Bedrettin Yazan

Associate Professor

University of Texas at San Antonio

United States

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About

Bedrettin Yazan is an Associate Professor at the University of Texas at San Antonio, USA. His research focuses on critical autoethnography, identity formation in language teacher education, and the intersection of race and language ideologies. Recent articles explore themes of transnational collaboration, emotional entanglements, and pedagogizing identity in educational contexts.

Articles (30)

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Collaborators (5)

María Leija

Assistant Professor

University of Texas at San Antonio

UNITED STATES

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Jorge Solis

Professor

University of Texas at San Antonio

UNITED STATES

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Kristen Lindahl

Assistant Professor

University of Texas at San Antonio

UNITED STATES

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Latisha Mary

Associate professor of language education - Maître de conférences en anglais

University of Strasbourg

FRANCE

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Baburhan Uzum

Sam Houston State University

UNITED STATES

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Bedrettin Yazan

Research Interests

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About

Articles (30)

“You have a master’s degree, but you speak so ghetto”: Secondary Content-Area Teachers Navigating Raciolinguistic Ideologies

A Transnational Doctoral Student Becoming a TESOL Teacher Educator: Identities, Emotions, Agency, and Ideologies in Critical Autoethnographic Narrative

An Eccentric and Dialogic Autoethnography of Two Language Teacher Educators as an Extension of Self-Study Paradigm

Emotional Entanglements and Intersectional Language Teacher Identities in Critical Autoethnographic Narratives

‘That was crazy’: Confronting monolingual ideologies and courting translanguaging in international telecollaboration

Two TESOL Teacher Educators' Identity Work Through Transnational Collaboration to Pedagogize Identity in a Practicum Course

In Conversation with Gary Barkhuizen: Pedagogizing Identity in Language Teacher Education

Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative

Pedogogizing Identity in Language Teacher Education

Interview with Bedrettin Yazan on autoethnography: Its application to research and pedagogy in language teacher education

Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals

Negotiating Identity Tensions: Challenges of an Online Volunteer English Language Teacher in Rural China

Can the subaltern speak in autoethnography?: knowledging through dialogic and retro/intro/pro-spective reflection to stand against epistemic violence

Can the subaltern speak in autoethnography?: knowledging through dialogic and retro/intro/pro-spective reflection to stand against epistemic violence

Content-area teacher candidates' identity work in an online teacher education course

Language teacher candidates ' representation of Türkiye ' s East and West: A critical discourse analysis of online discussions in a telecollaboration

Pedagogizing identity through perezhivanie: A longitudinal study of identity-oriented practicum in Türkiye

Pedagogizing identity through perezhivanie: A longitudinal study of identity-oriented practicum in Türkiye

Teacher candidates' dichotomous construction of educational and gender inequalities in Türkiye during a telecollaboration project

Teacher candidates’ dichotomous construction of educational and gender inequalities in Türkiye during a telecollaboration project

Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye

Evolution of Approaches to Teacher Cognition and Teacher Identity: A Conceptual Conversation

Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach

Teaching culture through EFL classes in Turkey: a qualitative study of teachers’ conceptualizations and pedagogical orientations

Constructing teacher identity in teacher collaboration: What does it mean to be a teacher of culturally and linguistically diverse English learners?

Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions

Navigating tensions and asserting agency in language teacher identity: A case study of a graduate teaching assistant

Teacher agency for social justice in telecollaboration: locating agentive positioning in virtual language interaction

Teacher candidates’ ideological tensions and covert metaphors about Syrian refugees in Turkey: Critical discourse analysis of telecollaboration

Navigating the complexities of criticality and identity in ELT: a collaborative autoethnography

Collaborators (5)

María Leija

Jorge Solis

Kristen Lindahl

Latisha Mary

Baburhan Uzum

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