Altınmakas, Derya
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Altinmakas, D.
Job Title
Email Address
altinmakasd@mef.edu.tr
Main Affiliation
06.03. Department of English Language Teaching
Status
Current Staff
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Sustainable Development Goals
4
QUALITY EDUCATION
2
Research Products
Documents
5
Citations
91
h-index
2
Documents
3
Citations
41
Scholarly Output
5
Articles
2
Views / Downloads
1582/575
Supervised MSc Theses
0
Supervised PhD Theses
0
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0
Scopus Citation Count
1
WoS h-index
0
Scopus h-index
1
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0
Projects
0
WoS Citations per Publication
0.00
Scopus Citations per Publication
0.20
Open Access Source
1
Supervised Theses
0
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| Journal | Count |
|---|---|
| Teaching English for Academic Purposes: Theory into Practice | 1 |
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5 results
Scholarly Output Search Results
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Article Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Pre-Service Language Teachers(Multilingual Matters, 2024) Aptoula-Yiğitoğlu, N.; Altınmakas, DeryaThis book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers' unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and it focuses on ways that specific contexts create unique opportunities and constraints on what developing teachers know and do in their work. The chapters prioritize local voices and materials to build a more inclusive and comprehensive picture of L2 writing globally, enabling the book as a whole to both document and further shape pedagogical approaches to L2 writing. Readers will be able to use the unique insights contained in this book in their own classrooms and professional development activities.Conference Object What Do Pre-Service English Language Teachers Have To Say for Their Future?(2023) Altınmakas, DeryaThe dignified socio-cultural value attached to the teaching profession is in decline not only in Turkey, but also in many other parts of the world. Previous studies (Aksu et al., 2010; Fray & Gore, 2018; Heinz, 2015) have shown that pre-service teachers might have altruistic, intrinsic and extrinsic motivations at diverse levels when they embark on their teacher education programmes (TEP). It has also been widely studied that pre-service teachers’ initial motivations and conceptualizations of the teaching profession are subject to change over time due to the gap they observe and experience between the theory and practice, precarious employment, lack of financial resources and benefits, low salary, limited opportunities for promotion and professional development, unstable work-life balance, ideological pressures, and demanding parents and educational stakeholders. This study will present the preliminary findings of an on-going research exploring pedagogical beliefs, professional conceptualisations and motives of 20 pre service English language teachers studying their second and third years of a TEP in Istanbul, Turkey. Guided by reflective practice theory (East, 2022; Farrell, 2021), the first data set was obtained from web based logs where participants were guided with questions to reflect on to what extent the training they receive in TEP corresponds to the practice they observe in their internship schools and how this experience reformulates their pedagogical beliefs. The second data set was collected using focus-group interviews where the participants were asked to comment on their motives to choose and continue to practice the teaching profession. The results indicate that pre-service English language teachers have ambivalent beliefs and attitudes toward their future practices, mainly pertaining to the socio-political and economic turmoil in the country, accelerating inflation and challenging living conditions, prevalent notion of native-speakerism in private schools, and technological innovations gradually replacing the role of teachers.Book Part Creating Effective Materials for Eap(Springer Nature, 2024) Altınmakas, DeryaMaterials used in English for Academic Purposes (EAP) courses should strike a balance between the required linguistic proficiency in receptive and productive language skills and the disciplinary-specific vocabulary, content, and text genres. While published EAP materials provide EAP teachers with a solid structure, a wide range of texts, and a syllabus to rely on, most coursebooks remain inadequate to cater to the needs of learners from different academic disciplines. Therefore, EAP teachers should consider a set of carefully determined criteria before selecting, adapting, and developing pertinent EAP materials for their students and exert effort to familiarize themselves with the disciplinary-specific text genres. This chapter informs the readers about the key principles of selecting, using, and adapting published EAP materials and ways of designing customized EAP materials for specific learning contexts. Practical principles are offered for EAP teachers preparing students, particularly for undergraduate programs. These guiding principles emphasize selecting engaging and relevant authentic texts and designing purposeful activities that integrate technology in material development. They also focus on teaching discipline-specific academic writing conventions and text genres through genre pedagogy in EAP courses, aiming to enhance students' academic literacy and critical thinking skills. © The Author(s). All rights reserved.Book Part Citation - Scopus: 1Teaching Literature With Elf Paradigm in Elt Classrooms(Taylor and Francis, 2023) Tülüce, Hande Serdar; Altınmakas, DeryaThis chapter shows how teachers can utilise literary texts in their language classrooms to unearth the potential of the ELF paradigm in promoting general and critical language awareness and preparing students for the complex and diversified socio-linguistic reality of the 21st century. Earlier discussions of integrating literature in EFL classrooms mainly emphasised the use of literary texts as supplementary materials to ELT coursebooks to reinforce learners’ linguistic knowledge and enhance their understanding of the target language and culture, particularly British and/or American. The current status of ELF challenges the taken-for-granted approaches to selecting and using literary texts in language classrooms, and thus the use of literature in language teaching is in need of rejuvenation. Considering the dynamics and the reality of communication in ELF contexts, language learners today need to be familiarised with the unfamiliar and different ecosystems. The chapter presents literature-based activities designed using two short stories and two novels written by multilingual authors, which can be used with secondary school and university students with B1+ levels of proficiency.Article Insights Into Academic Writing in English as Lingua Franca Contexts(Research Papers in Language Teaching and Learning, 2024) Bayyurt, Yasemin; Altınmakas, DeryaIn an era where English is the global lingua franca, academic writing has transformed significantly.This manuscript explores academic writing in English as a lingua franca (ELF) contexts, tracing thejourney of English from colonization to lingua franca status and contextualizing it within evolvingparadigms of English and language teaching worldwide. We delve into ELF research, where Englishplays a multifaceted role as a resource for multilingual communication. Our examinationencompasses ELF’s definitions, diverse users, and English as a multilingual franca. Our focus shiftsto academic writing practices within ELF contexts, scrutinizing unique challenges andopportunities arising from linguistic diversity, cultural nuances, and communication strategies.Through a review of existing studies on academic writing in ELF contexts, we offer practicalinsights for educators, researchers, and students navigating this realm. This manuscript guidesreaders through the intricate world of academic writing in the globalized domain of English as alingua franca.
