人文学院研究人员 - UYSAL Huseyin 博士
人文学院研究人员 - UYSAL Huseyin 博士
- 英语教育学系研究助理教授
研究领域：
- Criticality in TESOL teacher education
- Plurilingualism at public schools
- Fairness, justice and equity in language assessment
Welcome, and thank you for your interest! My name is Huseyin. I am a critical scholar with a research agenda grounded in multilingualism, equity, and inclusion. My work explores how systems of high-stakes testing and language classification shape the educational experiences of linguistically diverse learners. I draw from my own transnational journey across Europe, the U.S., and now Hong Kong, which has shaped my understanding of identity, marginalization, and belonging in educational contexts. I use narrative inquiry, case study, and critical frameworks to challenge deficit perspectives and amplify the voices of multilingual learners.
My teaching and mentoring practices are rooted in valuing students’ lived experiences, cultural identities, and linguistic resources. I am committed to fostering inclusive academic spaces and welcome conversations with current and prospective RPg students who are interested in critically engaging with issues of language, power, and justice in education. I look forward to learning with and from you!
奖项：
Leadership Mentoring Program Award given by TESOL International Association (2024)
Dismantling Oppressive Narratives with Pre-Service Teachers: Towards Linguistically Responsive and Antiracist Teaching" funded by Southern Poverty Law Center (2024)
学术研究：
Uysal, H. (2025). Long-term English learners. In M. Aronoff (Ed.), Oxford research encyclopedia of linguistics. Oxford University Press.
Uysal, H. (2024). Reclassification of English learners in the United States. In H. Nassaji (Ed.), The TESOL encyclopedia of English language teaching. Wiley-Blackwell.
Uysal, H., & Fallas-Escobar, C. (2024). Confronting deficit narratives: Supporting pre-service teachers in understanding the racialization of English learners. TESL Canada Journal, 41(1), 103–124.
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.
Kim, H. J., & Uysal, H. (Eds.). (2025). Criticality, agency, and language teacher identities: Research and praxis from global teacher education. Bloomsbury.
Lin, C.-C., & Uysal, H. (2025). Centering multilingual learners in school curriculum through community asset mapping: A practical guide for teachers. Myers Education Press.