Dr. Jean Kaya

• Literacy
• Critical literacies
• Teacher education
• Intercultural learning
• Teachers’ identities, experiences, and perspectives
• Language teaching and learning

Kaya, J. (2023). The expectations-reality dissonance in student teaching: A discourse analysis of one pre-service teacher’s perspective. Educational Linguistics, 1-22. https://doi.org/10.1515/eduling-2022-0020

Kaya, J. (2023). Classroom discourse and identity construction in international education. In L. A. Arasaratnam-Smith & D. K. Deardorff (Eds.), Developing intercultural competence in higher education: International students’ stories and self-reflection (pp. 15-17). Routledge.

Kaya, J. (2023). Re-examining the importance of vocabulary learning strategies for first language English speakers. English in Education, 57(2), 120-134. https://doi.org/10.1080/04250494.2023.2190350

Kaya, J., Dressler, R., & Lenters, K. (2022). Critical literacy in Canada: A systematic review of curricula and literature. Language and Literacy, 24(2), 25-61. https://doi.org/10.20360/langandlit29606

Kaya, J., & Kitooke, A. (2022). Critical literacy in Uganda and Congo: The urgency of decolonizing curricula. In J. Z. Pandya, R. A. Mora, J. Alford, N. A. Golden, & R. S. de Roock (Eds.), The handbook of critical literacies (pp. 297-304). Routledge.

Kaya, J. (2021). Promoting linguistic repertoires in second language classrooms. Réflexions, 40(3), 35-37.

Kaya, J. (2020). Inside the international student world: Challenges, opportunities, and imagined communities. Journal of International Students, 10(1), 124-144. https://doi.org/10.32674/jis.v10i1.1031

Kaya, J., & McIntyre, D. J. (2020). Teacher candidates’ pre/post student teaching reflections of their experiences. Critical Issues in Teacher Education, 27, 74-84. 

Bacon, H. R., Byfield, L., Kaya, J., & Humaidan, A. (2023). Counter-storying lives and literacies: Narratives of transformational resistance. Journal of Latinos and Education, 22(1), 2-14. https://doi.org/jc6s

Bacon, H. R., & Kaya, J. (2018). Imagined communities and identities: A spaciotemporal discourse analysis of one woman’s literacy journey. Linguistics and Education, 46, 82-90. https://doi.org/jc6t

Kaya, J., & Charkova, K. (2014). The most and least frequent vocabulary learning strategies of high school English language learners. International Journal of English Language Education, 2(2), 122-141. https://doi.org/jc6v

2023-2025 – Social Sciences and Humanities Research Council (SSHRC) Insight Develop Grant, $57,103: Conceptualizing Teachers’ Intercultural Learning for Social Action (Role: Principal Investigator; Co-applicants: Dr. Roswita Dressler; Dr. Kim Lenters)

2022-2023 – Social Sciences and Humanities Research Council (SSHRC) Partnership Engage Grant, $20,810: Critical Literacy in Action: Supporting Pre-Service Teachers to Promote Social Justice and Inclusion of Black Africans (Role: Principal Investigator; Co-applicants: Dr. Roswita Dressler; Dr. Kim Lenters)

Equity, Diversity, and Inclusion Award (University of Calgary, 2023)