About
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Introduction
Ufuk Ataş, PhD, works as an Associate Professor at Artvin Çoruh University, Artvin, Türkiye in the Department of Western Languages and Literatures, currently teaching courses on applied linguistics, discourse, language skills, and language teaching pedagogy, mainly to non-teaching-degree-students. His general research focuses on [language] teacher education, professional development, teacher identity, teacher education programs/curricula, and translanguaging as pedagogy in EMI contexts.
Current institution
Additional affiliations
April 2019 - present
November 2018 - April 2019
September 2015 - April 2016
Education
September 2012 - September 2018
September 2009 - September 2012
September 2005 - June 2009
Publications
Publications (22)
Code-switching (CS) is frequently used in English as a Foreign Language classrooms (EFL) serving different discourse and educational functions. This paper reports on a case study investigating the forms and functions of code-switching used by the students and the teachers in EFL classrooms in a Turkish university, where the language of instruction...
The professional development of teacher educators has received global interest worldwide following the notion that teacher educators are profoundly responsible for teacher education quality. Still, research on teacher educator professional development is scarce in Finland and under-researched in Turkey. In this article, the authors examine how teac...
This study explores the perspectives of 190 fourth-year pre-service EFL teachers across Türkiye on their definitions of ideal language teacher educators and the professional development of teacher educators based on their experiences during teaching practicum in university and practice school contexts. Data were collected through open-ended surveys...
Language teacher educator (LTE) identity development is an emerging field exploring how LTEs learn to teach and negotiate their identities and how their identity construction processes help teacher candidates learn. The complexity of the issue has prompted researchers to explore their professional journeys and experiences in various contexts from d...
Despite the growing interest in researching English language teacher educators' (ELTEs) pedagogy, knowledge base, beliefs, and identity development, there is a lack of comprehensive frameworks that encompass these aspects holistically. This study attempts to develop a professional development profile for English language teacher educators by invest...
Translanguaging has recently emerged as a topic of interest in English Medium Instruction (EMI) contexts, where students are expected to demonstrate proficiency in English, particularly in academic writing. This paper explores the potential benefits of incorporating translanguaging practices in exam papers to support multilingual students' understa...
Today, online education has become indispensable for many learning environments, including those designated for teaching and learning languages, becoming widespread and revolutionizing how students access education and language learning resources. This shift to online platforms has opened up numerous opportunities for learners, breaking down barrie...
Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the translanguagin...
This chapter defines diversity with its relation to initial teacher education and discusses its significance for the pre-service teachers' practicum experience, which, in addition to the theoretical courses that might (and usually might not) address diversity, enables them to conceptualize the term. It also refers to teacher education systems in so...
In this chapter, the authors first define translanguaging, focusing on its descriptive, theoretical, and pedagogical aspects; explicating how it provides opportunities for the negotiation of meaning and the creation of a 'third meaning,' i.e., thirdness, whilst co-constructing knowledge in English literature classrooms, especially in English medium...
This qualitative study aims to explore the beliefs of Turkish pre-service EFL teachers about their school experiences and any change in their beliefs during this experience to identify their professional development as prospective teachers. For this purpose, ten Turkish pre-service EFL teachers at a state university in central Turkey reflected thei...
Changes and innovations to the English language teacher education undergraduate program in Turkey have taken place quite often over the last two decades, and related research has focused predominantly on the effectiveness of the program, along with the implemented changes. Yet, evaluation studies on the specific components of the program remained s...
This paper reports the whole process on an attempt to design an ESP English Writing Course (EWC) at a pre-intermediate level for engineering students studying at English medium departments at a state university in Turkey. Designing an English Writing Course specific for engineering students is necessary since the current EWC fails to provide the st...
This study aims to find out and compare the effectiveness of two ways of teaching vocabulary to learners of English as a foreign language; through visual aids and using games, and through traditional methods; that is, giving dictionary definitions and studying through worksheets. In order to reach the aim, two groups were formed; one control group...
This paper presents an empirical study that investigates the role of vocabulary knowledge in listening comprehension with 33 advanced Turkish learners of English as a foreign language. The Vocabulary Levels Test (Schmitt, Schmitt & Clapham, 2001) is used to measure the vocabulary knowledge of the participants and a standardized listening test (Camb...
The volume assembles a wide variety of research papers on phonetics, phonology, syntax, morphology, semantics, as well as language acquisition, discourse analysis, pragmatics, language contact studies, receptive multilingualism, and sociolinguistics. The 58 articles, written specifically for this collection, give an informative overview of the curr...
In classroom contexts, negotiated interactions and comprehensible input have been regarded as crucial to language learning in the research, theory and practical experience (Allwright & Bailey, 1994; Krashen, 1977; Long, 1983). These interactive exchanges may lead to content or linguistic errors which are naturally unavoidable in language classrooms...
This paper reports on a study that investigated beliefs about second foreign language learning of Turkish EFL learners, compared their beliefs about learning German, Italian and French as a second foreign language and explored within-group variation in these learners’ beliefs. The primary purpose of this study is to identify Turkish learners’ belie...
