Tijen Akşit
Biographic Data
| ID | 6508573 |
|---|---|
| NAME | Tijen Akşit |
| GIVEN NAMES | Tijen |
| FAMILY NAME | Akşit |
| SIGNATURE | AKŞIT T |
| AFFILIATIONS | Bilkent University |
| ORCID | 0000-0001-6154-3656 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Tutors’ beliefs about language and roles: Practice as language policy in EMI contexts
It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In…
Establishing an institutional EAP teacher development scheme based on Baleap's competency framework: A critical review of the competencies
Talking about talk: Tutor and student expectations of oracy skills in higher education
Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors’ and students’ expectations of oracy skills required for …
Do intentions and perceptions always meet? A case study regarding the use of a teacher appraisal scheme in an English language teaching environment
No prominent works on this page.
Do intentions and perceptions always meet? A case study regarding the use of a teacher appraisal scheme in an English language teaching environment
Talking about talk: Tutor and student expectations of oracy skills in higher education
Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors’ and students’ expectations of oracy skills required for …
Establishing an institutional EAP teacher development scheme based on Baleap's competency framework: A critical review of the competencies
Tutors’ beliefs about language and roles: Practice as language policy in EMI contexts
It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In…
EFL/ESL Teaching and Learning (4 works) · Mathematics education (4 works) · Psychology (4 works) · Pedagogy (3 works) · Second Language Learning and Teaching (3 works) · Sociology (3 works) · Computer Science (2 works) · Discourse Analysis in Language Studies (2 works) · Linguistics (2 works) · Medical education (2 works)