Huseyin Uysal

As a teacher, I feel affirmed when I can facilitate productive conversations, co-create knowledge, and engage in inquiry with pre-service teachers. Some aspects of my teaching include rigorous thinking, criticality, and deliberateness about reflections. I encourage pre-service teachers to claim agency in their learning and inquire into ways to ground their leadership in their daily teaching. Also, I aim to embed care into practitioner inquiry, promote individualized learning and provide an inclusive, equitable, and accessible learning environment.

My scholarship is driven by the values of social justice and grounded in understanding power, identity, and inclusivity in linguistically and culturally diverse schools. I position myself within the critical and constructivist paradigms by advocating for emergent bilinguals. Some of my research interests include fairness, justice, and equity in language testing, test-taker perspectives on assessment practices, and language learner identity.

Years at Knox: 2021 to present

Education

Ph.D., Curriculum & Instruction (specialization in ESOL/Bilingual Education), 2021, University of Florida 

M.A., Linguistics, 2015, Ankara University

B.A., English Language Teaching, 2011, Mehmet Akif Ersoy University

Selected Professional Accomplishments

Grants

Dismantling Oppressive Narratives with Pre-Service Teachers: Towards Linguistically Responsive and Antiracist Teaching [Southern Poverty Law Center, 2024, $1,880]

Breaking Ground, Igniting Ideas: Inaugural TEDx Event on Campus [Knox College, 2023-2024, $7,635]

Publications

Kim, J., & Uysal, H. (Eds.). (under contract). Criticality, agency, and language teacher identities: Research and praxis from global teacher education. Bloomsbury.

García, O. (2024). A conversation with Ofelia García: Critical perspectives on translanguaging and adolescent English learners (Interview by H. Uysal). RELC Journal, 55(1), 274–284.

Coady, M. R.., Marichal, N. V., & Uysal, H. (2023). Trekking across some rough terrain: Rural teacher education for multilingual students. Peabody Journal of Education, 98(4), 364–379.

Sah, P. K., & Uysal, H. (2022). Unbiased but ideologically unclear: Teacher beliefs about language practices of emergent bilingual students in the U.S. Linguistics and Education, 72, Article 101126.

Uysal, H. (2022). Standardized tests and within-group segregation: The not-so-optimal ESL classroom for long-term English learners. TESOL Quarterly, 56(4), 1471–1485.

Awards, and Fellowships

Leadership Mentoring Program Award [TESOL International Association, 2024]

Virtual Research Fellowship [Europa-Universität Viadrina, 2021]

SELI Summer Fellowship [Southern Education Foundation, 2021]

AACTE Holmes Scholarship [American Association of Colleges for Teacher Education, 2019-2021]

Professional Service

Organizer & Licensee, TEDx Knox College, 2024

Founder & Editor-in-Chief, Journal of Education for Multilingualism, 2024-present

Awards Committee Chair, Writing and Literacies SIG, American Educational Research Association, 2023-present

Co-Founder & Associate Editor, Journal of Education, Language, and Ideology, 2022-present

Advocacy Committee Co-Chair, Illinois Teachers of English to Speakers of Other Languages–Bilingual Education, 2022-2024

Co-Founder & Co-Chair, Test-Taker Insights in Language Assessment (TILA) SIG, International Language Testing Association, 2021-2023