Publications

Invited Book Chapters

Invited Special Issue Peer-Reviewed Articles

2021: Topics in Language Disorders (TLD) Special Issue: Directions in Addressing the Language and Literacy Needs of Children across the Bilingual Continuum, 41(4), 347-366.
2020: The Eurasian Journal of Applied Linguistics (EJAL), 6(3), 361-386.

Published & Accepted Peer-Reviewed Articles

2021: Making exemption the exception, not the rule: A case for including all students in foreign language education. Foreign Language Annals, 54(1), 1-18.
2020: The emergence of English as a lingua digital within chaos/complexity theory framework. Journal of Narrative and Language Studies (NALANS), 8(14), 80-92.
2020: A critical review on the components of processability theory: Identifying the limitations. ELT Research Journal, 9(1), 71-89.
2020: A critical review of the concept-oriented approach in second language acquisition: Strengths, weaknesses and misconceptions. Turkish Online Journal of English Language Teaching (TOJELT), 5(2), 112-129.
2020: A critique of Merrill Swain’s output hypothesis in language learning and teaching. Eğitimde Kuram ve Uygulama [Journal of Theory and Practice in Education], 16(1), 99-108.
2020: A critical review on the equivocal definition of comprehensible input and the misleading use of the term “acquisition.” Journal of Language Education and Research (Dil Eğitimi ve Araştırmaları Dergisi), 6(1), 238-250.
2020: The effect of cyberbullying and traditional bullying on English language learners’ national and oriented identities. Bartın University Journal of Faculty of Education, 9(1), 185-199.
2020: Examining the relationship between Latinos’ English proficiency, educational degree, language preferences, and their perceptions on the Americans. Journal of Language and Linguistic Studies, 16(1), 290-305.
2020: Lived experiences of voluntary pre-service foreign language teachers in an inclusive early foreign language program. Journal of Foreign Language Education and Technology (JFLET), 5(1), 35-66.
2020: Language teacher identity construction of foreign language teaching assistants. International Online Journal of Education and Teaching (IOJET), 7(1), 229-246.
2019: Effectiveness of pre-service teacher education programs: ESOL endorsement or infusion? Journal of Narrative and Language Studies (NALANS), 7(13), 259-269.
2019: Assessment considerations on English learners and their disproportionate placement in special education. ELT Research Journal, 8(4), 221-235.
2019: A case study on the perceptions of professional development unit members at an EFL program. International Journal of Curriculum & Instruction, 11(2), 238-254.
2018: Teaching and learning vocabulary in context: Examining engagement in three prekindergarten French classrooms. Foreign Language Annals, 51(2), 472-483.
2018: Exploring the perceptions of pre-service English teachers on vocabulary learning strategies in a foreign language teaching context. International Journal of TESOL and Learning (IJTL), 7(3&4), 12-32.
2017: To exempt or not to exempt: An examination of an inclusive pre-kindergarten French program. International Journal of TESOL and Learning (IJTL), 6(3&4), 83-100.
2017: Prompting all students to learn: Examining dynamic assessment in a pre-kindergarten, inclusive French program. Foreign Language Annals, 50(2), 323–338.
2016: Self-efficacy of teacher candidates in designing CALL activities for English learners within the framework of technological pedagogical and content knowledge (TPACK). GLOKALde. 2(2), 39-56. ISSN 2148-7278.
2016: Multimodal instruction in pre-kindergarten: An introduction to an inclusive early language program. The National Network for Early Language Learning (NNELL) Learning Languages Journal, 21(2), 11-14.
2015: Early language learning for all: Examination of a prekindergarten French program in an inclusion setting. Foreign Language Annals, 48(4), 618-634.