About Hayriye Kayi-Aydar
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. (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.
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
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 E. Miller et al. (eds.), Interdisciplinary Approaches to Theorizing and Analyzing Agency and Second Language Learning. Multilingual Matters.
Kayi-Aydar, H. (2015). Multicultural social justice education through the lens of positioning: English language learners in K-12 contexts. In P. C. Miller et al. (eds.), Social Justice (ISLS Readings in Language Studies, Volume 4) (pp 147-161). New York: International Society for Language Studies Inc.
Kayi-Aydar, H. (2014). Social positioning, participation, and second language learning: Talkative students in an academic ESL classroom. TESOL Quarterly, 48 (4), 686-714. doi: 10.1002/tesq.139
Kayi-Aydar, H. (2013). Scaffolding language learning in an academic ESL classroom. ELT Journal, 67(3), 324-335. doi: 10.1093/elt/cct016
Kayi-Aydar, H. (2013). “No, Rolanda, completely wrong!”: Positioning, classroom participation, and ESL learning. Classroom Discourse, 4(2), 130-150. doi: 10.1080/19463014.2013.835271