Sultan Turkan
Biographic Data
| ID | 1584548 |
|---|---|
| NAME | Sultan Turkan |
| GIVEN NAMES | Sultan |
| FAMILY NAME | Turkan |
| SIGNATURE | TURKAN S |
| AFFILIATIONS | University of Arizona |
| ORCID | 0000-0002-9841-8688 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Reframing English Language Teaching through Engagements with Relationality and Intersectionality
Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students
The study reported in this article investigated the design and implementation of a flexible bilingual mathematics assessment that allows for translanguaging whenever needed, to help the mathematics knowledge of emergent bilingual students emerge. The assessment included 10 mathematics items, six selected-response and four constructed-response items, which were enhanced with dual language supports such as seeing and listening to the items, writing…
Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners
The current interest in evaluating teachers and teacher education programs provides an opportunity to consider the education of diverse learners in K-12 schools in the United States. We address teaching English language learners (ELLs), a rapidly growing population. Challenges lie in holding content teachers of ELLs accountable as they are not adequately prepared to teach ELLs. In this article, we outline complexities surrounding the definition o…
Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. …
That Child Is a Yellow: New Immigrant Children's Conceptions of English Language, Literacy, and Learners' Identities in the NCLB Era
In this article, we utilize the concepts of conceptual metaphors, cultural models, and master myths to discuss the ways by which three new immigrant children, native speakers of Spanish, were developing conceptions of English language, literacy, and learner's identities. Our findings point to 3 main metaphors that were often implicit in the school environment: (a) writing as procedures, (b) English as success, and (c) learners as test scoring cat…
Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. …
Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners
The current interest in evaluating teachers and teacher education programs provides an opportunity to consider the education of diverse learners in K-12 schools in the United States. We address teaching English language learners (ELLs), a rapidly growing population. Challenges lie in holding content teachers of ELLs accountable as they are not adequately prepared to teach ELLs. In this article, we outline complexities surrounding the definition o…
That Child Is a Yellow: New Immigrant Children's Conceptions of English Language, Literacy, and Learners' Identities in the NCLB Era
In this article, we utilize the concepts of conceptual metaphors, cultural models, and master myths to discuss the ways by which three new immigrant children, native speakers of Spanish, were developing conceptions of English language, literacy, and learner's identities. Our findings point to 3 main metaphors that were often implicit in the school environment: (a) writing as procedures, (b) English as success, and (c) learners as test scoring cat…
Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. …
Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners
The current interest in evaluating teachers and teacher education programs provides an opportunity to consider the education of diverse learners in K-12 schools in the United States. We address teaching English language learners (ELLs), a rapidly growing population. Challenges lie in holding content teachers of ELLs accountable as they are not adequately prepared to teach ELLs. In this article, we outline complexities surrounding the definition o…
Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students
The study reported in this article investigated the design and implementation of a flexible bilingual mathematics assessment that allows for translanguaging whenever needed, to help the mathematics knowledge of emergent bilingual students emerge. The assessment included 10 mathematics items, six selected-response and four constructed-response items, which were enhanced with dual language supports such as seeing and listening to the items, writing…
Reframing English Language Teaching through Engagements with Relationality and Intersectionality
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Pedagogy (6 works) · Psychology (6 works) · Mathematics education (5 works) · Linguistics (4 works) · Multilingual Education and Policy (4 works) · Sociology (4 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · English language (2 works) · Philosophy (2 works)