Hayriye Kayi-Aydar

Interests

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Courses

Scholarly Contributions

Books

• Kayi-Aydar, H. (2018). Positioning Theory in Applied Linguistics: Research Design and Applications. Palgrave.

Chapters

• Kayi-Aydar, H., & Eroz, B. (2021). Preperation of teachers of EAL in Turkey: Research, policy, curriculum, and practice.. In The preparation of teachers of English as an additional language around the world: Research, policy, curriculum, and practice(pp 206-223). Multilingual Matters.
• Mahalingappa, L., Kayi-Aydar, H., & Polat, N. (2021). Conclusions and future directions. In The preparation of teachers of English as an additional language around the world: Research, policy, curriculum, and practice(pp 242-250). Multilingual Matters.
• Polat, N., Mahalingappa, L., & Kayi-Aydar, H. (2021). Introduction. In The preparation of teachers of English as an additional language around the world: Research, policy, curriculum, and practice(pp 1-12). Multilingual Matters.
• Kayi-Aydar, H. (2019). Language teacher agency: Major theoretical considerations, conceptualizations, and methodological choices. In Theorizing language teacher agency(pp 16-21). Bristol, UK: Multilingual Matters.
• Kayi-Aydar, H., & Steadman, A. (2019). Teacher retention, agency, and professional identities: Narratives of teachers who leave. In Opportunities and challenges in teacher recruitment and retention(pp 173-199). Charlotte, NC: Information Age Publishing.
• Kayi-Aydar, H., Gao, A., Miller, E., Varghese, M., & Vitanova, G. (2019). Introduction. In Theorizing language teacher agency(pp 1-10). Bristol, UK: Multilingual Matters.
• Kayi-Aydar, H. (2015). Multicultural social justice education through the lens of positioning: English language learners in K-12 contexts. In Readings in Language Studies: Language and Social Justice(pp 147-161). Grandville, MI: International Society for Language Studies, Inc.
• Kayi-Aydar, H. (2015). “He’s the star!” Positioning as a method of analysis to investigate agency and access to learning opportunities in a classroom environment. In Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches(pp 133-154). Tonawanda, NY: Multilingual Matters.

Journals/Publications

• Kayi-Aydar, H. (2019). Research timeline: Language teacher identity.. Language Teaching: Surveys and Studies, 52(3), 281-295.
• Kayi-Aydar, H., & Goering, C. (2019). Socratic seminars in professional development sessions: Negotiating peripheral participation and membership in building a community of practice.. Action in Teacher Education, 41(2), 154-171.
• Kayi-Aydar, H., & Green-Eneix, C. (2019). Shared identities through translanguaging practices in the multilingual mariachi classroom.. TESOL Journal, 10(4), 1-17.
• Kayi-Aydar, H. (2018). “If Carmen can analyze Shakespeare, everybody can”: Positions, conflicts, and negotiations in the narratives of Latina pre-service teachers.. Journal of Language, Identity, and Education.
• Kayi-Aydar, H., & Miller, E. (2018). Positioning in classroom discourse studies: A state-of-the-art review. Classroom Discourse.
• Miller, E., Kayi-Aydar, H., Varghese, M., & Vitanova, G. (2018). Editors' Introduction to Interdisciplinarity in Language Teacher Agency: Theoretical and Analytical Explorations. System.
• Steadman, A., Kayi-Aydar, H., & Vogel, S. (2018). From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies.. System.
• Kayi-Aydar, H. (2015). Multiple identities, negotiations, and agency across time and space: A narrative inquiry of a foreign language teacher candidate. Critical Inquiry in Language Studies, 12(2), 137-160. doi:10.1080/15427587.2015.1032076
• Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of Pre- service classroom teachers. Teaching and Teacher Education, 45, 94-103. doi:10.1016/j.tate.2014.09.009
  More info

  Acceptance rate: %13; Impact factor: 1.607 (2015 Data)Source Normalized Impact per Paper (SNIP): 2.083SCImago Journal Rank (SJR): 1.7665-Year Impact Factor: 1.684

Presentations

• Kayi-Aydar, H., & Green-Eneix, C. (2019, March). Being the minority teacher in the K-12 classroom: Intersectionality of multiple identities, agency, and translanguaging pedagogy.. American Association for Applied Linguistics. Atlanta, GA.
• Kayi-Aydar, H., & Steadman, A. (2019, March). Teacher retention and agency: Narratives of teachers who leave K-12.. TESOL International Convention & English Language Expo. Atlanta, GA.
• Kayi-Aydar, H. (2018, April). School, family, and emotion discourses: A narrative approach to an English learner’s stories of experience. Annual Meeting of American Educational Research Association (AERA).
• Kayi-Aydar, H. (2018, March). An expanded conceptualization of language teacher agency. TESOL International Convention and English Language Expo.
• Kayi-Aydar, H. (2018, May). Stories of bilingual Hispanic teachers in troubled times: Competing, conflicting, and complementary identities. 14th Congress of Qualitative Inquiry.
• Kayi-Aydar, H., & Green-Eneix, C. (2018, March). Positional identities of K-12 Hispanic teachers: A narrative study.. TESOL International Convention and English Language Expo.
• Kayi-Aydar, H., Endacott, J., & Goering, C. (2018, April). Socratic circles in culturally and linguistically diverse social studies classrooms: Evidence from practice. Annual Meeting of American Educational Research Association (AERA).
• Kayi-Aydar, H. (2015, Spring). Teacher Agency, Positioning, and English Language Learners: A Case Study. International TESOL Convention & English Language Expo.
• Kayi-Aydar, H., De Costa, P., & Miller, E. (2015, July). Teacher identity across time and space. International Society for Language Studies. Albuquerque, Mexico.
  More info

  This paper was part of a colloquium. Each presented therefore contributed equally. I was also the colloquium organizer.