Ali Öztüfekçi
Biographic Data
| ID | 6478723 |
|---|---|
| NAME | Ali Öztüfekçi |
| GIVEN NAMES | Ali |
| FAMILY NAME | Öztüfekçi |
| SIGNATURE | ÖZTÜFEKÇI A |
| AFFILIATIONS | Bahçeşehir University |
| ORCID | 0000-0002-4519-3796 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Early‐Career EFL Researchers' Academic Identity Evolving through Online Translanguaging Training
This study explores the evolution of early‐career EFL researchers' academic identity through online translanguaging training. Drawing on van Veen and Sleegers' (2009) conceptual framework and integrating complexity theory, translanguaging theory, and the ecological perspective, this qualitative research examines the experiences of 20 Turkish early‐career EFL researchers from diverse institutional and geographic contexts. Data were collected throu…
A novice language teacher educator’s identity construction through Action Research
While teacher educators often emphasise the need for teachers to engage in continuous development, they may not always do so for their own professional learning. However, everyone in the field of education should participate in developmental activities, including teacher educators who engage in professional development through various means. This study explores how a novice language teacher educator uses action research (AR) to enhance his course…
Pre-service English-teachers’ unpacking and negotiating their language ideologies
English language teachers’ implementation of collaborative translanguaging
Employing a phenomenological lens, this study investigated the lived experiences of teachers engaging in collaborative bilingual instruction, specifically focusing on their practices within a co-teaching framework. Through in-depth interviews and reflective analysis, the study aimed to shed light on how language and content teachers collaborated, the challenges they experienced, and explore professional development opportunities as informed by tr…
English language teachers’ implementation of collaborative translanguaging
Employing a phenomenological lens, this study investigated the lived experiences of teachers engaging in collaborative bilingual instruction, specifically focusing on their practices within a co-teaching framework. Through in-depth interviews and reflective analysis, the study aimed to shed light on how language and content teachers collaborated, the challenges they experienced, and explore professional development opportunities as informed by tr…
English language teachers’ implementation of collaborative translanguaging
Employing a phenomenological lens, this study investigated the lived experiences of teachers engaging in collaborative bilingual instruction, specifically focusing on their practices within a co-teaching framework. Through in-depth interviews and reflective analysis, the study aimed to shed light on how language and content teachers collaborated, the challenges they experienced, and explore professional development opportunities as informed by tr…
A novice language teacher educator’s identity construction through Action Research
While teacher educators often emphasise the need for teachers to engage in continuous development, they may not always do so for their own professional learning. However, everyone in the field of education should participate in developmental activities, including teacher educators who engage in professional development through various means. This study explores how a novice language teacher educator uses action research (AR) to enhance his course…
Pre-service English-teachers’ unpacking and negotiating their language ideologies
Early‐Career EFL Researchers' Academic Identity Evolving through Online Translanguaging Training
This study explores the evolution of early‐career EFL researchers' academic identity through online translanguaging training. Drawing on van Veen and Sleegers' (2009) conceptual framework and integrating complexity theory, translanguaging theory, and the ecological perspective, this qualitative research examines the experiences of 20 Turkish early‐career EFL researchers from diverse institutional and geographic contexts. Data were collected throu…
EFL/ESL Teaching and Learning (3 works) · Multilingual Education and Policy (3 works) · Qualitative research (3 works) · Second Language Learning and Teaching (3 works) · Translanguaging (3 works) · Discourse analysis (2 works) · Unpacking (2 works) · Action research (1 work) · Co-construction (1 work) · Computer Science (1 work)