Batı Dilleri ve Edebiyatı Bölümü Yayın Koleksiyonu

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Brexitland’s emerging identities in clint Dyer and Roy Williams’s Death of England trilogy
(Çankaya Üniversitesi, 2025) Gültekin, Hakan
This article examines the intersection of political identities and cultural conflicts in the postBrexit United Kingdom through Roy Williams and Clint Dyer’s Death of England trilogy. It examines how individuals in the United Kingdom, already marked by deep identity divisions, confront identity, belonging and nationalism, and how they redefine these concepts in a changing socio-political context. The first play in the trilogy, Death of England, is about Michael coming to terms with his father Alan’s nationalist and xenophobic views. The play explores how Brexit has exposed individual and generational tensions and addresses identity crises on a personal level. The second play, Death of England: Delroy, shifts the narrative to the perspective of a Black British character, examining Delroy’s vote to leave the European Union despite his marginalisation. This conflict reveals how race, immigration and class dynamics are intertwined with nationalist discourses. Death of England: Closing Time, on the other hand, critiques the gendered dimension of national identity politics by focusing on the perspectives of female characters Carly and Denise. Drawing on Soboleska and Ford’s (2020) concept of Brexitland, which also gives its title to the book, the article discusses how Brexit has pushed traditional economic class conflicts into the background and brought identity-based divisions to the forefront. As a result, the plays bring the emotional and ideological fractures created by Brexit to the stage, demonstrating that theatre is a critical tool for understanding this transformation.
İnsan ve doğa ilişkisini yeniden düşünmek: Mononoke-hime anime filminin ekoeleştirel analizi
(Serdar Öztürk, 2025) Erkan, Fatma Gamze
Hayao Miyazaki’nin yönettiği Mononoke-hime (Prenses Mononoke, 1997), Japonya’ya özgü bir animasyon türü olan anime sinemasının önemli örneklerinden biridir. Bu anime filmi, insan ve doğa arasındaki ilişkiyi derinlemesine ele alan anlatısıyla ekoeleştirel bir inceleme için oldukça elverişlidir. Japonya’nın Muromachi döneminde geçen bu anime, insan-doğa çatışmasını, endüstrileşmenin doğa üzerindeki etkilerini ve çevresel bozulmayı konu alır. Zengin anlatı yapısı ve çok boyutlu karakterleri aracılığıyla, insanların doğa üzerindeki sömürücü etkisini eleştirirken bir arada yaşama ve ekolojik denge arayışının önemine dikkat çeker. Anime, bu yönüyle ekolojik sorunların yalnızca edebiyatta değil, aynı zamanda görsel kültür yoluyla da nasıl temsil edilebileceğini göstermekte ve çevresel farkındalık yaratma potansiyeli sunmaktadır. Bu çalışma, öncelikle ekoeleştiri kuramının temel kavramlarına değinerek insan merkezcilik ve doğa merkezcilik arasındaki ayrımı ele almaktadır. Ardından, doğa merkezci bir yaklaşım olan derin ekoloji bağlamında Mononoke-hime anime filminin anlatısı incelenerek, doğa ile insan arasındaki ilişkinin temsilleri ve bu temsillerin ekolojik yansımaları tartışılmaktadır. Anime, ekolojik denge ve doğanın içsel değerine saygı duyulması gerektiğini vurgularken, insan ve doğa arasındaki ilişkinin yalnızca çatışma değil, uzlaşma temelli de olabileceğini göstermektedir. Bu bağlamda Mononoke-hime, yalnızca çevresel sorunları anlatan bir metin olarak değil, aynı zamanda izleyicisini doğa ile olan ilişkisini sorgulamaya yönlendiren bir ekolojik bilinç aracı olarak değerlendirilmektedir.
2025 Women's plays festival
(JOHNS HOPKINS UNIV PRESS, 2025) Biber Vangölü, Yeliz; Gümüş, Florentina
Mapping Laz and Homshetsma in the Black Sea region: Kemalpaşa
(Dilbilim Dernegi, 2025) Çelik, Ahmet Batuhan; Güven, Rıdvan; Akkuş, Mehmet
This study presents a detailed examination of the nouns used by the Laz and Homshetsma-speaking communities in the Kemalpaşa district of Artvin, Türkiye. It aims to document and analyze the lexical features of these two endangered minority languages, which belong to the South Caucasian and Indo-European language families, respectively. The Black Sea region’s complex linguistic landscape results from historical migrations and interactions among various ethnic groups (Kırzıoğlu, 1976; Simonian, 2007). Using a lexical atlas approach, this research maps out the vocabulary differences and similarities between Laz and Homshetsma speakers in Kemalpaşa. Data collection involved extensive fieldwork, including interviews and data elicitation with Laz and Homshetsma native speakers. By highlighting the unique lexical traits of Laz and Homshetsma, the study also sheds light on the broader sociolinguistic dynamics of the region, offering insights into language contact, shift, and maintenance. The findings underscore the importance of cultural and linguistic diversity, advocating for policies that support the preservation of minority languages in Türkiye. This initial volume sets the stage for further comparative studies across different regions inhabited by Laz and Homshetsma speakers. This atlas serves as a crucial resource for linguists and anthropologists interested in the Caucasian linguistic area, contributing to the preservation and understanding of these endangered languages.
May our language not perish. Our language is our memory.”: A mixed-methods investigation of the ethnolinguistic vitality of Laz
(Dilbilim Dernegi, 2025) Akkuş, Mehmet; Sağın Şimşek, Çiğdem; Akın, Gülay
This study explores the contemporary status of Laz, an endangered South Caucasian language, exploring factors shaping its vitality within the ethnolinguistic vitality framework. Employing a mixed-methods approach, the research utilizes questionnaires and interviews within Laz-speaking communities. While the questionnaires (n=259) probed vitality-related aspects, the interviews (n=5) offered narrative data, essential for understanding lived experiences and perceptions of the community. Bridging a crucial gap in research by encompassing socio-cultural and demographic dimensions, the study reveals diverse influences on the visibility of Laz. This innovative approach contributes significantly to the broader field, offering a holistic exploration of ethnolinguistic vitality. Findings expose variations shaped by linguistic, cultural, and social dynamics. The quantitative data unveil statistically significant mean disparities in the perceptions of vitality held by the speakers towards their heritage language. The qualitative analysis, focusing on generational tensions, societal adaptations, and language use, underscores the resilience and challenges faced by the Laz.
First time in the classroom: Imagined and negotiated language teacher identities of non-education degree students in voluntary practicum
(John Wiley and Sons Inc, 2025) Ataş, Ufuk; Balıkçı, Gözde; Taner Yavuz, Gülden
Language teacher identity (LTI) research has primarily focused on pre-service and in-service teachers, with limited attention to how non-education degree students develop teacher identities in alternative certification programmes. This study uses the communities of practice framework and Wenger's dual process of identity formation to explore the imagined and negotiated identities of 14 English Literature students during an 8-week voluntary practicum. Data from interviews and reflective tasks reveal that participation in the community helps students actively shape their teacher identities. Personal biographies, prior teaching experiences, and professional interactions also influence this process. The findings show both alignment and divergence between imagined and negotiated identities, offering insights into LTI development for non-education students and the effectiveness of alternative certification pathways. The results have implications for designing tailored support and training to foster identity development of teacher candidates in such programmes, enhancing their preparation for teaching roles.
Unraveling the cognitive mechanisms behind copying: Johanson’s code copying and cognitive linguistics
(Hacettepe University, 2025) Akkuş, Mehmet
This paper explores the intersection between Johanson’s Code Copying framework and key principles of Cognitive Linguistics, with a focus on language contact in multilingual contexts. Johanson’s theory of code copying provides a comprehensive model for understanding how languages influence one another, emphasizing the selective and global copies of linguistic elements between a model and basic language. Cognitive Linguistics, which posits that language is deeply rooted in general cognitive abilities, offers insights into the mental processes guiding these transfers. This study highlights how both frameworks view language as a dynamic system shaped by cognitive factors like perception, memory, and usage. Johanson’s concept of selective copying aligns with Cognitive Linguistics' emphasis on meaning and conceptual structures, where speakers consciously or subconsciously adopt features that are cognitively compatible with their own language. The paper also explores the role of frequency, demonstrating how frequent exposure to linguistic elements in contact situations increases their likelihood of adoption, a principle central to both Johanson’s frequential copying and the usage-based approach in Cognitive Linguistics. By examining these intersections, the paper offers a deeper understanding of how cognitive processes underlie language change and adaptation in multilingual settings. Johanson’s work, particularly in relation to Turkic languages, serves as a foundational resource for analyzing linguistic convergence, while Cognitive Linguistics provides a broader cognitive perspective, bridging the gap between language contact phenomena and cognitive science.
Translanguaging in English-medium instruction (EMI): Examining English literature content classrooms
(MEHMET TEKEREK, 2023) Ataş, Ufuk
Recently, translanguaging has begun challenging and replacing English-only policies in English-medium instruction (EMI) contexts, advocating that bi/multilingual learners may better internalise information in two or more languages. Within this perspective and using linguistic ethnography as the framework, this case study examines the translanguaging practices used by the instructor and the students in English literature classrooms and how/whether these practices mediate learning when multilingual resources are used for pedagogical purposes. The data for this study comes from the researcher, as the instructor, observing and recording their two content classrooms in an English Literature department, namely Contemporary British Novel and Discourse Analysis courses. These observations and recordings were analysed from a pedagogical translanguaging lens to identify the instructor's input and the students' output in terms of their display of linguistic repertoires in English (the language of instruction) and Turkish (the shared language in the classroom). The results provide implications for research and practice, offerings suggestions for how/whether a pedagogical translanguaging lens might be adopted in content classrooms.
“Charming yet challenging”: Exploring ethnolinguistic identity perceptions of khalajs through positioning theory
(Avrasya Yazarlar Birliği, 2025) Akkuş, Mehmet; Ahmadi, Soheila
Bu çalışma, Orta İran’da konuşulan tehlike altındaki bir azınlık dili olan Halaççanın etnodilbilimsel canlılığına dair algıları derinlemesine incelemeyi amaçlamaktadır. İran, Farsçayı neredeyse tüm toplumsal ve kurumsal alanlarda teşvik eden tek dilli bir politika izlediğinden, Halaçça gibi azınlık dilleri giderek daha fazla marjinalleşmektedir. Bu dil politikası, Halaççanın kullanıldığı işlevsel alanların daralmasına neden olmakta ve bu durum dilin canlılığını etkilemektedir. Bu çalışma, Halaçça konuşan toplulukların dillerinin canlılığını baskın dil olan Farsçayla karşılaştırarak nasıl algıladıklarını anlamayı amaçlamaktadır. Bu algıları incelemek için çalışma, yarı yapılandırılmış görüşmeler ve ayrıntılı saha çalışması notları ile elde edilen nitel verilere dayanmaktadır. Halaçça konuşan altı katılımcıyla yapılan yarı yapılandırılmış görüşmeler, konuşurların dillerinin geleceğini nasıl gördüklerine, karşılaştıkları zorluklara ve toplumsal olarak baskın dil olan Farsçanın etkisine dair bilgiler sunmaktadır. Saha gözlemleri, topluluk içindeki günlük dil pratiklerini ve dinamiklerini dikkate alarak bu verileri daha da zenginleştirmiştir. Bulgular, Halaçça konuşanların, dillerinin canlılığını büyük ölçüde düşük algıladıklarını ve dilin tehlike altında olması ve özel ve kamusal yaşamda sınırlı kullanımına dair kaygılarını yansıtmaktadır. Bulgular, aynı zamanda Farsçanın canlılığını son derece yüksek algıladıklarına işaret etmektedir. Bu nitel çalışma, İran’daki azınlık ve baskın diller arasındaki karmaşık etkileşimleri ortaya koymakta ve tehlike altındaki dillerin etnodilbilimsel canlılığını korumanın çekici ama zorlu doğasını konumlandırma teorisi çerçevesinde vurgulamaktadır.
Lives on the margins: Multiculturalism and Austerity in Zeldin’s The Inequalities
(Manisa Celal Bayar Üniversitesi, 2025) Gültekin, Hakan
This paper examines Alexander Zeldin’s The Inequalities Trilogy to consider how the plays with multicultural characterizations circulate notions related to the UK Austerity Programme, and to suggest they can be regarded as having austerity narratives with multicultural characterization. The plays under consideration are Beyond Caring (2015), Love (2017) and Faith, Hope and Charity (2019). The first play of the trilogy, Beyond Caring is the story of invisible labourers, zero-hours contract workers. Love is about temporary housing and the people who are benefiting from Universal Credit Programme of the UK. Faith, Hope and Charity depicts the story of a community centre providing hot food and shelter to the people who are in extreme poverty. Alexander Zeldin’s trilogy analyses austerity policies and examines the impact of the UK Conservative governments on multiculturalism. By combining the insights gained from the analysis of these two important concepts, the study presents a fundamental critique of the impact of austerity policies on multiculturalism through the trilogy. This article explores how Zeldin’s trilogy critiques the UK’s multiculturalism policies, which aim for equality through peace and prosperity but instead lead to shared poverty under austerity measures.
Alienation in Kafka's the Metamorphosis (on Stage): FromSteven Berkoff's Vision to Lemn Sissay's Interpretation
(ISTANBUL UNIV, 2025) Gültekin, Hakan
This study examines the phenomenon of alienation in two different theatre adaptations of Kafka's The Metamor phosis. The adaptations examined in this study are Metamorphosis, written and directed by Steven Berkoff, whichpremiered at the London Round Theatre in 1969 and Kafka's The Metamorphosis, adapted by Lemn Sissay forthe Theatre Royal Plymouth in 2023. The phenomenon that Marx claimed that capitalism distances people fromthemselves, their labour and their environment, and theorized as alienation, remains a persistent thematic core inthe two theatre adaptations, as in the original text. These productions not only reaffirm the alienation experiencedby the protagonist Gregor Samsa, but also extend this condition to other members of the Samsa family, reflectingbroader dimensions of alienation shaped by the patriarchal form of the society. Considering that the Berkoff versionof Kafka's The Metamorphosis, which was first published in 1915, was created in 1969 and the Sissay version wascreated in 2023, it is obvious that capitalism has undergone a great change in the intervening 108 years by expandingits geographical and economic sphere of influence. The main subject of the study is to examine the economicand social realities of their periods in the Berkoff adaptation of the late 60s, when the footsteps of neoliberalismwere heard, and the Sissay adaptations, which are the product of the post-neoliberal period. Using the historical-comparative method, the study comparatively examines the alienation processes of the characters by placing theoriginal text and the 1969 and 2023 adaptations in their historical contexts.
Sovereignty, identity and populism: Critiques of brexit and Trump in my country and building the wall
(Istanbul University Press, 2025) Gültekin, Hakan
This article examines the impact of populist narratives on post-Brexit UK society and how they shape the political climate in the Trump era in the United States through the plays My Country-A Work in Progress and Building the Wall. My Country explores how individuals in the UK, a multicultural and economically dynamic society, confront identity, economic conditions and nationalism in the post-Brexit era and how they redefine these concepts in a changing socio-political context. Building the Wall reflects the stage explorations of populist discourses through the radicalised border policies of the Trump administration. These plays reveal how people who feel excluded by the traditional political landscape and policy elites mobilise around populist narratives. In this study, the tensions between economic crisis, nationalism and xenophobia that shape contemporary political movements are discussed through dramatic texts.
Addressing Diversity in Language Teacher Education: Perspectives on Practicum
(IGI Global, 2023) Taner, Gülden; Ataş, Ufuk
This chapter defines diversity with its relation to initial teacher education and discusses its significance for the pre-service teachers’ practicum experience, which, in addition to the theoretical courses that might (and usually might not) address diversity, enables them to conceptualize the term. It also refers to teacher education systems in some European countries to present the ways in which diversity could be addressed in teacher education. The second half of the chapter presents a case study carried out in Turkey to illustrate how diversity is perceived from the views of teacher educators and pre-service teachers in the context of pre-service language teaching practicum. Though the case study is context-specific, the context bears similarities with many other teacher education environments offering suggestions, implications, and conclusions for initial language teacher education, policy development, and research.
The last public space: Understanding the tension between politics and drama in contemporary british theatre
(Istanbul University Press, 2023) Gültekin, Hakan; Waters, Steve
In the following interview, which took place on 26 November 2022 in Norwich, Hakan Gültekin talks to playwright Steve Waters about his theatrical universe and the current state of British Theatre. In the interview, the place of hope and truth on earth suffering from climate crisis is discussed through Waters’ double bill play, the Contingency Plan alongside mentions of other major contemporary plays and playwrights. The impetus behind this argument is to place contemporary political playwriting in its historical context. Steve Waters’ understanding of theatre as the last public space in the contemporary arts is also discussed. Steve Waters is a playwright working for the stage, radio and screen. Waters is also the author of Secret Life of Plays (Nick Hern Books, 2010) and A Life in 16 Films: How Cinema Made a Playwright (Methuen/Bloomsbury, 2021). His more recent works include Limehouse (Nick Hern Books, 2017), Temple (Nick Hern Books, 2015), Ignorance/Jahiliyyah (Nick Hern Books, 2012). Hakan Gültekin is an assistant Professor in the Department of English Language and Literature at Artvin Coruh University in Turkey. He is the author of The Critique of Neoliberalism in David Hare’s Plays (Çizgi, 2021). He is currently a visiting postdoctoral scholar at the University of East Anglia in the UK.
"Translanguaged EMI" as a means of negotiation of meaning in literature classrooms: Reflections on thirdness
(IGI Global, 2023) Ataş, Ufuk; Akkuş, Mehmet
In this chapter, the authors first define translanguaging, focusing on its descriptive, theoretical, and pedagogical aspects; explicating how it provides opportunities for the negotiation of meaning and the creation of a 'third meaning,' i.e., thirdness, whilst co-constructing knowledge in English literature classrooms, especially in English medium instruction (EMI) contexts. Based on the understanding that translanguaging can be used as an effective pedagogical resource, the chapter aims to question the 'E' in EMI in bi-/multilingual EFL settings and to offer the possibility of utilizing all linguistic resources available to learners and instructors to scaffold content-oriented knowledge through a translanguaging lens, which is named as 'translanguaged EMI.' Adopting a collaborative autoethnographic stance, the chapter presents the authors' experiences of employing a translanguaging lens as two content lecturers teaching at an English language and literature department in a state university in Turkey.
Learner readiness and efficiency of learning English in online higher education context: Voices of Turkish EFL learners
(Ozgen Korkmaz, 2023) Tomak, Burak; Ataş, Ufuk
Today, online education has become indispensable for many learning environments, including those designated for teaching and learning languages, becoming widespread and revolutionizing how students access education and language learning resources. This shift to online platforms has opened up numerous opportunities for learners, breaking down barriers of distance and time constraints. However, it also brings challenges, especially in the Turkish context. From this perspective, this study aimed to determine the online readiness of Turkish learners of English and the factors affecting the (in)efficiency of their online language education in their universities. In this study, the online learning readiness of 409 EFL learners at the university level in different parts of Türkiye was identified using the questionnaire by Hung et al. (2010), adapted to the Turkish context by İlhan and Çetin (2013). The (in)efficiency of online learning was explored by interviewing 40 EFL learners about their experiences before and after taking online English courses. Results indicated that learners seemed relatively ready for online education. However, they reported several factors for the inefficiency of online learning, such as a lack of real class environment and technical problems, for efficiency, such as learning in the comfort of their homes and having more time for self-development. They also mentioned several challenges and provided some suggestions for improving online learning.
Lexical copies in Khalaj: A contributions to the World Loanword Database (WOLD)
(Otto Harrassowitz GmbH. Co.KG, 2022) Akkuş, Mehmet
This paper provides a quantitative analysis of lexical copies in Khalaj, an endangered Turkic language spoken in a compact language ecology in Central Iran. Surveying lexical copies in a language allows one to trace historical linguistic contact between two or more speech communities. The more intense the language contact is, the more likely it is that lexical items are hierarchically code-copied from a Model Code, in Johanson’s termi-nology. This study thus focuses on the lexical copying (loanword) patterns of two Khalaj varieties, both of which are enclaves at the edges of the language ecology. The database for this study was constructed based on an adapted list of 1,353 items, titled Loanword Typo-logy list (Haspelmath & Tadmor 2009). The Khalaj data was obtained through direct elici-tations from four Khalaj-speaking language consultants in Iran. These elicitations were un-dertaken in July and August, 2021, in the villages of Shānegh, and Telkhāb. Since Khalaj lacks standardized orthography, the data was transcribed using IPA (International Phonetic Alphabet) conventions. As for data analysis, Wörterbuch des Chaladsch (Doerfer & Tezcan 1980) was used to verify the meanings of Khalaj lexical items and their meanings. A quantitative analysis was conducted to identify the extent of possible sources of lexical copying. The findings revealed that the number of copied lexical items varied between two speech communities, probably because the language ecology has had an impact on the source of items copied
The zone of ethnolinguistic social networking (ZonES) in khalaj turkic: A model for language endangerment
(Bogazici University Press, 2022) Akkuş, Mehmet; Şimşek Sağın, Çiğdem
Social network and ethnolinguistic vitality have been separately studied in various language constellations with different speech communities and participant profiles so far. However, studies focusing on the interplay between social networks and ethnolinguistic vitality are quite scarce, even though the number of endangered languages is increasing in number. Adopting a mixed-hybrid model involving social network theory and ethnolinguistic vitality, this study aims to investigate whether the interplay between language vitality and language use in constructing or maintaining social networks could be observed in Khalaj-Persian by observing 26 multilingual Khalaj-Persian individuals. The data was collected through semi-structured interviews, field work notes, and a language use questionnaire. The effect of generational difference was also manipulated by dividing the participants into three generation groups (older, middle-aged, and younger) based on their ages. The findings revealed that there was an intimate relation between language use in networking and ethnolinguistic vitality for predicting language endangerment with its limitations. The intergenerational analysis showed that the older participants were more inclined to use their heritage language, i.e., Khalaj, with Khalaj-speaking individuals whenever possible, while the younger participants tended to use Persian predominantly in their social networks.
The psychoanalytic aesthetics in Anne Carson's The Albertine Workout
(Peter Lang AG, 2017) Arslanoğlu Yıldıran, Arsev Ayşen
Aestheticism is broader in scope than the philosophy of art. It is also broader than the philosophy of beauty, in that it applies to any of the responses we might expect works of art or entertainment to elicit, whether positive or negative. That is why the articles in this collective volume aim to highlight the various reverberations of aestheticism on literature and education over the centuries.
Reflective portfolio assessment in an EFL context
(Kamla-Raj Enterprises, 2016) Efe, Hüseyin
Learning a foreign language is a lifelong endeavor, which requires learners to approach it from a reflective and lifelong learning perspective. It is therefore essential to know to what extent learners are reflective. Portfolio assessment is a learner-centered form of assessment used to monitor learner development. This study based on semi-quasi experimental design was conducted at Artvin Coruh University, Turkey to see the impact of reflective portfolio assessment on their language development for the Test of Foreign Language, YDS, which is an English language proficiency test. The way in which reflective portfolio development and implementation has been developed is briefly described, followed by a survey on the use of the portfolio to determine the learners’ perceptions about the assessment. The findings reveal that reflective assessment was beneficial for the learners’ language development and that the learners had positive attitudes toward the use of the assessment of reflective portfolios.

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