Hayriye Kayi‐aydar
Biographic Data
| ID | 3476238 |
|---|---|
| NAME | Hayriye Kayi‐aydar |
| GIVEN NAMES | Hayriye |
| FAMILY NAME | Kayi‐aydar |
| SIGNATURE | AYDAR H K |
| AFFILIATIONS | University of Arizona |
| ORCID | 0000-0001-7434-0807 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 149 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Case Study in Applied Linguistics, Language Education, and Tesol Quarterly
The purpose of this paper is to explain case study design within the context of applied linguistics and language education research and explore its use in the TESOL Quarterly. It will focus on the history and key conceptual underpinnings of case study design, highlighting the principles that guide its use in research. The paper will also examine the application of this method in TESOL Quarterly research, providing two specific examples to demonst…
Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay
Forging common ground in second language acquisition and teaching: A combined synergy statement
In this final article in this guest‐edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different perspectives on SLA/T is not the norm in our field. Our aim has been to promote the intermingling and cross…
Relationality, interconnectedness, and identity: A process‐focused approach to second language acquisition and teaching (SLA/T)
This complex article has six subsections. Following a brief introduction, one team of three co‐authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía‐Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi‐Aydar dev…
A framework for positioning analysis: From identifying to analyzing (pre)positions in narrated story lines
Institutional and Faculty Readiness for Teaching Linguistically Diverse International Students in Educator Preparation Programs in U.S. Universities
Despite the steadily increasing number of linguistically diverse international students (LDISs) in higher education in the U.S, many universities still mostly use curriculum and instruction that are based on monolingual norms (Ginther & Yan, 2018). Thus, the current system fails to accommodate the particular needs of LDISs, which, in addition to further developing their academic language proficiency, includes navigating multicultural perspectives…
Models and Theories of Second Language Motivation: English Language Teachers Respond
Language teacher identity
The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchi…
If Carmen Can Analyze Shakespeare, Everybody Can”: Positions, Conflicts, and Negotiations in the Narratives of Latina Pre-Service Teachers
This study, focusing on the life stories of three pre-service Latina teachers in the United States, explored how they positioned themselves as learners of English and teachers of Spanish in their oral narratives, and how their past experience as minority students shaped their current professional identity negotiations as language teachers. Positioning analysis of their narrative accounts indicated that these female teachers, throughout their educ…
From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies
A language teacher’s agency in the development of her professional identities: A narrative case study
This narrative case study examined how a Hispanic language teacher invested agency while developing professional identities in different contexts. A recursive analysis of interviews and journal entries indicated that the participant’s English language learning experience, the discrimination and marginalization in the work environments, and the knowledge gained through graduate studies all shaped her agency and professional identities development.…
Teacher agency and policy response in English language teaching
Teacher agency and policy response in English language teaching is an edited volume by Patrick C. L. Ng and Esther F. Boucher-Yip. Given the scarce literature on language teacher agency, the book m
Multiple Identities, Negotiations, and Agency Across Time and Space: A Narrative Inquiry of a Foreign Language Teacher Candidate
Drawing on the post-structural views and the literature on teacher identity and agency, and using narrative inquiry, this paper describes how one teacher candidate majoring in Spanish negotiated her identities across time and space and how her identity negotiations interacted with her agency. The recursive analysis of qualitative data sources demonstrates how this particular teacher candidate gave up teaching Spanish, after years of investment an…
Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom
Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication, the article describes how one of the two talkative students became an accepted member of the class whe…
Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers
Language, culture, and community in teacher education
Language, culture, and community in teacher education, by Maria Estela Brisk, New York, Lawrence Erlbaum, 2008, xxiv + 408 pp., US$85.00 (hardback), ISBN 978-0-8058-5697-2, US$30.95 (paperback), IS
Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers
A framework for positioning analysis: From identifying to analyzing (pre)positions in narrated story lines
Language teacher identity
The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchi…
If Carmen Can Analyze Shakespeare, Everybody Can”: Positions, Conflicts, and Negotiations in the Narratives of Latina Pre-Service Teachers
This study, focusing on the life stories of three pre-service Latina teachers in the United States, explored how they positioned themselves as learners of English and teachers of Spanish in their oral narratives, and how their past experience as minority students shaped their current professional identity negotiations as language teachers. Positioning analysis of their narrative accounts indicated that these female teachers, throughout their educ…
A language teacher’s agency in the development of her professional identities: A narrative case study
This narrative case study examined how a Hispanic language teacher invested agency while developing professional identities in different contexts. A recursive analysis of interviews and journal entries indicated that the participant’s English language learning experience, the discrimination and marginalization in the work environments, and the knowledge gained through graduate studies all shaped her agency and professional identities development.…
Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom
Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication, the article describes how one of the two talkative students became an accepted member of the class whe…
From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies
Teacher agency and policy response in English language teaching
Teacher agency and policy response in English language teaching is an edited volume by Patrick C. L. Ng and Esther F. Boucher-Yip. Given the scarce literature on language teacher agency, the book m
Language, culture, and community in teacher education
Language, culture, and community in teacher education, by Maria Estela Brisk, New York, Lawrence Erlbaum, 2008, xxiv + 408 pp., US$85.00 (hardback), ISBN 978-0-8058-5697-2, US$30.95 (paperback), IS
Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom
Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication, the article describes how one of the two talkative students became an accepted member of the class whe…
Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers
Multiple Identities, Negotiations, and Agency Across Time and Space: A Narrative Inquiry of a Foreign Language Teacher Candidate
Drawing on the post-structural views and the literature on teacher identity and agency, and using narrative inquiry, this paper describes how one teacher candidate majoring in Spanish negotiated her identities across time and space and how her identity negotiations interacted with her agency. The recursive analysis of qualitative data sources demonstrates how this particular teacher candidate gave up teaching Spanish, after years of investment an…
A language teacher’s agency in the development of her professional identities: A narrative case study
This narrative case study examined how a Hispanic language teacher invested agency while developing professional identities in different contexts. A recursive analysis of interviews and journal entries indicated that the participant’s English language learning experience, the discrimination and marginalization in the work environments, and the knowledge gained through graduate studies all shaped her agency and professional identities development.…
Teacher agency and policy response in English language teaching
Teacher agency and policy response in English language teaching is an edited volume by Patrick C. L. Ng and Esther F. Boucher-Yip. Given the scarce literature on language teacher agency, the book m
If Carmen Can Analyze Shakespeare, Everybody Can”: Positions, Conflicts, and Negotiations in the Narratives of Latina Pre-Service Teachers
This study, focusing on the life stories of three pre-service Latina teachers in the United States, explored how they positioned themselves as learners of English and teachers of Spanish in their oral narratives, and how their past experience as minority students shaped their current professional identity negotiations as language teachers. Positioning analysis of their narrative accounts indicated that these female teachers, throughout their educ…
From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies
Language teacher identity
The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchi…
Models and Theories of Second Language Motivation: English Language Teachers Respond
A framework for positioning analysis: From identifying to analyzing (pre)positions in narrated story lines
Institutional and Faculty Readiness for Teaching Linguistically Diverse International Students in Educator Preparation Programs in U.S. Universities
Despite the steadily increasing number of linguistically diverse international students (LDISs) in higher education in the U.S, many universities still mostly use curriculum and instruction that are based on monolingual norms (Ginther & Yan, 2018). Thus, the current system fails to accommodate the particular needs of LDISs, which, in addition to further developing their academic language proficiency, includes navigating multicultural perspectives…
Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay
Forging common ground in second language acquisition and teaching: A combined synergy statement
In this final article in this guest‐edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different perspectives on SLA/T is not the norm in our field. Our aim has been to promote the intermingling and cross…
Relationality, interconnectedness, and identity: A process‐focused approach to second language acquisition and teaching (SLA/T)
This complex article has six subsections. Following a brief introduction, one team of three co‐authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía‐Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini introduces an eclectic perspective in which online communication is analyzed multimodally; Kayi‐Aydar dev…
Case Study in Applied Linguistics, Language Education, and Tesol Quarterly
The purpose of this paper is to explain case study design within the context of applied linguistics and language education research and explore its use in the TESOL Quarterly. It will focus on the history and key conceptual underpinnings of case study design, highlighting the principles that guide its use in research. The paper will also examine the application of this method in TESOL Quarterly research, providing two specific examples to demonst…
EFL/ESL Teaching and Learning (13 works) · Multilingual Education and Policy (12 works) · Sociology (12 works) · Linguistics (11 works) · Pedagogy (11 works) · Psychology (10 works) · Second Language Learning and Teaching (9 works) · Computer Science (7 works) · Mathematics education (6 works) · Identity (music (5 works)