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Nihat Polat, Ph.D.

Associate Professor, Program Director
School of Education
ESL Teacher Certification and Master's Program http://nihatpolat.wordpress.com/

412D Canevin Hall
Phone: 412.396.4464

Education:

Ph.D., Foreign Language Education and Applied Linguistics, The University of Texas at Austin, 2007
Bio

Dr. Polat has two research tracks. The first area concerns applied linguistics, particularly second/foreign language (L2) attainment and teaching while the second area contributes to the field of L2 teacher education. He has published in numerous journals including, Modern Language JournalLanguage Learning & Technology, Linguistics and Education, Teaching Education, Foreign Language Annals, Language Learning Journal, System, Critical Inquiry in Language Studies, International Journal of Educational Research, and Journal of Language, Identity, and Education. He is a consulting editor for the Journal of Educational Research while also serving on the editorial board of Arts and Social Sciences Journal, and Language and Communication Quarterly. He also serves as an ad-hock reviewer for numerous journals including the Modern Language Journal, Language Learning, Cognition, Journal of Teacher Education, Journal of Educational Research, Language and Education, Learning and Individual Differences, and so forth.

Awards

2012    The 2012 Early Career Faculty Award for Excellence in Scholarship. School of Education, Duquesne University.

2010    Fellow: Barbara A. Sizemore Scholars Program in Urban Education

Research

EXPERTISE

Second language acquisition

Identity, L2 socialization, motivation

Accent, quality of L2 use in written forms

Anonymity in cyber ecologies

Gender differences

L2 learner beliefs

 

Teacher education

Teachers' pedagogical beliefs

Gender differences

Linguistic and cultural diversity

 

Recent Publications


 Polat, N., Zarecky-Hodge, A. Schreiber, J. (Forthcoming). Academic Growth Trajectories of ELLs in NAEP data: The Case of 4th and 8th-Grade ELLs' and Non-ELLs' on Math and Reading Tests. The Journal of Educational Research.

Polat, N., & Cepik, S. (2014). A Comparative Analysis of EFL and ESL Programs Regarding Curriculum Mandates and Program Directors' and Teacher Candidates' Perceptions: The Case of Turkey and the U.S. Open Journal of Modern Linguistics, 4, 239-251.

Polat, N., & Schallert, D. L. (2013). Kurdish Adolescents Acquiring Turkish: Their Self-Determined Motivation and Identification with L1 and L2 Communities as Predictors of L2 Accent Attainment. Modern Language Journal, 93, 745-763.

Polat, N, Balog, R., and Mahalingappa, L. (2013). Anonymity and Motivation in Asynchronous Discussions and L2 Vocabulary Learning. Language Learning & Technology, 17, 57-74.

Polat, N., & Mahalingappa, L. (2013). Examining Service and Gender Effects on Teacher Beliefs about ELLs in Content Area Classes: A Case for Inclusion, Responsibility and Instructional Support. Teaching Education, 24, 58-83.

Mahalingappa, L., & Polat, N.(2013). English Language Teacher Education in Turkey: Policy vs. Academic Standards. European Journal of Higher Education, 3, 371-383.

Rodriguez, T.L. & Polat, N. (2012). Politicizing Difference: Interpreting Citizenship as a Dimension of Diversity in Pre-Service Teachers' Narratives. Linguistics and Education, 23, 361-372.

Polat, N. (2011). Examining the Nature and Content of L2 Socialization Patterns: Attainment of a Native-like Turkish Accent by Kurds. Critical Inquiry in Language Studies, 8, 261-288.

Polat, N. (2011). Pedagogical Treatment and Change in Preservice Teacher Beliefs: An Experimental Study. International Journal of Educational Research, 49, 195-209.

Polat, N. (2011). Gender and Age Differences in Motivation and L2 Accent Attainment: An Investigation of Young Kurdish Learners of Turkish. Language Learning Journal, 39, 19-41.

Polat, N. (2010). A Comparative Analysis of Pre-and In-Service Teacher Beliefs about Readiness and Self-Competency: Revisiting Teacher Education for ELLs. System, 38, 228-244.

Polat, N., & Mahalingappa, L. (2010 ). Gender Differences in Identity and Acculturation Patterns and L2 Accent Attainment. Journal of Language, Identity, and Education, 9, 17-35.

Polat, N. (2009). Matches in Beliefs between Teachers and Students, and Success in L2 Attainment: The Georgian Example. Foreign Language Annals, 42, 229-249.
 

Book Chapters

Polat, N (2013). The Interaction of the L2 Motivational Self System with Socialization and Identification Patterns and L2 Accent Attainment. In K. Csizér & M. Magid (Eds.), The Impact of Self-concept on Second Language Acquisition (pp.265-282). Clevendon, UK: Multilingual Matters.

Polat, N. (2010). Language Attitudes and Accentedness: A Study of Kurds Learning Turkish. In J. Watzke, P. Mantero, & P. Reece-Miller (Eds.), Language and Power (ISLS Readings in Language Studies, Volume 2) (pp. 387-403). New York: International Society for Language Studies Inc.

 

Recent Grants

Polat, N. (2012). Competitive Faculty Development Grants for Presentations on Multicultural College Teaching and Learning grant. Duquesne University, Office of the Provost. Granted: $580.

Polat, N. & Mahalingappa, L. (2011). Assessment of Learning Outcomes of ESL Teacher Certificate Program. Academic Learning Outcomes Assessment (ALOA). Granted: $2,500.

Rodriguez, T. & Polat, N. (2010). Equity for English Language Learners in Urban Contexts: A Study of Diverse Preservice Teachers' Beliefs and Identities. Barbara A. Sizemore Research Fellows & Small Grants Program. Granted: $2,500. Extended: $3,000.

Rodriguez, T. & Polat, N. (2010). Promoting Educational Equity for English Language Learners: A Study of Linguistically and Culturally Diverse Preservice Teachers' Beliefs and Identities. Faculty Development Fund, Duquesne University. Granted: $9,942.

 

Recent National Presentations

Polat, N. (2013). Measuring Teaching Effectiveness through the Sheltered Instruction Observation Protocol. Annual TESOL Convention. Dallas, TX, March 19-23, 2013.

Polat, N. (2012). Multiplexity in Exchange, Interactive, and Passive Networks, and Native-like Accent Attainment in the Turkish Context. American Educational Research Association Convention (AERA). Vancouver , BA, April 13-17.

Rodriguez, T., & Polat, N. (2012). Equity for English Language Learners (ELLs) in Urban Contexts: A Study of Preservice Teachers' Experiences and Beliefs. American Educational Research Association Convention (AERA). Vancouver , BA, April 13-17.

Rodriguez, T., & Polat, N. (2012). Stories of Diversity and Citizenship: Constructing Self and Other in Teacher Education for English Learners. American Educational Research Association Convention (AERA). Vancouver , BA, April 13-17.

Polat, N., & Schreiber, J. (2012). Internal Consistency of Observation Protocols in Measuring Teaching Effectiveness: The SIOP. American Educational Research Association Convention (AERA). Vancouver , BA, April 13-17.

Polat, N. (2012). Changing Pre-service EFL Teachers' Beliefs through Well-Structured Instructional Treatments. Annual TESOL Convention. Philadelphia, PA, March 28-31. 

Polat, N. (2011). Confounding Factors behind Differences in Teacher Beliefs about English Language Learners in Mainstream Classes. American Educational Research Association Convention (AERA). New Orleans, LA, April 8-12.

Polat, N. (2011). Anonymity and Motivation in Participation in Asynchronous Discussions, and L2 Vocabulary Acquisition. American Association for Applied Linguistics Conference (AAAL). Chicago, Illinois, March 26-29.

Polat, N. (2010). Equity for English Language Learners in Urban Contexts: A Study of Diverse Teachers' Beliefs and Identities, Barbara A. Sizemore Summer Conference, Pittsburgh, PA, July 21-22.

Polat, N., & Cepik, S. (2010). Teacher Beliefs about Responsibility and Instructional Support for English Language Learners in Inclusive Education, American Educational Research Association Convention (AERA). Denver, CO, April 30-May 4.

Polat, N. (2010). A Comparative Analysis of Pre-and In-service Teacher Beliefs about Readiness and Self-Competency in Supporting Diverse Learners, American Educational Research Association Convention (AERA). Denver, CO, April 30-May 4.

Polat, N., & Mahalingappa, L. (2010). Using Social Network Theory to Examine L2 Socialization Patterns, American Association for Applied Linguistics Conference (AAAL). Atlanta, GA, March 6-9.

Polat, N. (2010). Responsibility and Instructional Support for English Language Learners: A Teacher Beliefs Study, American Association for Applied Linguistics Conference (AAAL). Atlanta, GA, March 6-9.  

 

Recent Invited Presentations/Workshops

Polat, N. (2012). English as a Second Language (ESL) Workshop. 2012 Sizemore Conference. Duquesne University, Pittsburgh, PA (With Dr. Laura Mahalingappa and Dr. Davi Reis)

Polat, N. (2011). Differences between Pre-and In-service Teachers' Beliefs about Responsibility and Instructional Support for ELLs in Mainstream Classrooms. Three-River TESOL Annual Conference, Pittsburgh, PA. November 5.

Polat, N. (2011). Structural and Phonological Properties of Turkish: Implications for Learning Turkish, TCC. Carnegie Mellon University, Pittsburgh, PA. January 12.

Polat, N. (2010). A Five Minute Linguist: Assumptions about Language, Language and Thought, and SLA Theories, NETA Lecture Series. Carnegie Mellon University, Pittsburgh, PA. October 28.

Teaching

Graduate Courses Taught
Duquesne University

GESL 510- Theories and Practice of Second Language Learning
GESL 518- Integrated Literacy in Content Areas
GESL 508- Linguistically and Culturally Diverse Learners
GESL 512- ESL Curriculum and Assessment
GESL 501- Helping English Language Learners in Mainstream Classes

The University of Texas at Austin

EDC f390T - Foreign/Second Language Materials Development
Undergraduate Courses Taught

Duquesne University

LTEL 201- Meeting Needs of English Language Learners

Service (National)

National Professional Organization: Chair, TESOL Applied Linguistics Interest Section, 2014-2016.

 Member of Review Panel: United Kingdom, Department for International Development (DFID), Research and Evidence Division.

Consulting Editor: Journal of Educational Research (L2 teacher education, language education)

Editorial Board Memberships: Arts and Social Sciences Journal, Language and Communication Quarterly

Ad-hoc Journal Reviewing: Modern Language Journal, Language Learning, Cognition, Journal of Teacher Education, Journal of Educational Research, Language and Education, Learning and Individual Differences, Texas Papers in Foreign Language Education, Psychological Reports, Perceptual and Motor Skills

Conference Committee/Reviewing/Charring: AERA- Division K, Sections 5 and 8; Second Language Research SIG, Teacher Induction SIG: Proposal Reviewer (Since 2009); AERA- English Language Teaching: Teacher Perceptions, Anxiety, and Pedagogy: Session Chair, 2011.

Professional Memberships: American Educational Research Association (AERA); American Association of Applied Linguistics (AAAL); American Council on the Teaching of Foreign Languages Annual Convention (ACTFL); Teachers of English to Speakers of Other Languages (TESOL); International Society for Language Studies (ISLS)