Emre Debreli
Datos Biográficos
| ID | 6479688 |
|---|---|
| NOMBRE | Emre Debreli |
| NOMBRES | Emre |
| APELLIDO | Debreli |
| FIRMA | DEBRELI E |
| AFILIACIONES | Cyprus International University |
| ORCID | 0000-0001-5706-0264 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
When policy is silent
As English-medium instruction (EMI) expands across internationalised higher education, attention has focused on how institutional language policies are enacted in practice. While research has highlighted teachers’ role in mediating EMI policy, less is known about how repeated pedagogical practices become unofficial yet consequential forms of language regulation. This study investigates how teachers contribute to hidden language policy in EMI high…
Negotiating agency and emotional wellbeing in AI-infused ELT practicum
This qualitative study explored how pre-service English language teaching (ELT) trainees negotiated professional agency and emotional wellbeing and how these two processes interacted during practicum experiences in artificial intelligence (AI) and digitally enriched practicum. Guided by the ecological model of teacher agency (EMTA) and the job demands–resources (JD-R) framework, the study examined how technological affordances and institutional c…
Translanguaging, identity, and ecology
This integrative review synthesizes research on translanguaging and multilingual pedagogies published between 2014 and 2025, tracing their theoretical, empirical, and methodological development across diverse educational contexts. Drawing on a wide range of studies, it shows how translanguaging has expanded from a descriptive account of bilingual communication into a critical pedagogical and sociocultural framework that reframes language learning…
Identity as ideological practice
Beyond Multilingualism
This study examines how raciolinguistic ideologies are enacted through classroom interaction in a superdiverse higher education context where English functions as a shared medium of communication. Drawing on approximately 12 h of video‐recorded classroom data, stimulated recall interviews with instructors, and classroom artefacts, the study adopts a qualitative, interaction‐focused approach to analyze how teachers evaluate and position students’ …
Teachers’ linguistic reasoning about interculturality in ELT
This study examines how ELT teacher educators conceptualise and reason about interculturality in their pedagogical practices. Although interculturality is a central concern in language education, little is known about how educators justify its place in teacher preparation. Drawing on linguistic reasoning as the main lens, supported by epistemic cognition, the study explores how educators describe, compare, and justify intercultural aims, and how …
Transforming teacher identity and pedagogy through professional learning communities in multilingual English language programs
This study investigates how participation in a Professional Learning Community (PLC) shaped English language teachers’ identities and pedagogical practices in a multilingual university preparatory programme. Drawing on Communities of Practice (CoP) theory, it examines how teachers negotiated professional roles, experimented with responsive instructional strategies and navigated institutional constraints in an internationalised higher-education co…
Translanguaging in ELT Teacher Education in Türkiye
This study investigates how translanguaging is conceptualized, enacted, and constrained within English language teaching (ELT) teacher education in Türkiye. Drawing on data from 18 teacher educators, 24 pre‐service teachers, classroom observations, reflective journals, semi‐structured interviews, focus groups, and institutional documents across four ELT programs, the research shows that translanguaging was widely practiced yet unevenly understood…
Exploring language teacher roles at a higher education context through the lens of critical pedagogy
A study of literacy teaching in state primary schools of Northern Cyprus
This study explores current literacy education in state primary schools of Northern Cyprus from the perspective of primary school teachers. The Northern Cyprus context is unique in that it has recently been receiving a considerable number of immigrants and state primary schools now include students from various backgrounds. This then raises the need for exploration of the issue of how literacy is taught to these culturally and socially diverse st…
A study of literacy teaching in state primary schools of Northern Cyprus
This study explores current literacy education in state primary schools of Northern Cyprus from the perspective of primary school teachers. The Northern Cyprus context is unique in that it has recently been receiving a considerable number of immigrants and state primary schools now include students from various backgrounds. This then raises the need for exploration of the issue of how literacy is taught to these culturally and socially diverse st…
Exploring language teacher roles at a higher education context through the lens of critical pedagogy
When policy is silent
As English-medium instruction (EMI) expands across internationalised higher education, attention has focused on how institutional language policies are enacted in practice. While research has highlighted teachers’ role in mediating EMI policy, less is known about how repeated pedagogical practices become unofficial yet consequential forms of language regulation. This study investigates how teachers contribute to hidden language policy in EMI high…
Negotiating agency and emotional wellbeing in AI-infused ELT practicum
This qualitative study explored how pre-service English language teaching (ELT) trainees negotiated professional agency and emotional wellbeing and how these two processes interacted during practicum experiences in artificial intelligence (AI) and digitally enriched practicum. Guided by the ecological model of teacher agency (EMTA) and the job demands–resources (JD-R) framework, the study examined how technological affordances and institutional c…
Translanguaging, identity, and ecology
This integrative review synthesizes research on translanguaging and multilingual pedagogies published between 2014 and 2025, tracing their theoretical, empirical, and methodological development across diverse educational contexts. Drawing on a wide range of studies, it shows how translanguaging has expanded from a descriptive account of bilingual communication into a critical pedagogical and sociocultural framework that reframes language learning…
Identity as ideological practice
Beyond Multilingualism
This study examines how raciolinguistic ideologies are enacted through classroom interaction in a superdiverse higher education context where English functions as a shared medium of communication. Drawing on approximately 12 h of video‐recorded classroom data, stimulated recall interviews with instructors, and classroom artefacts, the study adopts a qualitative, interaction‐focused approach to analyze how teachers evaluate and position students’ …
Teachers’ linguistic reasoning about interculturality in ELT
This study examines how ELT teacher educators conceptualise and reason about interculturality in their pedagogical practices. Although interculturality is a central concern in language education, little is known about how educators justify its place in teacher preparation. Drawing on linguistic reasoning as the main lens, supported by epistemic cognition, the study explores how educators describe, compare, and justify intercultural aims, and how …
Transforming teacher identity and pedagogy through professional learning communities in multilingual English language programs
This study investigates how participation in a Professional Learning Community (PLC) shaped English language teachers’ identities and pedagogical practices in a multilingual university preparatory programme. Drawing on Communities of Practice (CoP) theory, it examines how teachers negotiated professional roles, experimented with responsive instructional strategies and navigated institutional constraints in an internationalised higher-education co…
Translanguaging in ELT Teacher Education in Türkiye
This study investigates how translanguaging is conceptualized, enacted, and constrained within English language teaching (ELT) teacher education in Türkiye. Drawing on data from 18 teacher educators, 24 pre‐service teachers, classroom observations, reflective journals, semi‐structured interviews, focus groups, and institutional documents across four ELT programs, the research shows that translanguaging was widely practiced yet unevenly understood…
Multilingual Education and Policy (7 obras) · EFL/ESL Teaching and Learning (6 obras) · Second Language Learning and Teaching (6 obras) · Multilingualism (4 obras) · Higher education (3 obras) · Ideology (3 obras) · Translanguaging (3 obras) · Context (archaeology (2 obras) · Curriculum (2 obras) · Geography (2 obras)