Tuba Yilmaz
Biographic Data
| ID | 2431519 |
|---|---|
| NAME | Tuba Yilmaz |
| GIVEN NAMES | Tuba |
| FAMILY NAME | Yilmaz |
| SIGNATURE | YILMAZ T |
| AFFILIATIONS | University of Utah |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Negotiating Difference in Integrated Two-Way Dual Language Education Programs
Two-way bilingual education (TWBE) programs integrate language minoritized and language majority students to support bilingualism, academic achievement, and sociocultural competence. However, research reveals that unequal power and status relations continue to undermine TWBE’s promise of equity. This article proposes that the traditional focus on language in conceptualizing student integration is insufficient in terms of understanding and negotia…
From epistemic violence to collective resistance
A Multilingualism-as-a-Resource Orientation in Dual Language Education
Dual language educators and program planners rely on the concept of ‘language as a resource’ as a foundational principle of dual language education (DLE). Traditionally, the term has been juxtaposed to viewing language as a problem and treating students’ home linguistic and cultural experiences as a deficit rather than an asset for teaching and learning in school. In this article, we argue that a “multilingualism as a resource” orientation is nee…
A Multilingualism-as-a-Resource Orientation in Dual Language Education
Dual language educators and program planners rely on the concept of ‘language as a resource’ as a foundational principle of dual language education (DLE). Traditionally, the term has been juxtaposed to viewing language as a problem and treating students’ home linguistic and cultural experiences as a deficit rather than an asset for teaching and learning in school. In this article, we argue that a “multilingualism as a resource” orientation is nee…
A Multilingualism-as-a-Resource Orientation in Dual Language Education
Dual language educators and program planners rely on the concept of ‘language as a resource’ as a foundational principle of dual language education (DLE). Traditionally, the term has been juxtaposed to viewing language as a problem and treating students’ home linguistic and cultural experiences as a deficit rather than an asset for teaching and learning in school. In this article, we argue that a “multilingualism as a resource” orientation is nee…
Negotiating Difference in Integrated Two-Way Dual Language Education Programs
Two-way bilingual education (TWBE) programs integrate language minoritized and language majority students to support bilingualism, academic achievement, and sociocultural competence. However, research reveals that unequal power and status relations continue to undermine TWBE’s promise of equity. This article proposes that the traditional focus on language in conceptualizing student integration is insufficient in terms of understanding and negotia…
From epistemic violence to collective resistance
Multilingual Education and Policy (3 works) · EFL/ESL Teaching and Learning (2 works) · Multilingualism (2 works) · Second Language Learning and Teaching (2 works) · Collaborative Teaching and Inclusion (1 work) · Computer Science (1 work) · Context (archaeology (1 work) · Critical consciousness (1 work) · Critical discourse analysis (1 work) · Critical pedagogy (1 work)