Tuba Yılmaz
Biographic Data
| ID | 4860946 |
|---|---|
| NAME | Tuba Yılmaz |
| GIVEN NAMES | Tuba |
| FAMILY NAME | Yılmaz |
| SIGNATURE | YILMAZ T |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0003-2844-1230 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
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
Transcending Boundaries of Intersecting Worlds
This linguistic ethnographic multicase study examines how three Turkish‐American students (ages 6–11) navigate boundaries between home, heritage language school, and mainstream school environments. Grounded in social constructivist theory, the study investigates students' navigational strategies across these three interconnected educational contexts. Data collection included 11 semistructured interviews with students, parents, and teachers, compl…
A multilingualism-as-resource approach in a graduate-level English-medium instruction (EMI) program at a Korean university
The trend of internationalisation of education has resulted in the wider implementation of English Medium Instruction (EMI) programmes in education, especially at the tertiary level. While some of these programmes adopted strict English-dominant policies, others embraced flexible bilingual or multilingual policies to ensure students' learning and wellbeing. This study explored international graduate students' learning and languaging experiences i…
Reimagining raciolinguistic ideologies through an analysis of localized language-in-education policies in Turkey and Korea
As global migration and transnational mobility have increased steadily in the recent few decades, interests in equity-based theories and pedagogies have intensified to respond to racially and linguistically diverse student needs in today's classrooms. Raciolinguistic ideology is a theoretical framework challenging monoglossic language ideologies and the 'White gaze' that privileges White speaking and listening subjects (Flores, N., & Rosa, J. (20…
Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching
Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These…
Translanguaging as a pedagogy for equity of language minoritized students
For years, bilingual programmes have allocated the languages of bilinguals to separate teachers, lessons, or even days or hours of the week to avoid damaging the ‘purity’ of languages, confusing language-minoritized students and hindering their achievement (Creese & Blackledge, 2011. Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43, 1196–1208. doi:10.1016/j.pr…
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…
Translanguaging as a pedagogy for equity of language minoritized students
For years, bilingual programmes have allocated the languages of bilinguals to separate teachers, lessons, or even days or hours of the week to avoid damaging the ‘purity’ of languages, confusing language-minoritized students and hindering their achievement (Creese & Blackledge, 2011. Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43, 1196–1208. doi:10.1016/j.pr…
A multilingualism-as-resource approach in a graduate-level English-medium instruction (EMI) program at a Korean university
The trend of internationalisation of education has resulted in the wider implementation of English Medium Instruction (EMI) programmes in education, especially at the tertiary level. While some of these programmes adopted strict English-dominant policies, others embraced flexible bilingual or multilingual policies to ensure students' learning and wellbeing. This study explored international graduate students' learning and languaging experiences i…
Reimagining raciolinguistic ideologies through an analysis of localized language-in-education policies in Turkey and Korea
As global migration and transnational mobility have increased steadily in the recent few decades, interests in equity-based theories and pedagogies have intensified to respond to racially and linguistically diverse student needs in today's classrooms. Raciolinguistic ideology is a theoretical framework challenging monoglossic language ideologies and the 'White gaze' that privileges White speaking and listening subjects (Flores, N., & Rosa, J. (20…
Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching
Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These…
Translanguaging as a pedagogy for equity of language minoritized students
For years, bilingual programmes have allocated the languages of bilinguals to separate teachers, lessons, or even days or hours of the week to avoid damaging the ‘purity’ of languages, confusing language-minoritized students and hindering their achievement (Creese & Blackledge, 2011. Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43, 1196–1208. doi:10.1016/j.pr…
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…
Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching
Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These…
Reimagining raciolinguistic ideologies through an analysis of localized language-in-education policies in Turkey and Korea
As global migration and transnational mobility have increased steadily in the recent few decades, interests in equity-based theories and pedagogies have intensified to respond to racially and linguistically diverse student needs in today's classrooms. Raciolinguistic ideology is a theoretical framework challenging monoglossic language ideologies and the 'White gaze' that privileges White speaking and listening subjects (Flores, N., & Rosa, J. (20…
A multilingualism-as-resource approach in a graduate-level English-medium instruction (EMI) program at a Korean university
The trend of internationalisation of education has resulted in the wider implementation of English Medium Instruction (EMI) programmes in education, especially at the tertiary level. While some of these programmes adopted strict English-dominant policies, others embraced flexible bilingual or multilingual policies to ensure students' learning and wellbeing. This study explored international graduate students' learning and languaging experiences i…
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
Transcending Boundaries of Intersecting Worlds
This linguistic ethnographic multicase study examines how three Turkish‐American students (ages 6–11) navigate boundaries between home, heritage language school, and mainstream school environments. Grounded in social constructivist theory, the study investigates students' navigational strategies across these three interconnected educational contexts. Data collection included 11 semistructured interviews with students, parents, and teachers, compl…
Multilingual Education and Policy (7 works) · Pedagogy (5 works) · Second Language Learning and Teaching (5 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Multilingualism (4 works) · Sociology (4 works) · Computer Science (3 works) · Psychology (3 works) · Collaborative Teaching and Inclusion (2 works)