource for scholars in TESOL/English Applied Linguistics and other similar doctoral programs.