Baburhan Uzum
Biographic Data
| ID | 91760 |
|---|---|
| NAME | Baburhan Uzum |
| GIVEN NAMES | Baburhan |
| FAMILY NAME | Uzum |
| SIGNATURE | UZUM B |
| AFFILIATIONS | Sam Houston State University |
| ORCID | 0000-0003-4511-7985 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
I will always look out for my students’ best interests”
Purpose The purpose of this study is to outline how teacher candidates (TCs) in required English as a Second Language methodology and special education courses negotiated their identity and agency in a year-long clinical teaching (YCT) teacher preparation program in inclusive classrooms in the USA. Design/methodology/approach We adopted Pantic’s (2015) agency and social justice theoretical framework and positioning theory (Davies and Harré, 1999)…
The Nexus of Identity, Emotions, and Agency in Virtual Exchanges Between Pre‐Service Teachers From Türkiye and the United States
This study draws on data gleaned from multimodal identity tasks in an eight‐week telecollaboration project involving 120 pre‐service teachers from two teacher education programs in Türkiye and the United States. The authors explore what emotions teachers expressed during their participation in telecollaboration and how their emotions intersected with their teacher agency and identity construction. The intersectionality of language teachers’ ident…
Language teacher candidates’ representation of Türkiye's East and West
Epistemic modality and evidentiality in virtual intercultural exchanges between Turkish and Texan users of English
This study reports on data from two 6‐week virtual intercultural exchanges (VIEs) between teachers of multilingual learners in K‐12 schools in Türkiye and the United States. Using the data from these asynchronous VIEs, we focus on Turkish world Englishes speakers’ use of epistemic markers and evidentials. We examine how participants from Türkiye use markers of epistemic modality and evidentiality in intercultural encounters and how that use influ…
Teacher candidates’ dichotomous construction of educational and gender inequalities in Türkiye during a telecollaboration project
Teacher candidates’ intercultural communication in telecollaboration
Purpose This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project. Design/methodology/approach Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis. Fin…
Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye
In this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo‐nationalist discourses and rely on data from online conversations among preservice and in‐service teachers of English in Türkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issu…
Teacher candidates’ ideological tensions and covert metaphors about Syrian refugees in Turkey
A comparative analysis of cultural representations in collegiate world language textbooks (Arabic, French, and German)
Pre-service teachers’ translingual negotiation strategies at work
Our study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural, linguistic, and professional identities? The findings indicate that preservice teachers employed: …
Preservice Teachers' Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration
The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs' positionings and impacted how PTs connected to individuals only and/or to broader society.…
From ‘you’ to ‘we’
The Historical and Linguistic Analysis of Turkish Politicians’ Speech
From ‘you’ to ‘we’
Preservice Teachers' Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration
The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs' positionings and impacted how PTs connected to individuals only and/or to broader society.…
Pre-service teachers’ translingual negotiation strategies at work
Our study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural, linguistic, and professional identities? The findings indicate that preservice teachers employed: …
Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye
In this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo‐nationalist discourses and rely on data from online conversations among preservice and in‐service teachers of English in Türkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issu…
The Historical and Linguistic Analysis of Turkish Politicians’ Speech
From ‘you’ to ‘we’
Preservice Teachers' Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration
The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs' positionings and impacted how PTs connected to individuals only and/or to broader society.…
A comparative analysis of cultural representations in collegiate world language textbooks (Arabic, French, and German)
Pre-service teachers’ translingual negotiation strategies at work
Our study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural, linguistic, and professional identities? The findings indicate that preservice teachers employed: …
Teacher candidates’ ideological tensions and covert metaphors about Syrian refugees in Turkey
Teacher candidates’ intercultural communication in telecollaboration
Purpose This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project. Design/methodology/approach Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis. Fin…
Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye
In this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo‐nationalist discourses and rely on data from online conversations among preservice and in‐service teachers of English in Türkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issu…
Language teacher candidates’ representation of Türkiye's East and West
Epistemic modality and evidentiality in virtual intercultural exchanges between Turkish and Texan users of English
This study reports on data from two 6‐week virtual intercultural exchanges (VIEs) between teachers of multilingual learners in K‐12 schools in Türkiye and the United States. Using the data from these asynchronous VIEs, we focus on Turkish world Englishes speakers’ use of epistemic markers and evidentials. We examine how participants from Türkiye use markers of epistemic modality and evidentiality in intercultural encounters and how that use influ…
Teacher candidates’ dichotomous construction of educational and gender inequalities in Türkiye during a telecollaboration project
I will always look out for my students’ best interests”
Purpose The purpose of this study is to outline how teacher candidates (TCs) in required English as a Second Language methodology and special education courses negotiated their identity and agency in a year-long clinical teaching (YCT) teacher preparation program in inclusive classrooms in the USA. Design/methodology/approach We adopted Pantic’s (2015) agency and social justice theoretical framework and positioning theory (Davies and Harré, 1999)…
The Nexus of Identity, Emotions, and Agency in Virtual Exchanges Between Pre‐Service Teachers From Türkiye and the United States
This study draws on data gleaned from multimodal identity tasks in an eight‐week telecollaboration project involving 120 pre‐service teachers from two teacher education programs in Türkiye and the United States. The authors explore what emotions teachers expressed during their participation in telecollaboration and how their emotions intersected with their teacher agency and identity construction. The intersectionality of language teachers’ ident…
Sociology (12 works) · Psychology (11 works) · Global Education and Multiculturalism (8 works) · Linguistics (8 works) · Pedagogy (8 works) · Multilingual Education and Policy (7 works) · Political science (6 works) · Philosophy (5 works) · Identity (music (4 works) · Philosophy (4 works)