Dr Deniz Ortactepe Hart

  • Lecturer in TESOL (School of Education)

Biography

I joined the University of Glasgow in September 2022 as a Lecturer in Teaching English to Speakers of Other Languages (TESOL). Over the past 12 years, I have worked in Turkey, the United States, and the UK training teachers of English, Spanish, French, Chinese, and Arabic. Educational research methods, second language acquisition, language assessment, social justice language education, and language teaching methodology are some of the courses I have taught regularly so far.

I am the founding convenor of British Association of Applied Linguistics (BAAL) Language and Education for Social Justice Special Interest Group (SIG) and the founding coordinator of Education, Languages and Internalisation Network’s (ELINET) Language and Social Justice strand.

Research interests

My main research interests revolve around social justice language education: teaching languages for diversity, equity, inclusion, and social transformation. Between 2018-2022, I carried out the Social Justice in ELT project in Turkey and have organized two symposiums on Social Justice and Language Education (www.socialjusticeinelt.com). Between 2019-2022, I collaborated with the Migrant Education Office, California Department of Education to provide culturally sustaining pedagogies to the children of farm workers in Monterey Country, California. My book, Social justice and the language classroom: A resource book for reflection, action, and transformation has been published by the Edinburgh University Press in 2023. I am currently co-editing an edited volume on Environment and Language Justice, which is submitted to Edinburgh University Press. I am also co-editing a special issue on Representation and Environmental Justice: Exploring marginalization, resistance and empowerment in environmental representations of and from the periphery, for the journal of Genealogy. 

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013
Number of items: 26.

2024

Yilmaz, A., Ortactepe Hart, D. and Çelik, S. (2024) Transforming language teachers into agents of social change in Türkiye. In: Warren, A. N. and Ward, N. A. (eds.) Activism in Language Teaching and Language Teacher Education. Series: Critical Approaches and Innovations in Language Teacher Education. Bloomsbury Academic. ISBN 9781350422131 (In Press)

Yilmaz, A., Ortactepe Hart, D. and Durmus, R. I. (2024) Social justice language teacher education in Türkiye: insights from an English as a foreign language (EFL) writing classroom. In: Selvi, A. F. and Kocaman, C. (eds.) International Perspectives on Critical English Language Teacher Education: Theory and Practice. Series: Critical Approaches and Innovations in Language Teacher Education. Bloomsbury Academic. ISBN 9781350400320

Senbayrak, M. and Ortactepe Hart, D. (2024) Exploring social justice dialogues in EFL conversation clubs: discursive moves and affordances. Language, Culture and Curriculum, (doi: 10.1080/07908318.2024.2339316) (Early Online Publication)

2023

Ortactepe Hart, D. and Burhan-Horasanlı, E. (2023) Neo-nationalism and Turkish higher education: a phenomenological case study of a multilingual scholar’s identity (re)construction. Studies in Higher Education, (doi: 10.1080/03075079.2023.2268127) (Early Online Publication)

Ortactepe Hart, D. and Aydınlı, J. (2023) Applied linguistics and language education research in Turkey: 2016–2022. Language Teaching, 56(4), pp. 495-521. (doi: 10.1017/S0261444823000198)

Ortaçtepe Hart, D. (2023) Social Justice and the Language Classroom: Reflection, Action, and Transformation. Series: Edinburgh textbooks in applied linguistics. Edinburgh University Press: Edinburgh. ISBN 9781474491754

Ortaçtepe Hart, D. (2023) Creating anti-oppressive digital spaces for social justice language education. TESOL Quarterly, 57(1), pp. 285-297. (doi: 10.1002/tesq.3180)

2022

DePietro, K., Ortactepe Hart, D. and Liu, X. (2022) Harvesting digital spaces for emergent bilinguals: culturally-sustaining mall pedagogies for migrant children. European Journal of Applied Linguistics and TEFL, 11(2), pp. 43-61.

Kökcü, Ş. and Ortaçtepe Hart, D. (2022) Turkish EFL learners' interpretation of metaphors: A study on conceptual socialization. International Review of Pragmatics, 14(1), pp. 95-114. (doi: 10.1163/18773109-01401004)

Burhan-Horasanlı, E. and Ortactepe Hart, D. (2022) Exploring social justice in language coursebook. In: Çelik, H. and Çelik, S. (eds.) Coursebook Evaluation in English Language Teaching. Vizetek.

2021

Ateşkan, A. and Ortactepe Hart, D. (2021) Demystifying computational thinking for teacher candidates: a case study on Turkish secondary school pre-service teachers. Education and Information Technologies, 26(5), pp. 6383-6399. (doi: 10.1007/s10639-021-10626-9)

Ortaçtepe Hart, D. and Okkalı, S. (2021) Common ground and positioning in teacher-student interactions: Second language socialization in EFL classrooms. Intercultural Pragmatics, 18(1), pp. 53-82. (doi: 10.1515/ip-2021-0003)

Kocabaş-Gedik, P. and Ortaçtepe Hart, D. (2021) “It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity and Education, 20(2), pp. 103-117. (doi: 10.1080/15348458.2020.1726756)

2020

Ortaçtepe Hart, D. and Martel, J. (2020) Exploring the transformative potential of English language teaching for social justice: Introducing the special issue. TESOL Journal, 11(4), e568. (doi: 10.1002/tesj.568)

2019

Şenbayrak, M., Ortaçtepe, D. and Trimble, K. (2019) An exploratory study on Turkish EFL learners’ readiness for autonomy and attitudes toward self‐access centers. TESOL Journal, 10(2), e00401. (doi: 10.1002/tesj.401)

2018

Aydınlı, J. and Ortaçtepe, D. (2018) Selected research in applied linguistics and English language teaching in Turkey: 2010–2016. Language Teaching, 51(2), pp. 210-245. (doi: 10.1017/s0261444818000010)

2017

Özkul, S. and Ortaçtepe, D. (2017) The use of video feedback in teaching process‐approach EFL writing. TESOL Journal, 8(4), pp. 862-877. (doi: 10.1002/tesj.362)

2016

Mutlu, S. and Ortaçtepe, D. (2016) The identity (re)construction of nonnative English teachers stepping into native Turkish teachers’ shoes. Language and Intercultural Communication, 16(4), pp. 552-569. (doi: 10.1080/14708477.2016.1194852)

Burhan-Horasanlı, E. and Ortaçtepe, D. (2016) Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, pp. 372-382. (doi: 10.1016/j.tate.2016.07.002)

Ortaçtepe, D. (2016) Using webcasts for student presentations: a case study. International Journal of Information and Learning Technology, 33(1), pp. 57-74. (doi: 10.1108/ijilt-10-2015-0029)

2015

Ortaçtepe, D. and Akyel, A. S. (2015) The effects of a professional development program on English as a Foreign Language teachers’ efficacy and classroom practice. TESOL Journal, 6(4), pp. 680-706. (doi: 10.1002/tesj.185)

Bayram, G. İ., Corlu, M. S., Aydın, E., Ortaçtepe, D. and Alapala, B. (2015) An exploratory study of visually impaired students’ perceptions of inclusive mathematics education. British Journal of Visual Impairment, 33(3), pp. 212-219. (doi: 10.1177/0264619615591865)

Ortaçtepe, D. (2015) EFL teachers’ identity (re)construction as teachers of intercultural competence: a language socialization approach. Journal of Language, Identity and Education, 14(2), pp. 96-112. (doi: 10.1080/15348458.2015.1019785)

2014

Kaypak, E. and Ortaçtepe, D. (2014) Language learner beliefs and study abroad: A study on English as a lingua franca (ELF). System, 42, pp. 355-367. (doi: 10.1016/j.system.2014.01.005)

2013

Ortaçtepe, D. (2013) Formulaic language and conceptual socialization: The route to becoming nativelike in L2. System, 41(3), pp. 852-865. (doi: 10.1016/j.system.2013.08.006)

Ortactepe Hart, D. (2013) “This Is Called Free-Falling Theory not Culture Shock!”: A narrative inquiry on second language socialization. Journal of Language, Identity and Education, 12(4), pp. 215-229. (doi: 10.1080/15348458.2013.818469)

This list was generated on Wed Jul 17 12:37:08 2024 BST.
Jump to: Articles | Books | Book Sections
Number of items: 26.

Articles

Senbayrak, M. and Ortactepe Hart, D. (2024) Exploring social justice dialogues in EFL conversation clubs: discursive moves and affordances. Language, Culture and Curriculum, (doi: 10.1080/07908318.2024.2339316) (Early Online Publication)

Ortactepe Hart, D. and Burhan-Horasanlı, E. (2023) Neo-nationalism and Turkish higher education: a phenomenological case study of a multilingual scholar’s identity (re)construction. Studies in Higher Education, (doi: 10.1080/03075079.2023.2268127) (Early Online Publication)

Ortactepe Hart, D. and Aydınlı, J. (2023) Applied linguistics and language education research in Turkey: 2016–2022. Language Teaching, 56(4), pp. 495-521. (doi: 10.1017/S0261444823000198)

Ortaçtepe Hart, D. (2023) Creating anti-oppressive digital spaces for social justice language education. TESOL Quarterly, 57(1), pp. 285-297. (doi: 10.1002/tesq.3180)

DePietro, K., Ortactepe Hart, D. and Liu, X. (2022) Harvesting digital spaces for emergent bilinguals: culturally-sustaining mall pedagogies for migrant children. European Journal of Applied Linguistics and TEFL, 11(2), pp. 43-61.

Kökcü, Ş. and Ortaçtepe Hart, D. (2022) Turkish EFL learners' interpretation of metaphors: A study on conceptual socialization. International Review of Pragmatics, 14(1), pp. 95-114. (doi: 10.1163/18773109-01401004)

Ateşkan, A. and Ortactepe Hart, D. (2021) Demystifying computational thinking for teacher candidates: a case study on Turkish secondary school pre-service teachers. Education and Information Technologies, 26(5), pp. 6383-6399. (doi: 10.1007/s10639-021-10626-9)

Ortaçtepe Hart, D. and Okkalı, S. (2021) Common ground and positioning in teacher-student interactions: Second language socialization in EFL classrooms. Intercultural Pragmatics, 18(1), pp. 53-82. (doi: 10.1515/ip-2021-0003)

Kocabaş-Gedik, P. and Ortaçtepe Hart, D. (2021) “It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity and Education, 20(2), pp. 103-117. (doi: 10.1080/15348458.2020.1726756)

Ortaçtepe Hart, D. and Martel, J. (2020) Exploring the transformative potential of English language teaching for social justice: Introducing the special issue. TESOL Journal, 11(4), e568. (doi: 10.1002/tesj.568)

Şenbayrak, M., Ortaçtepe, D. and Trimble, K. (2019) An exploratory study on Turkish EFL learners’ readiness for autonomy and attitudes toward self‐access centers. TESOL Journal, 10(2), e00401. (doi: 10.1002/tesj.401)

Aydınlı, J. and Ortaçtepe, D. (2018) Selected research in applied linguistics and English language teaching in Turkey: 2010–2016. Language Teaching, 51(2), pp. 210-245. (doi: 10.1017/s0261444818000010)

Özkul, S. and Ortaçtepe, D. (2017) The use of video feedback in teaching process‐approach EFL writing. TESOL Journal, 8(4), pp. 862-877. (doi: 10.1002/tesj.362)

Mutlu, S. and Ortaçtepe, D. (2016) The identity (re)construction of nonnative English teachers stepping into native Turkish teachers’ shoes. Language and Intercultural Communication, 16(4), pp. 552-569. (doi: 10.1080/14708477.2016.1194852)

Burhan-Horasanlı, E. and Ortaçtepe, D. (2016) Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, pp. 372-382. (doi: 10.1016/j.tate.2016.07.002)

Ortaçtepe, D. (2016) Using webcasts for student presentations: a case study. International Journal of Information and Learning Technology, 33(1), pp. 57-74. (doi: 10.1108/ijilt-10-2015-0029)

Ortaçtepe, D. and Akyel, A. S. (2015) The effects of a professional development program on English as a Foreign Language teachers’ efficacy and classroom practice. TESOL Journal, 6(4), pp. 680-706. (doi: 10.1002/tesj.185)

Bayram, G. İ., Corlu, M. S., Aydın, E., Ortaçtepe, D. and Alapala, B. (2015) An exploratory study of visually impaired students’ perceptions of inclusive mathematics education. British Journal of Visual Impairment, 33(3), pp. 212-219. (doi: 10.1177/0264619615591865)

Ortaçtepe, D. (2015) EFL teachers’ identity (re)construction as teachers of intercultural competence: a language socialization approach. Journal of Language, Identity and Education, 14(2), pp. 96-112. (doi: 10.1080/15348458.2015.1019785)

Kaypak, E. and Ortaçtepe, D. (2014) Language learner beliefs and study abroad: A study on English as a lingua franca (ELF). System, 42, pp. 355-367. (doi: 10.1016/j.system.2014.01.005)

Ortaçtepe, D. (2013) Formulaic language and conceptual socialization: The route to becoming nativelike in L2. System, 41(3), pp. 852-865. (doi: 10.1016/j.system.2013.08.006)

Ortactepe Hart, D. (2013) “This Is Called Free-Falling Theory not Culture Shock!”: A narrative inquiry on second language socialization. Journal of Language, Identity and Education, 12(4), pp. 215-229. (doi: 10.1080/15348458.2013.818469)

Books

Ortaçtepe Hart, D. (2023) Social Justice and the Language Classroom: Reflection, Action, and Transformation. Series: Edinburgh textbooks in applied linguistics. Edinburgh University Press: Edinburgh. ISBN 9781474491754

Book Sections

Yilmaz, A., Ortactepe Hart, D. and Çelik, S. (2024) Transforming language teachers into agents of social change in Türkiye. In: Warren, A. N. and Ward, N. A. (eds.) Activism in Language Teaching and Language Teacher Education. Series: Critical Approaches and Innovations in Language Teacher Education. Bloomsbury Academic. ISBN 9781350422131 (In Press)

Yilmaz, A., Ortactepe Hart, D. and Durmus, R. I. (2024) Social justice language teacher education in Türkiye: insights from an English as a foreign language (EFL) writing classroom. In: Selvi, A. F. and Kocaman, C. (eds.) International Perspectives on Critical English Language Teacher Education: Theory and Practice. Series: Critical Approaches and Innovations in Language Teacher Education. Bloomsbury Academic. ISBN 9781350400320

Burhan-Horasanlı, E. and Ortactepe Hart, D. (2022) Exploring social justice in language coursebook. In: Çelik, H. and Çelik, S. (eds.) Coursebook Evaluation in English Language Teaching. Vizetek.

This list was generated on Wed Jul 17 12:37:08 2024 BST.

Grants

Feminist and social-justice oriented pedagogies in English language classrooms: Insights from Türkiye, Pakistan, and the UK, British Council, Co-investigator (July 2024-June 2025)

Social Justice in ELT: Building pre-service English language teachers’ capacity to teach for social justice, the State Department, US Embassy Ankara, Primary-investigator (Fall 2018-December 2022)

Culturally Sustaining Pedagogies: Migrant Education Region XVI, Monterey County Office of Education, California Department of Education, Primary-investigator (Fall 2019-Spring 2022)

Supervision

I am currently open to supervising students researching the following areas:

  • Social justice language education and intersectionality
  • Environmental justice and sustainability
  • Language socialization, identity, and intercultural competence
  • Formative, classroom-based, and democratic assessment
  • Gao, Jie
    Paradigm shift in Chinese English teaching: exploring the development of ELF-oriented teaching paradigm and its application in Chinese English teacher education context
  • Zhang, Haolin
    Consciousness Awakening: understanding Chinese female students' renegotiated self-identity in intimate relationships after receiving higher education in Scotland
  • Zhang, Siyuan
    The Gendered Expectations on Chinese Social Media and Chinese Women's Willingness to Pursue Higher Education

Teaching

Educational Studies. These include:

           

Contemporary Issues in TESOL

Race, Racism, and Social Justice in a Global Society

Teaching English as an International Language

Developing Professional Practice   

Descriptions of Language

 

I am also the course convenor of Which English? Sociolinguistics and Language Teaching.

Additional information

Select Conference Presentations

British Association for Applied Linguistics (BAAL) 2022, Belfast, September 1-3, 2022

-Culturally affirming literacy academy: Developing migrant students’ literacies through migrant-themed children’s books.

 

American Association for Applied Linguistics (AAAL) 2022, Pittsburgh, PA, March 19-22, 2022

-Teaching 21st century skills through LGBTQ+ inclusive pedagogies

-Towards language education for social justice: A call for action in the EFL writing classroom

 

TESOL 2022 International Convention & English Language Expo, Pittsburgh, PA, March 22-25, 2022

-Pre-service EFL Teachers Working Locally for the Global Good

-Social justice language education in digital learning spaces

 

Language Education for Social Justice (37th Conf. of Applied Lang. Studies), Finland, June 1-3, 2021

-Teaching English for social justice through the use of drama: Lessons from Turkey

 

TESOL 2021 International Convention & English Language Expo, March 23-26, 2021

-Increasing English language teachers’ capacity to teach for social justice

 

American Association for Applied Linguistics (AAAL) 2021, March 20-23, 2021

-Challenging heteronormativity: A case study on queering English language teaching

-Providing sustainable educational opportunities to migrant students

 

Foreign Language Education Symposium, Monterey, CA, November 9, 2019

-Migrant kids are NOT like any other kids!: A case study  on exploring the unique challenges of migrant students

 

Invited talks (2023-2024)

 

May 9, 2024 TED University, English Language Teaching Program Research Seminars

Language teaching for social justice: Moving beyond a tourist/comsumerist approach to inclusive education

 

December 8, 2023 ELINET Thailand, Book club

Social justice and the language classroom: Reflection, action and transformation (recording available here)

 

November 27, 2023 Yeditepe University English Language Education Program Graduate Seminars

Culturally affirming literacy academy through the use of migrant-themed books

 

November 17, 2023 1st Online Towards intersectionality in language teacher education (TILTED) Conference

Conceptualizing the ‘what’ and ‘how’ of unlearning: An intersectional perspective (recording available here)

 

October 7, 2023 The Scottish Association for the Teaching of English as a Foreign Language (SATEFL)

Social justice language education: Exploring key principles and practices for action and transformation, co-authored with A. Yilmaz

 

March 28, 2023 University of Stirling, ELT Webinar Series

Language teaching for social justice

 

Professional Memberships

TESOL International Association                     

American Association for Applied Linguistics (AAAL)

British Association for Applied Linguistics (BAAL)

 

 


Deniz Ortactepe Hart