Work Experience

  • 2015 2013

    Teaching Assitant

    Middle East Technical University, NCC, English Language Teaching

Education & Training

  • Ph.D. ..

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    -

  • Master2015

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  • Bachelor2013

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Honors, Awards and Grants

  • 2013
    High Honor - English Language Teaching Department, Near East University
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    2009-2013 All Semesters
  • 2013
    Teaching Assistant Scholarship (METU NCC)
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    2013-2015

Research Projects

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http://dergipark.ulakbim.gov.tr/ijrte/article/download/5000148453/5000135108

General Publication Friend or foe?: English As The Medium of Instruction Policy Versus Code Switching Practices, 2016

Abstract


Özet

General Publication Novice teachers negotiation of identities through code switching, 2016

Abstract


Özet

General Publication The Origami of Identities - Novice Teachers Negotiation of Identities Through Code Switching (M.A Thesis), 2016

Abstract


Özet

Friend or foe?: English As The Medium of Instruction Policy Versus Code Switching Practices

Original Article The International Journal of Research in Teacher Education, Volume *, Issue -, 2015, Pages -

Abstract

-


Özet

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Currrent Teaching

  • 2019 YAZ

    ORAL EXPRESSION AND PUBLIC SPEAKING

    This course aims at familiarizing students with the skills necessary to collect, analyze, and select information relevant to their presentations and to help them adopt the required skills for public speech.

  • 2019 YAZ

    TEACHING LANGUAGE SKILLS I

    gain responsibility as well as autonomy for learning and teaching practices

  • 2019 YAZ

    DRAMA

    -

Teaching History

  • 2018 BAHAR

    SURVEY OF AMERICAN LITERATURE

    -

  • 2018 BAHAR

    RESEARCH METHODS & PAPER WRITING

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2015 BAHAR

    SCIENTIFIC RESEARCH METHODS

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2018 BAHAR

    SCIENTIFIC RESEARCH METHODS

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2019 GÜZ

    SCIENTIFIC RESEARCH METHODS

    The course aims to provide students with information regarding scientific research methods used in English Language Studies. It aims to equip them with skills to reach information through critical scientific approaches and report these using standardised styles.

  • 2015 BAHAR

    TRANSLATION THEORY

    This course aims to inform students on the key concepts regarding the translation theory

  • 2016 GÜZ

    TRANSLATION THEORY

    This course aims to inform students on the key concepts regarding the translation theory

  • 2015 BAHAR

    TRANSLATION THEORY AND CRITICISM

    -

  • 2016 GÜZ

    INTRODUCTION TO TRANSLATION

    In this course, emphasis will be placed on the relationship between linguistic differences and cultural differences and their influences on translation. Practical aspect is also given importance along with readings which cover the theoretical grounds. Students will be asked to analyse comparative examples of translation and translate specific text which are assigned to them. Students will be encouraged to share their practices by taking part in whole class discussions and peer feedback sessions.

  • 2015 GÜZ

    TEACHING LANGUAGE SKILLS I

    gain responsibility as well as autonomy for learning and teaching practices

  • 2016 GÜZ

    TEACHING LANGUAGE SKILLS I

    gain responsibility as well as autonomy for learning and teaching practices

  • 2017 GÜZ

    TEACHING LANGUAGE SKILLS I

    gain responsibility as well as autonomy for learning and teaching practices

  • 2018 GÜZ

    TEACHING LANGUAGE SKILLS I

    gain responsibility as well as autonomy for learning and teaching practices

  • 2019 GÜZ

    TEACHING LANGUAGE SKILLS I

    gain responsibility as well as autonomy for learning and teaching practices

  • 2016 YAZ

    TEACHING LANGUAGE SKILLS I

    gain responsibility as well as autonomy for learning and teaching practices

  • 2018 YAZ

    TEACHING LANGUAGE SKILLS I

    gain responsibility as well as autonomy for learning and teaching practices

  • 2015 BAHAR

    TEACHING LANGUAGE SKILLS II

    After the completion of this course, the student will be able to > make learning relevant and stimulating >identify a variety of appropriate active learning styles and intelligence types >apply adult learning principles to meet the needs of all learners >develop logically sequenced lesson plans that utilize active learning strategies and alternative assessment strategies that support the learning outcomes >demonstrate understanding and application of training objectives via the development of a complete unit of instruction >become reflective practitioners, able to self-evaluate, self-appraise and develop professionally as teachers. >find, adapt and create materials to use when teaching as well as the knowledge of different teaching resources and how these can be used effectively to facilitate learning. > have the critical and creative thinking skills to evaluate learners’ needs effectively, plan a programme of study and the individual lessons within that programme and formulate aims suitable for either individual tuition or group learning. >have the ability to engage, interest and stimulate learners during lessons and to make them the centre of the learning process itself.

  • 2016 BAHAR

    TEACHING LANGUAGE SKILLS II

    After the completion of this course, the student will be able to > make learning relevant and stimulating >identify a variety of appropriate active learning styles and intelligence types >apply adult learning principles to meet the needs of all learners >develop logically sequenced lesson plans that utilize active learning strategies and alternative assessment strategies that support the learning outcomes >demonstrate understanding and application of training objectives via the development of a complete unit of instruction >become reflective practitioners, able to self-evaluate, self-appraise and develop professionally as teachers. >find, adapt and create materials to use when teaching as well as the knowledge of different teaching resources and how these can be used effectively to facilitate learning. > have the critical and creative thinking skills to evaluate learners’ needs effectively, plan a programme of study and the individual lessons within that programme and formulate aims suitable for either individual tuition or group learning. >have the ability to engage, interest and stimulate learners during lessons and to make them the centre of the learning process itself.

  • 2017 BAHAR

    TEACHING LANGUAGE SKILLS II

    After the completion of this course, the student will be able to > make learning relevant and stimulating >identify a variety of appropriate active learning styles and intelligence types >apply adult learning principles to meet the needs of all learners >develop logically sequenced lesson plans that utilize active learning strategies and alternative assessment strategies that support the learning outcomes >demonstrate understanding and application of training objectives via the development of a complete unit of instruction >become reflective practitioners, able to self-evaluate, self-appraise and develop professionally as teachers. >find, adapt and create materials to use when teaching as well as the knowledge of different teaching resources and how these can be used effectively to facilitate learning. > have the critical and creative thinking skills to evaluate learners’ needs effectively, plan a programme of study and the individual lessons within that programme and formulate aims suitable for either individual tuition or group learning. >have the ability to engage, interest and stimulate learners during lessons and to make them the centre of the learning process itself.

  • 2018 BAHAR

    TEACHING LANGUAGE SKILLS II

    After the completion of this course, the student will be able to > make learning relevant and stimulating >identify a variety of appropriate active learning styles and intelligence types >apply adult learning principles to meet the needs of all learners >develop logically sequenced lesson plans that utilize active learning strategies and alternative assessment strategies that support the learning outcomes >demonstrate understanding and application of training objectives via the development of a complete unit of instruction >become reflective practitioners, able to self-evaluate, self-appraise and develop professionally as teachers. >find, adapt and create materials to use when teaching as well as the knowledge of different teaching resources and how these can be used effectively to facilitate learning. > have the critical and creative thinking skills to evaluate learners’ needs effectively, plan a programme of study and the individual lessons within that programme and formulate aims suitable for either individual tuition or group learning. >have the ability to engage, interest and stimulate learners during lessons and to make them the centre of the learning process itself.

  • 2016 GÜZ

    TEACHING LANGUAGE SKILLS II

    After the completion of this course, the student will be able to > make learning relevant and stimulating >identify a variety of appropriate active learning styles and intelligence types >apply adult learning principles to meet the needs of all learners >develop logically sequenced lesson plans that utilize active learning strategies and alternative assessment strategies that support the learning outcomes >demonstrate understanding and application of training objectives via the development of a complete unit of instruction >become reflective practitioners, able to self-evaluate, self-appraise and develop professionally as teachers. >find, adapt and create materials to use when teaching as well as the knowledge of different teaching resources and how these can be used effectively to facilitate learning. > have the critical and creative thinking skills to evaluate learners’ needs effectively, plan a programme of study and the individual lessons within that programme and formulate aims suitable for either individual tuition or group learning. >have the ability to engage, interest and stimulate learners during lessons and to make them the centre of the learning process itself.

  • 2019 GÜZ

    TEACHING LANGUAGE SKILLS II

    After the completion of this course, the student will be able to > make learning relevant and stimulating >identify a variety of appropriate active learning styles and intelligence types >apply adult learning principles to meet the needs of all learners >develop logically sequenced lesson plans that utilize active learning strategies and alternative assessment strategies that support the learning outcomes >demonstrate understanding and application of training objectives via the development of a complete unit of instruction >become reflective practitioners, able to self-evaluate, self-appraise and develop professionally as teachers. >find, adapt and create materials to use when teaching as well as the knowledge of different teaching resources and how these can be used effectively to facilitate learning. > have the critical and creative thinking skills to evaluate learners’ needs effectively, plan a programme of study and the individual lessons within that programme and formulate aims suitable for either individual tuition or group learning. >have the ability to engage, interest and stimulate learners during lessons and to make them the centre of the learning process itself.

  • 2017 GÜZ

    LISTENING AND NOTE-TAKING SKILLS

    =

  • 2018 GÜZ

    LISTENING AND NOTE-TAKING SKILLS

    =

  • 2015 GÜZ

    LISTENING AND PRONUNCIATION I

    The aim of this course is to help students improve their listening, speaking and note taking skills through training in the key areas.

  • 2016 GÜZ

    LISTENING AND PRONUNCIATION I

  • 2016 GÜZ

    LISTENING AND PRONUNCIATION I

    The aim of this course is to help students improve their listening, speaking and note taking skills through training in the key areas.

  • 2017 GÜZ

    LISTENING AND PRONUNCIATION I

    The aim of this course is to help students improve their listening, speaking and note taking skills through training in the key areas.

  • 2018 GÜZ

    LISTENING AND PRONUNCIATION I

    -

  • 2018 GÜZ

    LISTENING AND PRONUNCIATION I

    The aim of this course is to help students improve their listening, speaking and note taking skills through training in the key areas.

  • 2017 YAZ

    LISTENING AND PRONUNCIATION I

    The aim of this course is to help students improve their listening, speaking and note taking skills through training in the key areas.

  • 2015 BAHAR

    LISTENING AND PRONUNCIATION II

    By the end of the course, the students will: gain awareness on their own listening skills and pronunciation and have a chance to reflect on these issues appreciate their own accent and gain clarity regarding the other accents of English language

  • 2016 BAHAR

    LISTENING AND PRONUNCIATION II

    By the end of the course, the student will:

  • 2016 BAHAR

    LISTENING AND PRONUNCIATION II

    By the end of the course, the students will: gain awareness on their own listening skills and pronunciation and have a chance to reflect on these issues appreciate their own accent and gain clarity regarding the other accents of English language

  • 2017 BAHAR

    LISTENING AND PRONUNCIATION II

    By the end of the course, the students will: gain awareness on their own listening skills and pronunciation and have a chance to reflect on these issues appreciate their own accent and gain clarity regarding the other accents of English language

  • 2018 BAHAR

    LISTENING AND PRONUNCIATION II

    By the end of the course, the students will: gain awareness on their own listening skills and pronunciation and have a chance to reflect on these issues appreciate their own accent and gain clarity regarding the other accents of English language

  • 2017 YAZ

    LISTENING AND PRONUNCIATION II

    By the end of the course, the students will: gain awareness on their own listening skills and pronunciation and have a chance to reflect on these issues appreciate their own accent and gain clarity regarding the other accents of English language

  • 2018 BAHAR

    LISTENING AND PRONUNCIATION II

    By the end of the course, the students will: gain awareness on their own listening skills and pronunciation and have a chance to reflect on these issues appreciate their own accent and gain clarity regarding the other accents of English language

  • 2015 GÜZ

    DRAMA

  • 2015 GÜZ

    DRAMA

    -

  • 2018 GÜZ

    DRAMA

    -

  • 2019 GÜZ

    DRAMA

    -

  • 2019 GÜZ

    APPROACHES TO LEARNING AND TEACHING ENGLISH

    By the end of the course, the students will; gain motivation on learning by building on their existing knowledge and have a chance to implement it in their micro teachings be engaged in teaching, learning as well as critical thinking in a positive atmosphere by discussing their level of satisfaction with the content of the course

  • 2015 GÜZ

    APPROACHES TO ELT I

    This course aims to put theory into practice regarding the methods and approaches in the field of English Language Teaching being; The Grammar Translation Method, The Direct Method, The Audio-Lingual Method, The Silent Way, Desuggestopedia, Community Language Learning, Total Physical Response, Community Language Learning, Total Physical Response, Communicative Language Teaching, Content-Based, Task Based, and Participatory Approaches as well as Learning Strategy Training, Cooperative Learning and Multiple Inteligences

  • 2016 GÜZ

    APPROACHES TO ELT I

    This course aims to put theory into practice regarding the methods and approaches in the field of English Language Teaching being; The Grammar Translation Method, The Direct Method, The Audio-Lingual Method, The Silent Way, Desuggestopedia, Community Language Learning, Total Physical Response, Community Language Learning, Total Physical Response, Communicative Language Teaching, Content-Based, Task Based, and Participatory Approaches as well as Learning Strategy Training, Cooperative Learning and Multiple Inteligences

  • 2017 GÜZ

    APPROACHES TO ELT I

    This course aims to put theory into practice regarding the methods and approaches in the field of English Language Teaching being; The Grammar Translation Method, The Direct Method, The Audio-Lingual Method, The Silent Way, Desuggestopedia, Community Language Learning, Total Physical Response, Community Language Learning, Total Physical Response, Communicative Language Teaching, Content-Based, Task Based, and Participatory Approaches as well as Learning Strategy Training, Cooperative Learning and Multiple Inteligences

  • 2018 GÜZ

    APPROACHES TO ELT I

    This course aims to put theory into practice regarding the methods and approaches in the field of English Language Teaching being; The Grammar Translation Method, The Direct Method, The Audio-Lingual Method, The Silent Way, Desuggestopedia, Community Language Learning, Total Physical Response, Community Language Learning, Total Physical Response, Communicative Language Teaching, Content-Based, Task Based, and Participatory Approaches as well as Learning Strategy Training, Cooperative Learning and Multiple Inteligences

  • 2015 YAZ

    APPROACHES TO ELT I

    This course aims to put theory into practice regarding the methods and approaches in the field of English Language Teaching being; The Grammar Translation Method, The Direct Method, The Audio-Lingual Method, The Silent Way, Desuggestopedia, Community Language Learning, Total Physical Response, Community Language Learning, Total Physical Response, Communicative Language Teaching, Content-Based, Task Based, and Participatory Approaches as well as Learning Strategy Training, Cooperative Learning and Multiple Inteligences

  • 2017 YAZ

    APPROACHES TO ELT I

    This course aims to put theory into practice regarding the methods and approaches in the field of English Language Teaching being; The Grammar Translation Method, The Direct Method, The Audio-Lingual Method, The Silent Way, Desuggestopedia, Community Language Learning, Total Physical Response, Community Language Learning, Total Physical Response, Communicative Language Teaching, Content-Based, Task Based, and Participatory Approaches as well as Learning Strategy Training, Cooperative Learning and Multiple Inteligences

  • 2016 BAHAR

    APPROACHES TO ELT II

    By the end of the course, the students will; gain motivation on learning by building on their existing knowledge and have a chance to implement it in their micro teachings be engaged in teaching, learning as well as critical thinking in a positive athmosphere by discussing their level of satisfaction with the content of the course

  • 2017 BAHAR

    APPROACHES TO ELT II

    By the end of the course, the students will; gain motivation on learning by building on their existing knowledge and have a chance to implement it in their micro teachings be engaged in teaching, learning as well as critical thinking in a positive athmosphere by discussing their level of satisfaction with the content of the course

  • 2018 BAHAR

    APPROACHES TO ELT II

    By the end of the course, the students will; gain motivation on learning by building on their existing knowledge and have a chance to implement it in their micro teachings be engaged in teaching, learning as well as critical thinking in a positive athmosphere by discussing their level of satisfaction with the content of the course

  • 2017 YAZ

    APPROACHES TO ELT II

    By the end of the course, the students will; gain motivation on learning by building on their existing knowledge and have a chance to implement it in their micro teachings be engaged in teaching, learning as well as critical thinking in a positive athmosphere by discussing their level of satisfaction with the content of the course

  • 2018 YAZ

    APPROACHES TO ELT II

    By the end of the course, the students will; gain motivation on learning by building on their existing knowledge and have a chance to implement it in their micro teachings be engaged in teaching, learning as well as critical thinking in a positive athmosphere by discussing their level of satisfaction with the content of the course

  • 2016 BAHAR

    TEXTUAL ANALYSIS

    To enhance students’ knowledge about how to engage with texts, how to classify them and how to analyse them. > To teach students about different text types and their features.

  • 2016 BAHAR

    TEXTUAL ANALYSIS I

    To enhance students’ knowledge about how to engage with texts, how to classify them and how to analyse them. > To teach students about different text types and their features.

  • 2015 GÜZ

    NOTE-TAKING AND CONSECUTIVE INTERPRETATION

    To familiarize students with the philosophy and practice of Consecutive Interpreting

  • 2016 GÜZ

    NOTE-TAKING AND CONSECUTIVE INTERPRETATION

    To familiarize students with the philosophy and practice of Consecutive Interpreting

  • 2016 GÜZ

    NOTE-TAKING & CONSECUTIVE TRANSLATION I

    To familiarize students with the philosophy and practice of Consecutive Interpreting

  • 2017 GÜZ

    SCHOOL EXPERIENCE

    .

  • 2018 GÜZ

    SCHOOL EXPERIENCE

    .

  • 2019 GÜZ

    SCHOOL EXPERIENCE

    .

  • 2015 BAHAR

    PRACTICUM

    The students are expected to observe and reflect on the practices of English language teachers in both public and private schools at different levels. The course also aims to help students experience teaching in a real classroom before graduation and reflect on this first practice teaching experience in order to improve their skills by using the feedback they receive from their instructors as well as the class teachers.

  • 2017 BAHAR

    PRACTICUM

    The students are expected to observe and reflect on the practices of English language teachers in both public and private schools at different levels. The course also aims to help students experience teaching in a real classroom before graduation and reflect on this first practice teaching experience in order to improve their skills by using the feedback they receive from their instructors as well as the class teachers.

  • 2018 BAHAR

    PRACTICUM

    The students are expected to observe and reflect on the practices of English language teachers in both public and private schools at different levels. The course also aims to help students experience teaching in a real classroom before graduation and reflect on this first practice teaching experience in order to improve their skills by using the feedback they receive from their instructors as well as the class teachers.

  • 2017 GÜZ

    SPECIFIC LANGUAGE USAGE I

    =

  • 2017 BAHAR

    SPECIFIC LANGUAGE II

    x

  • 2017 BAHAR

    SPECIFIC LANGUAGE USAGE II

    -

  • 2017 BAHAR

    SPECIFIC LANGUAGE USAGE II

    A

  • 2015 BAHAR

    LT METHODOLOGY I

    A

  • 2015 GÜZ

    LT METHODOLOGY I

  • 2016 YAZ

    LT METHODOLOGY I

    A

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