Jean Kaya
Biographic Data
| ID | 6751180 |
|---|---|
| NAME | Jean Kaya |
| GIVEN NAMES | Jean |
| FAMILY NAME | Kaya |
| SIGNATURE | KAYA J |
| AFFILIATIONS | University of Windsor |
| ORCID | 0000-0002-3382-3180 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Promoting and Assessing Teacher Intercultural Learning
This systematic literature review examines 23 empirical studies (2013–2023) on promoting and assessing teachers’ intercultural competence in five English-speaking countries. The findings identify six key approaches: Pedagogical strategies, arts-based reflection, study abroad, experiential learning, technology integration, and professional development. Most studies focused on pre-service teachers, with limited attention to in-service teachers and …
Language Pedagogies in Colombian English Classrooms
Language education has historically been characterized by a continual search for more effective ways of teaching that support student learning. In this work, we investigated empirical evidence on language pedagogies integrated into Colombian PreK-11 English classrooms between 2010 and 2021. We systematically selected and analyzed 104 refereed articles, which we examined using an analytical framework informed mainly by Hall’s Method, methods and m…
The expectations-reality dissonance in student teaching
Student teaching has been conceptualized as an experience that translates into ample teaching practice and meaningful teacher knowledge. Such a conceptualization misses issues that emerge from student teaching as social practice (i.e., the distinctive ways people engage in activities associated with a particular domain of knowledge in a specific social context). Using interview data from a larger qualitative study that investigated pre-service te…
Re-examining the importance of vocabulary learning strategies for first language English speakers
Awareness of vocabulary learning strategies has been identified as crucial in supporting learners’ vocabulary development. Using interview data from 21 adolescent first language speakers of English identified as gifted students in the U.S. education context, I analysed the vocabulary learning strategies that they used to learn, remember, and make sense of new words. I also analysed the strategies that students reported as what English language ar…
Critical Literacy in Canada
Critical literacy is a pedagogy that serves to mediate social justice issues and educate for transformative social action. We present a systematic review of how critical literacy has been incorporated in Canada’s provincial/territorial curriculum documents since the late 1990s and integrated in K-12 classrooms in the last decade. Our analysis shows that critical literacy has been addressed with varying degrees of explicitness in curricula, and th…
Counter-Storying Lives and Literacies
This article employs counterstorytelling to present a layered, nuanced rendering of two bilingual, bicultural Latinas’ school leaving. Data were taken from an ethnographic narrative inquiry into the literacy identities of five women who participated in a women’s literacy initiative. Situated within a critical race feminista praxis, we interpret linkages between participants’ school experiences and transformational resistance. Findings indicate th…
No prominent works on this page.
Counter-Storying Lives and Literacies
This article employs counterstorytelling to present a layered, nuanced rendering of two bilingual, bicultural Latinas’ school leaving. Data were taken from an ethnographic narrative inquiry into the literacy identities of five women who participated in a women’s literacy initiative. Situated within a critical race feminista praxis, we interpret linkages between participants’ school experiences and transformational resistance. Findings indicate th…
Critical Literacy in Canada
Critical literacy is a pedagogy that serves to mediate social justice issues and educate for transformative social action. We present a systematic review of how critical literacy has been incorporated in Canada’s provincial/territorial curriculum documents since the late 1990s and integrated in K-12 classrooms in the last decade. Our analysis shows that critical literacy has been addressed with varying degrees of explicitness in curricula, and th…
The expectations-reality dissonance in student teaching
Student teaching has been conceptualized as an experience that translates into ample teaching practice and meaningful teacher knowledge. Such a conceptualization misses issues that emerge from student teaching as social practice (i.e., the distinctive ways people engage in activities associated with a particular domain of knowledge in a specific social context). Using interview data from a larger qualitative study that investigated pre-service te…
Re-examining the importance of vocabulary learning strategies for first language English speakers
Awareness of vocabulary learning strategies has been identified as crucial in supporting learners’ vocabulary development. Using interview data from 21 adolescent first language speakers of English identified as gifted students in the U.S. education context, I analysed the vocabulary learning strategies that they used to learn, remember, and make sense of new words. I also analysed the strategies that students reported as what English language ar…
Language Pedagogies in Colombian English Classrooms
Language education has historically been characterized by a continual search for more effective ways of teaching that support student learning. In this work, we investigated empirical evidence on language pedagogies integrated into Colombian PreK-11 English classrooms between 2010 and 2021. We systematically selected and analyzed 104 refereed articles, which we examined using an analytical framework informed mainly by Hall’s Method, methods and m…
Promoting and Assessing Teacher Intercultural Learning
This systematic literature review examines 23 empirical studies (2013–2023) on promoting and assessing teachers’ intercultural competence in five English-speaking countries. The findings identify six key approaches: Pedagogical strategies, arts-based reflection, study abroad, experiential learning, technology integration, and professional development. Most studies focused on pre-service teachers, with limited attention to in-service teachers and …
Pedagogy (3 works) · Psychology (3 works) · Teaching method (3 works) · EFL/ESL Teaching and Learning (2 works) · Global Education and Multiculturalism (2 works) · Literacy (2 works) · Mathematics education (2 works) · Social Psychology (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works)