Hayriye Kayi-Aydar teaches courses for English undergraduate, MAESL graduate, and SLAT PhD graduate students. Her research works with discourse, narrative, and English as a Second Language (ESL) pedagogy, at the intersections of the poststructural Second Language Acquisition (SLA) approaches and interactional sociolinguistics. Her specific research interests are identity (re)construction and language learning/teaching, positioning, agency, membership, and power in classroom talk and teacher/learner narratives. Her most recent work investigates how language teachers from different ethnic and racial backgrounds construct professional identities and how they position themselves in relation to others in contexts that include English language learners.
Kayi-Aydar, H. (2019). Positioning theory in applied linguistics: Research design and applications. Cham, Switzerland: Palgrave Macmillan. [link]
Kayi-Aydar, H., Gao, A., Miller, E., Varghese, M., Vitanova, G. (Eds.). (2019). Theorizing and analyzing language teacher agency. Bristol, UK: Multilingual Matters. [link]
Selected Journal Articles
Kayi-Aydar, H. (2019). Language teacher identity. Language Teaching, 52(3), 281-295. [link]
Kayi-Aydar, H. (2019). A language teacher’s agency in the development of her professional identities: A narrative case study. Journal of Latinos and Education, 18(1), 4-18. [link]
Kayi-Aydar, H. & Goering, C. Z. (2019). Socratic circles in professional development sessions: Negotiating peripheral participation and membership in building a community of practice. Action in Teacher Education, 41(2), 154-171.[link]
Kayi-Aydar, H. & Miller, E. R. (2018). Positioning in classroom discourse studies: A state-of-the-art review. Classroom Discourse, 9(2), 79-94. [link]
Steadman, A., Kayi-Aydar, H., & Vogel, S. (2018). From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies. System, 76, 38-48. [link]
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 & Education, 17(2), 118-130. [link]
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. [link]
Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94–103.[link]
Kayi-Aydar, H. (2013). Social positioning, participation, and second language learning: Talkative students in an academic ESL classroom. TESOL Quarterly, 48(4), 686-714. [link]
Kayi-Aydar, H. (2013). Scaffolding language learning in an academic ESL classroom. ELT Journal, 67(3), 324-335.[link]
Kayi-Aydar, H. (2013). “No, Rolanda, completely wrong!”: Positioning, classroom participation, and ESL learning. Classroom Discourse, 4(2), 130-150. [link]
Kayi-Aydar, H. (2019). Language teacher agency: Major theoretical considerations, conceptualizations, and methodological choices. In Kayi-Aydar, H., Gao, A., Miller, E. R., Varghese, M., & Vitanova, G. (Eds.), 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 Rinke C. & Mawhinney L. (Eds.), Opportunities and challenges in teacher recruitment and retention (pp. 173-199). Charlotte, NC: Information Age Publishing Inc.
Kayi-Aydar, H. (2018). Negative emotion discourses in school and family contexts: A narrative inquiry approach to an English learner’s stories of experience. In Miller, P. & Risher, T. (Eds.), Stress and coping of English learners (pp. 153-171). Charlotte, NC: Information Age Publishing Inc.
Kayi-Aydar, H., Endacott, J., & Goering, C. (2018). Using Socratic circles to engage English learners in historical inquiry and discussion. In Obenchain K. M. & de Oliveira, L. C. (Eds.), Teaching history and social studies to English language learners: Preparing pre-service and in-service teachers (pp. 159-179). Cham, Switzerland: Palgrave Macmillan.
Kayi-Aydar, H. (2018). Positional identities, access to learning opportunities, and multiliteracies: Negotiations in heritage and non-heritage Spanish speaking students' critical narratives. In Lacorte, M. & Zapata, G. C. (Eds.), Multiliteracies pedagogy and language learning (pp. 149-175). Cham, Switzerland: Palgrave Macmillan.
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 Deters, P., Gao, A., Miller, E. R., Vitanova, G. (Eds.), Theorizing and analyzing agency in second language learning: Interdisciplinary approaches (pp. 133–154). Tonawanda, NY: Multilingual Matters.
Kayi-Aydar, H. (2013). Multicultural social justice education through the lens of positioning: English language learners in K-12 contexts. In Mantero, M., Watzke, J. L., & Miller, P. (Eds.), Readings in language studies: Language and social justice (pp. 147–161). Grandville, MI: International Society for Language Studies, Inc.