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    Black Lives Matter in an EFL speaking class
    (Oxford Univ Press, 2023) Ordem, Eser
    Critical pedagogy in ELT mainly aims to encourage learners to address current sociopolitical issues and speak up for change. Thus, encountering a real-world issue might aid in deconstructing a given order of discourse found in the textbooks and gaining a more realistic perspective. This reflective study was conducted at a Turkish university and is based on a participatory approach in which the teacher-researcher and sixteen learners collaborated to develop a mini-syllabus to discuss the American racial movement Black Lives Matter (BLM). Five themes (historical background, activism, current events, media, and online platform) regarding BLM were identified to encourage meaningful action as well as develop oral skills. The outcomes show that the learners voiced their ideas freely in a democratic setting and worked to extract specific lexical phrases. This study brings the topic of BLM into Turkish EFL learners' setting and invites EFL learners to create meaningful action.
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    Exclusionary practices of English language teaching departments in Turkey: radical pedagogy, British colonialism and neoliberalism
    (Routledge, 2022) Ordem, Eser
    This study problematizes English language teaching departments (ELT) in Turkey that have ignored the importance of radical pedagogy, the history of British colonialism and neoliberalism in the curriculum because Orientalist, Occidentalist and neoliberal discourses have led to the exclusion of critical discourses in ELT in Turkey. Therefore, the possible reasons for the absence of some curricular topics present a complicated structural problem. Exclusionary practices of ELT departments can be ascribed to Turkey’s political regimes that have reinforced both nation-state ideology and Anglo-American neoliberal policies. The English language has also been reified as a gateway to westernization and globalization under the feeling of urgency and fear of falling behind. Therefore, the spread of English has been allowed in almost all spheres of life even if neglecting local, national and international languages has violated linguistic human rights. This paper proposes that the dominance of English can be deconstructed by including radical pedagogy and the history of British colonialism and neoliberalism into the curriculum and by prioritizing linguistic human rights to allow more space for the survival of other languages. © 2021 Philosophy of Education Society of Australasia.
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    Participatory action research in a listening-speaking class in second language teaching: towards a critical syllabus
    (Routledge, 2023) Ordem, Eser
    The use of a participatory approach may entail taking risks in certain contexts. It involves discussing socio-political issues that aim to challenge the discourse of those in power representing neoliberal ideology. Critical pedagogy and the participatory approach oppose political and neoliberal power relations in educational settings that determine the content of the curriculum and syllabus. This study is a personal reflection around a participatory research activity to create meaningful change through reflection and action. The study involved a lecturer-researcher, four instructors, and eight university students in second language learning settings in a Turkish university; it aimed to improve our social practices and enable the teacher-students and student-teachers to reflect on the current content of the standard curriculum and to produce a critical syllabus for a listening-speaking class. The findings show that the participants and the researcher were anxious about articulating their radical ideas because of the current political atmosphere. Meanwhile, they reported having developed a positive attitude towards the preparation of a critical syllabus. Besides, the participants and the researcher produced a six-stage recommendation for teachers and learners to use a participatory approach. By doing so, we could help one another develop critical perspectives and take action by producing an action plan in classrooms. © 2021 Educational Action Research.
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    The discourses and displacement of english in Turkey
    (Peter Lang AG, 2021) Ordem, Eser
    This book examines the negative effect of English on other cultures and languages. English (or any colonial language) is closely related to the spread of neoliberalism and neocolonialism. Therefore, radical pedagogy and human rights are recommended as achieavable aims so that the dominant status of English can be displaced. Therefore, new discourses should be developed to oppose the colonial, necolonial and neoliberal discourses regarding English. The mandatory state of English in Turkey needs to be displaced through the inclusion of radical pedagogy which opens up space for participatory democracy. The new task of the non-English-speaking countries is to ban the neoliberal expansion of English. A world without a lingua franca is possible and could produce emancipatory sociopolitical spaces to support super diversity. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2021. All rights reserved.
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    The Inclusion of the Excluded Sociopolitical and Linguistic Issues into EFL Curriculum in Turkey: A Critical Pedagogical Perspective
    (Routledge Journals, Taylor & Francis Ltd, 2023) Ordem, Eser
    This study aims to apply critical pedagogy and a participatory approach by including an excluded context, the South African culture, into the curriculum of foreign language classes (EFL) in Turkey because the South African context (SA) has been ignored and excluded from the curriculum of global textbooks and EFL in Turkey. This comparative educational and cultural study is based on a descriptive single case study and critical reflection in a contextualized manner. 15 undergraduates majoring in translation and interpreting in a Turkish university were involved in the study. An open-ended questionnaire of 10 questions was used to elicit their views. The questions involved topics regarding social, political and linguistic contexts. The findings show that the participants were hardly aware of these excluded socio-political issues in the SA context in the curriculum and developed a pessimistic perspective toward the solution of some socio-political and linguistic problems in both contexts because of their historical background with colonialism and nation-state ideology. While they believed that the sociopolitical and linguistic issues in SA could be included into the curriculum, the inclusion of the same issues in Turkey into the EFL curriculum seemed unlikely for them because of the oppressive political atmosphere that has engulfed Turkey for a long time. This study can be used as an example in that it can contribute to the inclusion of the excluded cultures with their socio-political issues into the curriculum by using critical pedagogy.
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    Typology of Plurality in Turkish, Classical Arabic and Cukurova Arabic and the Effect of Plurality in Turkish on Cukurova Arabic
    (Brill Academic Publishers, 2024) Özezen, Muna Yüceol; Ordem, Eser
    Noun pluralisation has been of paramount importance in typological studies, considering a wide range of varieties in different languages. This study examines the relationships between Classical Arabic, Turkish, and Cukurova Arabic - an Arabic dialect spoken in the Eastern Mediterranean region (Antakya, Adana, and Mersin) in Turkey - in the context of noun plurality inflection. In fact, considering Cukurova Arabic-Turkish relations, the latter affects the former more extensively - as a consequence of political and social situations. In other words, Cukurova Arabic codecopies Turkish elements in almost all linguistic levels (e.g., phonology, morphology, syntax, and semantics). What is more, time passes against Cukurova Arabic because code-copying tends to disconnect itself from Syria-Lebanon Coastal Dialect Groups of which Cukurova Arabic is a part, and even brings it to the point of extinction. The devastating effect of Turkish on Cukurova Arabic needs to be elaborated on. However, code-copying at all linguistic levels was hardly delved into but morphological code-copying features were, in general, analyzed. A qualitative method was used while collecting the data collected through participatory observation, field note, and natural recording. By specifying morphological code-copying, the study remained limited to the disconnection of quantification in grammaticalization in Cukurova Arabic from Classical Arabic, and the effects of plurality typology in Turkish on Cukurova Arabic. In line with this explanation, regular plurality inflections in Cukurova Arabic (cäm>ü'l-slim, particularly regular feminine inflections operated with +t / +ât suffixes) are increasing, and irregular cases (cäm>ü'l-mükässär) are replaced by regular of which. The complex quantity category in Classical Arabic is represented as a simpler aspect inCukurova. This change is experienced through the effect of the plural suffix +lAr in Turkish and quite simply of plurality typology. The study yields evidence of a transition from complex quantification to a simpler system of pluralisation in Cukurova Arabic. Copyright © 2024 Muna Yüceol Özezen and Eser Ordem. Published with license by Koninklijke Brill BV.