Hilal Peker
Biographic Data
| ID | 5434536 |
|---|---|
| NAME | Hilal Peker |
| GIVEN NAMES | Hilal |
| FAMILY NAME | Peker |
| SIGNATURE | PEKER H |
| AFFILIATIONS | Florida Gulf Coast University |
| ORCID | 0000-0002-2642-3015 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The role of translanguaging in shaping L2 motivation
This study explores the relationship between translanguaging practices and language learning motivation among multilingual English learners in Türkiye, using the L2 Motivational Self System as a guiding framework. By adopting a quantitative approach, it examines how learners’ use of their full linguistic repertoires influences their English learning experiences and motivational self-concepts. The results indicate that translanguaging is positivel…
Born to be an English Speaker
Several maladaptive motivational pathways to success have been investigated in foreignlanguage (L2) learning. However, the links between a fixed mindset and academicsuccess through language selves and academic buoyancy in English PreparatoryPrograms (EPP) of English Medium Instruction (EMI) universities have not beenresearched. Although the L2 Motivational Self System (L2MSS; Dörnyei, 2005) hasbeen extensively used to describe L2 learners’ motiva…
An examination of an inclusive French immersion program and preschoolers' executive functioning skills
This exploratory study examines the relationship between executive functioning (EF) skills and the development of first (L1) and second language (L2) skills of preschool students. The participants of this study are enrolled in a French immersion program offered at an inclusion school combining students with disabilities (special needs) and those without (typically developing). All students were assessed for L1, L2, and EF skills. The findings of …
Making exemption the exception, not the rule
This longitudinal quantitative study examines the first and second language vocabulary development of prekindergarten students enrolled in an inclusive foreign language exploratory (FLEX) program. The FLEX program, framed by the Cognitive Retroactive Hypothesis of cross‐linguistic transfer, is situated in a context where students with special needs are fully included in all academic activities. Data were collected over 2 years from 60 students in…
Teaching and learning vocabulary in context
Studies have documented the contribution of vocabulary knowledge in second language acquisition and have shown the benefits of repetition, creating context, and the use of multimodal instruction across visual and verbal modalities. This study examined instructional strategies used to teach French vocabulary in an inclusive, prekindergarten foreign language exploratory (FLEX) program using data from observations, videorecordings, and assessments o…
Prompting All Students to Learn
This study examined a teacher's prompting strategies and the use of dynamic assessment (DA) in an inclusive prekindergarten French program. Prior research has shown that DA is an effective method to assess both foreign language learning and first language development for typically developing students and for students with special needs, as well as for identifying bilingual students with language impairments. Data were collected from videorecordin…
Early Language Learning for All
This preliminary study examined a prekindergarten multimodal French program conducted for students in an inclusion charter school. Due to the age and varied ability levels of the students, media such as video and songs combined with kinesthetic activities served as the primary instructional approach. Data on children's ability to understand and use simple language were obtained from videorecordings as well as from vocabulary recognition and recal…
Early Language Learning for All
This preliminary study examined a prekindergarten multimodal French program conducted for students in an inclusion charter school. Due to the age and varied ability levels of the students, media such as video and songs combined with kinesthetic activities served as the primary instructional approach. Data on children's ability to understand and use simple language were obtained from videorecordings as well as from vocabulary recognition and recal…
Teaching and learning vocabulary in context
Studies have documented the contribution of vocabulary knowledge in second language acquisition and have shown the benefits of repetition, creating context, and the use of multimodal instruction across visual and verbal modalities. This study examined instructional strategies used to teach French vocabulary in an inclusive, prekindergarten foreign language exploratory (FLEX) program using data from observations, videorecordings, and assessments o…
Prompting All Students to Learn
This study examined a teacher's prompting strategies and the use of dynamic assessment (DA) in an inclusive prekindergarten French program. Prior research has shown that DA is an effective method to assess both foreign language learning and first language development for typically developing students and for students with special needs, as well as for identifying bilingual students with language impairments. Data were collected from videorecordin…
Making exemption the exception, not the rule
This longitudinal quantitative study examines the first and second language vocabulary development of prekindergarten students enrolled in an inclusive foreign language exploratory (FLEX) program. The FLEX program, framed by the Cognitive Retroactive Hypothesis of cross‐linguistic transfer, is situated in a context where students with special needs are fully included in all academic activities. Data were collected over 2 years from 60 students in…
Early Language Learning for All
This preliminary study examined a prekindergarten multimodal French program conducted for students in an inclusion charter school. Due to the age and varied ability levels of the students, media such as video and songs combined with kinesthetic activities served as the primary instructional approach. Data on children's ability to understand and use simple language were obtained from videorecordings as well as from vocabulary recognition and recal…
Prompting All Students to Learn
This study examined a teacher's prompting strategies and the use of dynamic assessment (DA) in an inclusive prekindergarten French program. Prior research has shown that DA is an effective method to assess both foreign language learning and first language development for typically developing students and for students with special needs, as well as for identifying bilingual students with language impairments. Data were collected from videorecordin…
Teaching and learning vocabulary in context
Studies have documented the contribution of vocabulary knowledge in second language acquisition and have shown the benefits of repetition, creating context, and the use of multimodal instruction across visual and verbal modalities. This study examined instructional strategies used to teach French vocabulary in an inclusive, prekindergarten foreign language exploratory (FLEX) program using data from observations, videorecordings, and assessments o…
Making exemption the exception, not the rule
This longitudinal quantitative study examines the first and second language vocabulary development of prekindergarten students enrolled in an inclusive foreign language exploratory (FLEX) program. The FLEX program, framed by the Cognitive Retroactive Hypothesis of cross‐linguistic transfer, is situated in a context where students with special needs are fully included in all academic activities. Data were collected over 2 years from 60 students in…
Born to be an English Speaker
Several maladaptive motivational pathways to success have been investigated in foreignlanguage (L2) learning. However, the links between a fixed mindset and academicsuccess through language selves and academic buoyancy in English PreparatoryPrograms (EPP) of English Medium Instruction (EMI) universities have not beenresearched. Although the L2 Motivational Self System (L2MSS; Dörnyei, 2005) hasbeen extensively used to describe L2 learners’ motiva…
An examination of an inclusive French immersion program and preschoolers' executive functioning skills
This exploratory study examines the relationship between executive functioning (EF) skills and the development of first (L1) and second language (L2) skills of preschool students. The participants of this study are enrolled in a French immersion program offered at an inclusion school combining students with disabilities (special needs) and those without (typically developing). All students were assessed for L1, L2, and EF skills. The findings of …
The role of translanguaging in shaping L2 motivation
This study explores the relationship between translanguaging practices and language learning motivation among multilingual English learners in Türkiye, using the L2 Motivational Self System as a guiding framework. By adopting a quantitative approach, it examines how learners’ use of their full linguistic repertoires influences their English learning experiences and motivational self-concepts. The results indicate that translanguaging is positivel…
Psychology (6 works) · Reading and Literacy Development (5 works) · Mathematics education (4 works) · Developmental psychology (3 works) · Educational and Psychological Assessments (3 works) · EFL/ESL Teaching and Learning (3 works) · Foreign language (3 works) · Language Development and Disorders (3 works) · Linguistics (3 works) · Pedagogy (3 works)