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Polat

Nihat Polat

Associate Dean for Graduate Studies and Research, Associate Professor
School of Education
https://www.researchgate.net/profile/Nihat_Polat3

412B Canevin Hall
Phone: 412.396.4464
polatn@duq.edu

Education:

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

Dr. Polat teaches courses on second/foreign language (L2) learning and teaching, L2 curriculum and assessment, integrated literacy in content areas, and helping minority students (e.g., English learners, Muslim children) in K-12 schools. He has two research tracks. The first area concerns applied linguistics, particularly L2 learning and teaching while the second area contributes to the field of L2 teacher education. His book entitled "L2 Learning, Teaching and Assessment: A Comprehensible Input Perspective" has been published in Multilingual Matters. With Laura Mahalingappa and Terri Rodriguez he is also currently writing a new book entitled "Beyond Hijab and Halal: A Practical Guide for Educators of Muslim Students" that is under contract at Rowman & Littlefield. He has published in numerous journals including, TESOL Quarterly, Applied Linguistics, Modern Language Journal, Language Learning & Technology, Linguistics and Education, Foreign Language Annals, Language Learning Journal, System, Critical Inquiry in Language Studies, Journal of Educational Research, Journal of Language, Identity, and Education, and so forth. He is a consulting editor for the Journal of Educational Research while also serving as the Chair of TESOL Applied Linguistics Interest Section and the member of the U.S. Student Fulbright National Screening Committee. He is also serving as an ad-hock reviewer for numerous journals including the Modern Language Journal, Language Learning, TESOL Quarterly, Cognition, Journal of Teacher Education, Language and Education, Learning and Individual Differences.

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

Applied linguistics/SLA

Input and L2A
Quality of L2 use, syntactic complexity
Individual differences,
L2 identity, socialization,
L2 self-concept, beliefs
Accent, grammar, vocabulary
Anonymity in cyber ecologies
Proficiency assessment
Age and gender differences

Foreign language pedagogy

Sheltered instruction (SIOP)
Linguistic and cultural diversity
Teachers' pedagogical beliefs
Education of ELLs
Gender differences
FL/SL Program Evaluation
Teacher dispositions and cognition


Books

Polat, N. (2016). L2 Learning, Teaching, and Assessment: A Comprehensible Input Perspective. Multilingual Matters.

Mahalingappa, L., Rodriguez, T., & Polat (Under Contract). Beyond Hijab and Halal: A Practical Guide for Educators of Muslim Students. Rowman & Littlefield.

Recent Publications

Polat, N., Zarecky-Hodge, A., & Schreiber, J. (In-Press). Academic Growth Trajectories of ELLs in NAEP data: The Case of Fourth- and Eighth-Grade ELLs and Non-ELLs on Mathematics and Reading Tests. The Journal of Educational Research, 109.

Polat, N., & Cepik, S. (2015). An Exploratory Factor Analysis of the Sheltered Instruction Observation Protocol as a Teacher Performance Evaluation Tool. TESOL Quarterly. DOI:10.1002/tesq.248.

Mancilla, R., Polat, N., & Akcay, A. (2015). An Investigation of Native and Non-Native English Speakers' Levels of Written Syntactic Complexity in Asynchronous Online Discussions. Applied Linguistics.

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, Mancilla, 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.

 

Recent Grants

Mahalingappa, L., Fitzgerald, A. M., & Polat, N. (2015) Support for refugee families with school-aged children in the Pittsburgh area through ethnically-based community centers: an additive model for family engagement, student linguistic and academic development, and teacher preparation. Center for Community-Engaged Teaching and Research. Granted: $19,800.

Polat, N. (2014). Presidential Scholarship Award grant for a book proposal entitled: "Encountering Comprehensible Input: Theoretical Foundation, L2 Learning, Teaching, and Assessment". Granted: $5,000.

Hughes, E., & Polat, N. (2014). Curriculum-based measures to assess preservice teachers' knowledge of special education and ELL content knowledge. Canevin Center for Social Justice. Granted: $2,500.

Recent Presentations

Mancilla, R., & Polat, N. (2016). Predicting Academic Performance in Graduate Education: Investigating the Contributions of English Proficiency and Written Syntactic Complexity for Non-Native English Speakers. American Association for Applied Linguistics Conference (AAAL). Orlando, FL, April 9-12.

Polat N. (2016). Factor Structure of the Sheltered Instruction Observation Protocol in Measuring Pedagogical Effectiveness. American Association for Applied Linguistics Conference (AAAL). Orlando, FL, April 9-12.

Polat, N., Birdsong, D., Singleton, D., Moyer, A., & Bylund, M. (2016) "The Age Factor in SLA: A Practical Overview of Current Research and Implications for L2 Learning and Teaching (Applied Linguistics Inter Section Session). Annual TESOL Convention. Baltimore, MD, April 5-8.

Mancilla, R., & Polat, N. (2016). Predicting Achievement for Non-Native English Speakers: The Impact of English Proficiency and Written Syntactic Complexity. Georgetown University Roundtable (GURT). Washington, DC, March 11-13.

Polat, N., Dörnyei, Z., Csizér, K., & Magid. M. (2015).Foundations of the L2 Motivational Self-Concept in Language Learning (Applied Linguistics Academic Session). Annual TESOL Convention. Toronto, Canada, March 25-28.

Polat, N., Horwitz, E.K., Tarone, E., Gregersen, T., & Callahan, R.M. (2015). Perspectives on SLA Content, Common-Core, Self-Efficacy in L2 Teacher Education (Applied Linguistics Intersection Session). Annual TESOL Convention. Toronto, Canada, March 25-28.

Mahalingappa, L., & Polat, N. (2015). Chinese and American Teachers' Oral Corrective Feedback Beliefs and Practices. Annual TESOL Convention. Toronto, Canada, March 25-28.

Mancilla, R. & Polat, N. (2015). Syntactic Complexity in Asynchronous Discussions: Native and Non-Native English Speakers. Annual TESOL Convention. Toronto, Canada, March 25-28.

Mahalingappa, L. & Polat, N. (2015). Preservice Teacher Beliefs about Readiness, Content Knowledge, and Field Experiences to Support English Learners. American Educational Research Association Convention (AERA). Chicago, IL, March 16-20.

Mahalingappa, L. & Polat, N. (2015). English Teachers' Perceptions about Types of Oral Corrective Feedback in Chinese and U.S. Contexts. American Educational Research Association Convention (AERA). Chicago, IL, March 16-20
.
Polat, N., Mahalingappa, L., & Cepik, S. (2014). ELT Education in Turkey: A Multifaceted Programmatic Evaluation". Annual TESOL Convention. Portland, OR, March 26-29.

Polat, N. & Mahalingappa, L., (2014). Examining the Factorial Validity of the Sheltered Instruction Observation Protocol as a Performance Evaluation Tool. American Educational Research Association Convention (AERA). Philadelphia, PA, April 3-7.

Polat, N. (2014). A Comparative Analysis of EFL and ESL Program Curricula Regarding Government Mandates, and Program: The Case of Turkey and the U.S. American Educational Research Association Convention (AERA). Philadelphia, PA, April 3-7.

Polat, N., & Cepik, S. (2014) Mandates, Needs, Resources, and Current Research: An Analysis of English Language Teacher Education in Turkey. American Educational Research Association Convention (AERA). Philadelphia, PA, April 3-7.

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

Polat, N. Balog, R., & Mahalingappa, L. (2013). Motivational and Participatory Affordances in Anonymous and Non-anonymous Online Discussions and L2 Vocabulary Learning. American Educational Research Association Convention (AERA). San Francisco, CA, April 27-May 1.

Polat, N., & Mahalingappa, L. (2013). Effects of Gender and Teaching Experience on Inservice Teachers' Pedagogical Beliefs about the Academic Achievement of English Language Learners. American Educational Research Association Convention (AERA). San Francisco, CA, April 27-May 1.

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.


 

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/International)

Member of Review Panel: The U.S. Student Fulbright National Screening Committee.

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

National Professional Organization: Chair, TESOL Applied Linguistics Interest Section, 2015

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

Second Language Acquisition/ Applied Linguistics
Modern Language Journal, Language Learning, Cognition, Linguistics and Education, Journal of Multilingual and Multicultural Development, Annual Review of Applied Linguistics, System

Educational Psychology
Educational Psychology, Learning and Individual Differences, Psychological Reports, Perceptual and Motor Skills

TESOL/ Education/ Teacher Education
Tesol Quarterly, Journal of Teacher Education, Journal of Educational Research, Language and Education, Computers & Education

Conference Committee/Reviewing/Charring: TESOL- Applied Linguistics Intersection; 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)