A F Selvi
Biographic Data
| ID | 52783 |
|---|---|
| NAME | A F Selvi |
| GIVEN NAMES | A F |
| FAMILY NAME | Selvi |
| SIGNATURE | SELVI A F |
| AFFILIATIONS | University of Alabama |
| ORCID | 0000-0002-1122-9770 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Meet your new AI teacher
Amid the “breathless hype” surrounding generative AI in language education, this paper critically analyzes 48 online platforms claiming to use AI technologies through Critical Discourse Analysis and platformization theory (Poell, Thomas, David Nieborg & José van Dijck. 2019. Platformisation. Internet Policy Review 8(4). 1–13). It reveals how these platforms strategically brand themselves (e.g., .ai domain names) to appear cutting-edge, capitalizi…
Teachers as influencers and personal brands on Instagram
Informed by the platformization and (micro)celebrification of language teachers as social media influencers, this study examines the underexplored nexus of influencer culture, language ideology, and entrepreneurial self-branding in ELT. It analyzes the self-positioning of 48 Instagram edu-influencers creating English language content for Turkish-speaking audiences. Using the Discourse Historical Approach within Critical Discourse Analysis, the st…
The myopic focus on decoloniality in applied linguistics and English language education
The recent surge in acknowledging and critically engaging with identity, advocacy, social justice, criticality, anti-racism, and decolonization in applied linguistics has initiated a process aimed at destabilizing, disrupting, and eventually transforming the geopolitics of knowledge, epistemological orientations, ideological commitments, and methodological practices in research. The current study investigates the evolutionary trajectory of decolo…
English medium instruction and the commodification of higher education in Northern Cyprus
What's in the Syllabus? Deconstructing Global Englishes Course Syllabi
Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large‐scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory …
Research on “native” and “non-native” English-speaking teachers
Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, exam…
Türkiye,” not “Turkey
This paper critically examines the recent presidential memorandum that replaced the Anglicized exonymic version “Turkey” with the endonym “Türkiye” as a conscious, performative and public relations campaign at both national and international levels. On the surface, this change addresses populist sociolinguistic hypersensitivities surrounding the connotations of the term “turkey” while simultaneously harnessing the commodification and marketizatio…
English in Northern Cyprus
Much has been written and said about the roles, functions, and status of English and its diverse implications in local contexts and for people therein. However, Northern Cyprus stands out as a ‘blind spot’ as it is often annexed in studies related to Turkey or diluted within discussions focusing on Cyprus – which collectively leads to limited, partial, and tangential accounts of the complexities embedded in the local context. Departing from this …
Navigating the complexities of criticality and identity in ELT
This collaborative autoethnographic inquiry presents a snapshot of our critical and contextualized perspectives and experiences surrounding the issues and ideologies pertinent to (non-)nativeness in and beyond language education evolved across time and space. We adopt the methodological lens of ‘collaborative autoethnographic inquiry’ to discuss how conversation and collaboration, while proving tense at times, can constructively shape participant…
Resisting English medium instruction through digital grassroots activism
Recently, we have been witnessing the emergence of digital grassroots activism in social networking sites (e.g. Facebook) – affording discursive tools and spaces to engage in normative approaches to preserve Turkish(ness) and raise ideological oppositions against English medium instruction (EMI). By linking Critical Discourse Analysis (Fairclough, N. 2013. Critical Discourse Analysis: The Critical Study of Language. London, UK: Routledge.) with t…
A scoping review of world Englishes in the Middle East and North Africa
This study presents the first scoping review (Arksey & O'Malley, 2005; Levac, Colquhoun, & O'Brien, 2010) of world Englishes (WE) research in the Middle East and North Africa (MENA) – providing a knowledge synthesis of studies related to the sociolinguistic dynamics and realities of English(es) in one of the most underexplored WE contexts. Although the burgeoning research on English in the region focuses on macro sociolinguistic issues, language …
(Mis-/Under-)Representations of Gender and Sexuality in Locally-Produced ELT Materials
The current study examines how gender and sexualities are represented in the ELT instructional materials (i.e., handouts) developed and used “locally” in an Intensive English Program housed at a major state university in Turkey. The findings revealed that these materials stood on the biased end of the gender representation spectrum both in quantitative and qualitative terms, and that heterosexuality is the norm. It showcased the tendency to bolst…
Qualitative content analysis
Increasingly utilized by researchers in a wide variety of disciplines, ranging from nursing to applied linguistics, qualitative content analysis (QCA) is referred to as a powerful analytical method used for the subjective interpretation of the contents of qualitative data in a systematic and context-dependent manner ( Mayring, 2014 ; Schrier, 2014). The current chapter situates QCA as an analytical tool different both from its quantitative counte…
Borderland negotiations of identity in language education
Anzaldúa’s (1987, 2002) conceptual lens of “borderland spaces” can contribute greatly to understanding the complexity of language teaching and learning, in which individuals continually encounter, wrestle with and cross borders of “language,” “culture,” “place,” and “identity” (Rutherford, 1990), as well as affirm and reify them in complex and, in many cases, seemingly conflicting ways. Building on and extending the growing body of research on id…
Destabilizing Critical “Assumptions” in (English) Language Teaching
This introduction unpacks the scope of the special issue (SI), and underscores the guest editors’ desire to prompt readers to engage with and reflect upon critical assumptions and unanswered questions within—and pertaining to—ELT
The role of teacher education at a crossroads of tensions and opportunities
The unparalleled demand, use and appropriation of English as the world’s ‘international language’ or ‘lingua franca’ is a high-priority item on educational agendas across the globe. Seen in tandem
English as the language of marketspeak
The ubiquitous spread of English is vividly observed in local linguistic landscapes and urban spaces around the world, and Turkey is no exception. Emerging as a bona fide line of inquiry at the nexus of sociolinguistics, sociology, social psychology, geography and media studies (Sebba, 2010), linguistic landscaping examines the dynamic relationship of English vis-à-vis the local languages, and documents, analyzes and interprets the attributes, pa…
Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry
Conceptualizing and Confronting Inequity
This article examines inequity as conceptualized and approached within and through the non-native English speakers in TESOL (NNEST) “movement.”11 Within the TESOL International Association, NNEST stands for “Non-native English speakers in TESOL” (NNEST Interest Section [IS], 2014b NNEST Interest Section. (2014b). Homepage. Retrieved from http://nnest.asu.edu/. [Google Scholar]). The NNEST movement refers to the critically-oriented groundswell of …
The medium-of-instruction debate in Turkey
Situated at the intersection of sociolinguistic and educational planes, English as a medium-of-instruction debate has always been at the crux of the intense debates, and offers a lens for a systematic investigation of the spread of English in Turkey. As Turkey is moving toward greater integration with the European Union and promoting its competitiveness at the global level, the medium-of-instruction debate is more relevant than ever. Departing fr…
George Braine
Today we live in a very interesting world. The English language, spoken approximately by two billion people in varying degrees of proficiencies (Graddol 2006), is now considered to be ‘the world's first truly global language’ (Crystal 2004: 4) and believed to have ‘touched the lives of so many people, in so many cultures and continents, in so many functional roles, and with so much prestige’ (Kachru 1990: 5). What makes this picture even more int…
World Englishes in the Turkish sociolinguistic context
Part of the Expanding Circle in Kachruvian concentric conceptualization of the Englishes around the globe, English in Turkey has no recognized official status in the State. Nevertheless, English performs an array of functions in different domains in the country in addition to being used as a medium of international communication with the rest of the world. The main argument of the paper is twofold: first, to present certain sociolinguistic charac…
World Englishes in the Turkish sociolinguistic context
Part of the Expanding Circle in Kachruvian concentric conceptualization of the Englishes around the globe, English in Turkey has no recognized official status in the State. Nevertheless, English performs an array of functions in different domains in the country in addition to being used as a medium of international communication with the rest of the world. The main argument of the paper is twofold: first, to present certain sociolinguistic charac…
Research on “native” and “non-native” English-speaking teachers
Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, exam…
The medium-of-instruction debate in Turkey
Situated at the intersection of sociolinguistic and educational planes, English as a medium-of-instruction debate has always been at the crux of the intense debates, and offers a lens for a systematic investigation of the spread of English in Turkey. As Turkey is moving toward greater integration with the European Union and promoting its competitiveness at the global level, the medium-of-instruction debate is more relevant than ever. Departing fr…
What's in the Syllabus? Deconstructing Global Englishes Course Syllabi
Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large‐scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory …
(Mis-/Under-)Representations of Gender and Sexuality in Locally-Produced ELT Materials
The current study examines how gender and sexualities are represented in the ELT instructional materials (i.e., handouts) developed and used “locally” in an Intensive English Program housed at a major state university in Turkey. The findings revealed that these materials stood on the biased end of the gender representation spectrum both in quantitative and qualitative terms, and that heterosexuality is the norm. It showcased the tendency to bolst…
Destabilizing Critical “Assumptions” in (English) Language Teaching
This introduction unpacks the scope of the special issue (SI), and underscores the guest editors’ desire to prompt readers to engage with and reflect upon critical assumptions and unanswered questions within—and pertaining to—ELT
Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry
Türkiye,” not “Turkey
This paper critically examines the recent presidential memorandum that replaced the Anglicized exonymic version “Turkey” with the endonym “Türkiye” as a conscious, performative and public relations campaign at both national and international levels. On the surface, this change addresses populist sociolinguistic hypersensitivities surrounding the connotations of the term “turkey” while simultaneously harnessing the commodification and marketizatio…
Resisting English medium instruction through digital grassroots activism
Recently, we have been witnessing the emergence of digital grassroots activism in social networking sites (e.g. Facebook) – affording discursive tools and spaces to engage in normative approaches to preserve Turkish(ness) and raise ideological oppositions against English medium instruction (EMI). By linking Critical Discourse Analysis (Fairclough, N. 2013. Critical Discourse Analysis: The Critical Study of Language. London, UK: Routledge.) with t…
George Braine
Today we live in a very interesting world. The English language, spoken approximately by two billion people in varying degrees of proficiencies (Graddol 2006), is now considered to be ‘the world's first truly global language’ (Crystal 2004: 4) and believed to have ‘touched the lives of so many people, in so many cultures and continents, in so many functional roles, and with so much prestige’ (Kachru 1990: 5). What makes this picture even more int…
World Englishes in the Turkish sociolinguistic context
Part of the Expanding Circle in Kachruvian concentric conceptualization of the Englishes around the globe, English in Turkey has no recognized official status in the State. Nevertheless, English performs an array of functions in different domains in the country in addition to being used as a medium of international communication with the rest of the world. The main argument of the paper is twofold: first, to present certain sociolinguistic charac…
The medium-of-instruction debate in Turkey
Situated at the intersection of sociolinguistic and educational planes, English as a medium-of-instruction debate has always been at the crux of the intense debates, and offers a lens for a systematic investigation of the spread of English in Turkey. As Turkey is moving toward greater integration with the European Union and promoting its competitiveness at the global level, the medium-of-instruction debate is more relevant than ever. Departing fr…
Conceptualizing and Confronting Inequity
This article examines inequity as conceptualized and approached within and through the non-native English speakers in TESOL (NNEST) “movement.”11 Within the TESOL International Association, NNEST stands for “Non-native English speakers in TESOL” (NNEST Interest Section [IS], 2014b NNEST Interest Section. (2014b). Homepage. Retrieved from http://nnest.asu.edu/. [Google Scholar]). The NNEST movement refers to the critically-oriented groundswell of …
The role of teacher education at a crossroads of tensions and opportunities
The unparalleled demand, use and appropriation of English as the world’s ‘international language’ or ‘lingua franca’ is a high-priority item on educational agendas across the globe. Seen in tandem
English as the language of marketspeak
The ubiquitous spread of English is vividly observed in local linguistic landscapes and urban spaces around the world, and Turkey is no exception. Emerging as a bona fide line of inquiry at the nexus of sociolinguistics, sociology, social psychology, geography and media studies (Sebba, 2010), linguistic landscaping examines the dynamic relationship of English vis-à-vis the local languages, and documents, analyzes and interprets the attributes, pa…
Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry
Qualitative content analysis
Increasingly utilized by researchers in a wide variety of disciplines, ranging from nursing to applied linguistics, qualitative content analysis (QCA) is referred to as a powerful analytical method used for the subjective interpretation of the contents of qualitative data in a systematic and context-dependent manner ( Mayring, 2014 ; Schrier, 2014). The current chapter situates QCA as an analytical tool different both from its quantitative counte…
Borderland negotiations of identity in language education
Anzaldúa’s (1987, 2002) conceptual lens of “borderland spaces” can contribute greatly to understanding the complexity of language teaching and learning, in which individuals continually encounter, wrestle with and cross borders of “language,” “culture,” “place,” and “identity” (Rutherford, 1990), as well as affirm and reify them in complex and, in many cases, seemingly conflicting ways. Building on and extending the growing body of research on id…
Destabilizing Critical “Assumptions” in (English) Language Teaching
This introduction unpacks the scope of the special issue (SI), and underscores the guest editors’ desire to prompt readers to engage with and reflect upon critical assumptions and unanswered questions within—and pertaining to—ELT
(Mis-/Under-)Representations of Gender and Sexuality in Locally-Produced ELT Materials
The current study examines how gender and sexualities are represented in the ELT instructional materials (i.e., handouts) developed and used “locally” in an Intensive English Program housed at a major state university in Turkey. The findings revealed that these materials stood on the biased end of the gender representation spectrum both in quantitative and qualitative terms, and that heterosexuality is the norm. It showcased the tendency to bolst…
A scoping review of world Englishes in the Middle East and North Africa
This study presents the first scoping review (Arksey & O'Malley, 2005; Levac, Colquhoun, & O'Brien, 2010) of world Englishes (WE) research in the Middle East and North Africa (MENA) – providing a knowledge synthesis of studies related to the sociolinguistic dynamics and realities of English(es) in one of the most underexplored WE contexts. Although the burgeoning research on English in the region focuses on macro sociolinguistic issues, language …
Navigating the complexities of criticality and identity in ELT
This collaborative autoethnographic inquiry presents a snapshot of our critical and contextualized perspectives and experiences surrounding the issues and ideologies pertinent to (non-)nativeness in and beyond language education evolved across time and space. We adopt the methodological lens of ‘collaborative autoethnographic inquiry’ to discuss how conversation and collaboration, while proving tense at times, can constructively shape participant…
Resisting English medium instruction through digital grassroots activism
Recently, we have been witnessing the emergence of digital grassroots activism in social networking sites (e.g. Facebook) – affording discursive tools and spaces to engage in normative approaches to preserve Turkish(ness) and raise ideological oppositions against English medium instruction (EMI). By linking Critical Discourse Analysis (Fairclough, N. 2013. Critical Discourse Analysis: The Critical Study of Language. London, UK: Routledge.) with t…
English in Northern Cyprus
Much has been written and said about the roles, functions, and status of English and its diverse implications in local contexts and for people therein. However, Northern Cyprus stands out as a ‘blind spot’ as it is often annexed in studies related to Turkey or diluted within discussions focusing on Cyprus – which collectively leads to limited, partial, and tangential accounts of the complexities embedded in the local context. Departing from this …
Research on “native” and “non-native” English-speaking teachers
Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, exam…
Türkiye,” not “Turkey
This paper critically examines the recent presidential memorandum that replaced the Anglicized exonymic version “Turkey” with the endonym “Türkiye” as a conscious, performative and public relations campaign at both national and international levels. On the surface, this change addresses populist sociolinguistic hypersensitivities surrounding the connotations of the term “turkey” while simultaneously harnessing the commodification and marketizatio…
Teachers as influencers and personal brands on Instagram
Informed by the platformization and (micro)celebrification of language teachers as social media influencers, this study examines the underexplored nexus of influencer culture, language ideology, and entrepreneurial self-branding in ELT. It analyzes the self-positioning of 48 Instagram edu-influencers creating English language content for Turkish-speaking audiences. Using the Discourse Historical Approach within Critical Discourse Analysis, the st…
The myopic focus on decoloniality in applied linguistics and English language education
The recent surge in acknowledging and critically engaging with identity, advocacy, social justice, criticality, anti-racism, and decolonization in applied linguistics has initiated a process aimed at destabilizing, disrupting, and eventually transforming the geopolitics of knowledge, epistemological orientations, ideological commitments, and methodological practices in research. The current study investigates the evolutionary trajectory of decolo…
English medium instruction and the commodification of higher education in Northern Cyprus
What's in the Syllabus? Deconstructing Global Englishes Course Syllabi
Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large‐scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory …
Meet your new AI teacher
Amid the “breathless hype” surrounding generative AI in language education, this paper critically analyzes 48 online platforms claiming to use AI technologies through Critical Discourse Analysis and platformization theory (Poell, Thomas, David Nieborg & José van Dijck. 2019. Platformisation. Internet Policy Review 8(4). 1–13). It reveals how these platforms strategically brand themselves (e.g., .ai domain names) to appear cutting-edge, capitalizi…
Sociology (19 works) · Political science (15 works) · Second Language Learning and Teaching (15 works) · Multilingual Education and Policy (13 works) · Linguistics (12 works) · Pedagogy (11 works) · EFL/ESL Teaching and Learning (10 works) · Psychology (8 works) · Epistemology (5 works) · Gender Studies (5 works)