Naciye Kunt
Biographic Data
| ID | 153211 |
|---|---|
| NAME | Naciye Kunt |
| GIVEN NAMES | Naciye |
| FAMILY NAME | Kunt |
| SIGNATURE | KUNT N |
| AFFILIATIONS | Eastern Mediterranean University |
| ORCID | 0000-0003-0105-3123 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Voices Across the EFL Classroom
Aims and Objectives: Global technologies and demographic trends have impacted English as a foreign language instruction on widespread scale. Despite the abundance of studies on multilingual paradigms in higher education context, research remains rather scant on perspectives that account for the entirety of stakeholders involved in the process. This study analyzes learners’, teachers’, and administrators’ conceptual and pedagogical engagement with…
Navigating identity, empowerment, and marginalization in a Turkish EMI terrain
Emotions, identity, and investment in EMI
Do Bi/Multilingual Learners Play by the Rules of the Game? A Postmodern Approach to L1/L2 Use and Learner Investment
The concomitant relationship among language, identity and power has been intimately connected to the ELT world. The bi/multilingual learner identity negotiation has been viewed as a site of struggle from a postmodernist perspective. To this end, learners’ existing capital in relation to their involvement in new capital is a significant issue in educational inquiries. In this narrative inquiry, the researchers aimed to uncover bi/multilingual lear…
“I’ll do it in my own class”
This paper reports a longitudinal case study exploring the identity construction of a novice English as a Foreign Language (EFL) teacher in Turkey. The study applies sociocultural and post-structural approaches to teacher education and identity formation. It traces the teacher’s experiences of becoming and being a teacher drawing upon her reflective teaching narratives, her teaching diary, semi-structured interviews, and the researchers’ observat…
Language learning under the shadow of conflict
Internationalism, migration, and education
Cyprus has always witnessed an influx of refugees and migrants as a conflict and contact zone and become a destination country for many international students for the last two decades. In the age of an unprecedented diversity and accentuated internationalist theories worldwide, pluralistic pedagogies embellished with nationally monoglossic discourses have become iconized pressing trends in education precipitating a dichotomous doom‐loop vis‐à‐vis…
Acculturation of university students in Northern Cyprus
This study addresses learner acculturation in the English Preparatory School of Eastern Mediterranean University in Famagusta, Northern Cyprus, and it examines the role of learners’ social and cultural identities conveyed through teaching English in a foreign language context. Qualitative research using in-depth interviews with 10 participants of Turkish, Azeri, Uygur (China) origin, and Palestinian students, was employed to gain a nuanced unders…
Language learning in conflictual contexts
The Turkish Cypriot and Greek Cypriot communities in Cyprus have been divided for the last five decades. This study investigated whether the recent introduction of Greek language studies in Turkish Cypriot secondary schools affects students’ attitudes towards the language, its speakers and culture, and motivation to study the language. Findings revealed that students studying Greek (experimental group) report having more positive attitudes toward…
Language learning in conflictual contexts
The Turkish Cypriot and Greek Cypriot communities in Cyprus have been divided for the last five decades. This study investigated whether the recent introduction of Greek language studies in Turkish Cypriot secondary schools affects students’ attitudes towards the language, its speakers and culture, and motivation to study the language. Findings revealed that students studying Greek (experimental group) report having more positive attitudes toward…
Do Bi/Multilingual Learners Play by the Rules of the Game? A Postmodern Approach to L1/L2 Use and Learner Investment
The concomitant relationship among language, identity and power has been intimately connected to the ELT world. The bi/multilingual learner identity negotiation has been viewed as a site of struggle from a postmodernist perspective. To this end, learners’ existing capital in relation to their involvement in new capital is a significant issue in educational inquiries. In this narrative inquiry, the researchers aimed to uncover bi/multilingual lear…
Emotions, identity, and investment in EMI
Internationalism, migration, and education
Cyprus has always witnessed an influx of refugees and migrants as a conflict and contact zone and become a destination country for many international students for the last two decades. In the age of an unprecedented diversity and accentuated internationalist theories worldwide, pluralistic pedagogies embellished with nationally monoglossic discourses have become iconized pressing trends in education precipitating a dichotomous doom‐loop vis‐à‐vis…
Language learning in conflictual contexts
The Turkish Cypriot and Greek Cypriot communities in Cyprus have been divided for the last five decades. This study investigated whether the recent introduction of Greek language studies in Turkish Cypriot secondary schools affects students’ attitudes towards the language, its speakers and culture, and motivation to study the language. Findings revealed that students studying Greek (experimental group) report having more positive attitudes toward…
Acculturation of university students in Northern Cyprus
This study addresses learner acculturation in the English Preparatory School of Eastern Mediterranean University in Famagusta, Northern Cyprus, and it examines the role of learners’ social and cultural identities conveyed through teaching English in a foreign language context. Qualitative research using in-depth interviews with 10 participants of Turkish, Azeri, Uygur (China) origin, and Palestinian students, was employed to gain a nuanced unders…
“I’ll do it in my own class”
This paper reports a longitudinal case study exploring the identity construction of a novice English as a Foreign Language (EFL) teacher in Turkey. The study applies sociocultural and post-structural approaches to teacher education and identity formation. It traces the teacher’s experiences of becoming and being a teacher drawing upon her reflective teaching narratives, her teaching diary, semi-structured interviews, and the researchers’ observat…
Language learning under the shadow of conflict
Internationalism, migration, and education
Cyprus has always witnessed an influx of refugees and migrants as a conflict and contact zone and become a destination country for many international students for the last two decades. In the age of an unprecedented diversity and accentuated internationalist theories worldwide, pluralistic pedagogies embellished with nationally monoglossic discourses have become iconized pressing trends in education precipitating a dichotomous doom‐loop vis‐à‐vis…
Do Bi/Multilingual Learners Play by the Rules of the Game? A Postmodern Approach to L1/L2 Use and Learner Investment
The concomitant relationship among language, identity and power has been intimately connected to the ELT world. The bi/multilingual learner identity negotiation has been viewed as a site of struggle from a postmodernist perspective. To this end, learners’ existing capital in relation to their involvement in new capital is a significant issue in educational inquiries. In this narrative inquiry, the researchers aimed to uncover bi/multilingual lear…
Navigating identity, empowerment, and marginalization in a Turkish EMI terrain
Emotions, identity, and investment in EMI
Voices Across the EFL Classroom
Aims and Objectives: Global technologies and demographic trends have impacted English as a foreign language instruction on widespread scale. Despite the abundance of studies on multilingual paradigms in higher education context, research remains rather scant on perspectives that account for the entirety of stakeholders involved in the process. This study analyzes learners’, teachers’, and administrators’ conceptual and pedagogical engagement with…
Multilingual Education and Policy (8 works) · Linguistics (7 works) · Pedagogy (7 works) · Sociology (7 works) · Psychology (6 works) · Turkish (6 works) · EFL/ESL Teaching and Learning (5 works) · Second Language Learning and Teaching (5 works) · Cyprus History, Politics, Society (3 works) · Identity (music (3 works)