Sultan Kilinc

Sultan Kilinc
Syracuse University | SU · Department of Teaching and Leadership

Curriculum and Instruction, Early Childhood Education, Inclusive Education

About

15
Publications
3,621
Reads
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75
Citations
Citations since 2016
15 Research Items
75 Citations
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20162017201820192020202120220510152025

Publications

Publications (15)
Article
This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. H...
Chapter
In this chapter, we analyzed the historical and current educational policies and practices around culture, language, social class, disability, and gender issues in Turkey as we imagined the possible educational experiences of refugee children. In this analysis, we were guided by Fraser’s (Scales of justice: Reimagining political space in a globaliz...
Article
This study explores Turkish mothers of children without disabilities’ conceptions of inclusive education for students with disabilities, who have historically been faced with educational inequities. Inclusive education was conceptualized from Fraser’s three-dimensional social justice framework to unpack complex and multidimensional structural obsta...
Article
Anti-immigrant discourses are sweeping across the globe while forced displacement brings educational, political, economic, and social challenges in many countries. Turkey’s latest initiative is the inclusion of almost one million school-aged Syrian children into the public education system. In this research, we aim to understand the evolving experi...
Article
In this study, one Southwestern public school district strives to implement a Dual Language (DL) for All Pre-K program that includes students with disabilities. The Arizona Revised Statute § 15-751-755 currently restricts K-12 students who speak a language other than English from entering DL programs until they are deemed English proficient. There...
Article
In this study, one Southwestern public school district strives to implement a Dual Language (DL) for All Pre-K program that includes students with disabilities. The Arizona Revised Statute § 15-751-755 currently restricts K-12 students who speak a language other than English from entering DL programs until they are deemed English proficient. There...
Article
This mixed-methods study examines the language ideologies of 28 preschool educators in their first month transitioning from English-only to dual language education (DLE). Using the language ideology survey developed by [Fitzsimmons-Doolan, S. (2011). “Language ideology dimensions of politically active Arizona voters: an exploratory study.” Language...
Article
Inclusive education (IE), as a global movement, has been part of many nations’ policy agendas. As the global ideas travel across borders, the meaning of this term has taken various forms in local and national discourses. Thus, this study examines teachers’ conceptualizations and experiences of IE for students with dis/abilities (SwDs) in Turkey. Sw...
Article
Full-text available
This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within real-cla...
Article
Full-text available
This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) program transformed preschool teachers’ reconceptualization of children’s learning identities and abilities. The EYEPlay PD model was a yearlong program, which integrated drama strategies into literacy practices within classroom contexts. Cultural-hist...
Research
Full-text available
Research in Global Citizenship Education examines conceptual literature and collects studies on teaching global citizenship.
Article
Every culture has developed some version of performance art. Children especially appreciate performance; their innate openness, forgiveness, and self-love make them delightful performers and audience members. Every time they engage with performance art, children are learning about storytelling, history, sociability, artistry, and physicality. Throu...

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Projects

Projects (2)
Project
Journal of Childhood, Education & Society [JCES] is an international peer-reviewed journal which accepts research and critical review articles in English, and it is published semi-annually open access. JCES intends to provide a medium for sharing interdisciplinary research studies that focus on childhood internationally, and the implications of this work for social and educational practices in collaboration with researchers, practitioners and policy makers. In this way, this journal publishes both qualitative and quantitative research and critical review articles on childhood from developmental, pedagogical and sociological areas. Also, the research and review articles that link theory and practice, and produce informative resources for educators, practitioners and policy makers are our current priority, and particularly welcome. We kindly invite you to review the journal online on https://www.j-ces.com
Project
Early Years Educators at Play (EYEPlay) Dual Language Learning (DLL) program is a year-long evidence-based early childhood education professional development (PD) program that integrates drama strategies in literacy practices in DLL preschool classrooms. It is a modified two-way immersion model where core content is taught in both Spanish and English to a mixture of native Spanish and English speaking children. The program has three main objectives. First, it purposes to develop teachers’ knowledge, skills, and dispositions about using drama strategies (pantomime, character development, group story building) as tools in literacy practices. Second, it purposes to enhance young children’s literacy and language development in both English and Spanish. Third, it aims to develop a self-sustaining personal and professional growth by the teachers, such that they continue to employ the drama strategies after the completion of the project.