Dr UYSAL, Huseyin
博士
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Research Assistant Professor |
Department of English Language Education |
Contact
ORCiD
0000-0003-2499-3097
Phone
(852) 2948 7120
Email
uhuseyin@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
57918434200
Research Outputs
| Scholarly Books, Monographs and Chapters Kim, H. J., & Uysal, H. (2025). Introduction: Intersection of criticality, agency, and language teacher identities in global language teacher education. Hyunjin Jinna KIM, Huseyin UYSAL, Criticality, agency, and language teacher identities: Research and praxis from global teacher education (1-13). Bloomsbury Publishing. https://www.scopus.com/pages/publications/105014686561 Scopus publicationLink to publication in Scopus, https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018592815603410&vid=EDUHKFind@EdUHK LibrarySDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Lin, C.-C., & Uysal, H. (2025). Centering multilingual learners in school curriculum through community asset mapping: A practical guide for teachers. Myers Education Press. https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018491980103410&vid=EDUHKFind@EdUHK LibrarySDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions H. J. Kim, & H. Uysal (2025). Criticality, agency, and language teacher identities: Research and praxis from global teacher education. Bloomsbury Publishing. https://www.scopus.com/pages/publications/105014709104 Scopus publicationLink to publication in Scopus, https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018592815603410&vid=EDUHKFind@EdUHK LibrarySDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions |
| Journal Publications De Costa, P. I., & Uysal, H. (2025). An interview with Peter de Costa on language teacher emotions and identities. TESOL Journal, 16, Article e70041. https://doi.org/10.1002/tesj.70041SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Sah, P. K., & Uysal, H. (2025). Language ideologies and racial (in)equity in urban multilingual education. Urban Education. https://doi.org/10.1177/00420859251331549SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Schissel, J. L., & Uysal, H. (2025). Equity in language assessment: A validity perspective. Critical Inquiry in Language Studies, 22(1), 1-7. https://doi.org/10.1080/15427587.2024.2420086SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, Z., & Tian, Z. (2025). Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals. Linguistics and Education, 86, Article 101404. https://doi.org/10.1016/j.linged.2025.101404SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Au, W., & Uysal, H. (2024). Of high-stakes standardized testing and educational inequities for English Learners: In dialogue with Wayne Au. Review of Education, Pedagogy, and Cultural Studies, 46(4), 700-707. https://doi.org/10.1080/10714413.2024.2314868SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions García, O., & Uysal. H. (2024). A conversation with Ofelia García: Critical perspectives on translanguaging and adolescent English learners. RELC Journal, 55(1), 274-284. https://doi.org/10.1177/00336882241229249SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Kim, H. J., & Uysal, H. (2024). Introduction to the special issue: Disrupted language teacher identities in times of uncertainty. TESL-EJ, 28(1), 1-6. https://doi.org/10.55593/ej.28109s0SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, H. (2024). In conversation with Gary Barkhuizen about language teacher identity. Issues in Applied Linguistics, 25, 22-32. https://doi.org/10.5070/L4.7222SDGs infomation: 3 - Good Health and Well-Being, 16 - Peace, Justice and Strong Institutions Uysal, H. (2024). Language policy and assessment: Sociopolitical and multilingual perspectives from Elana Shohamy. International Journal of TESOL Studies, 6(1), 62-69. https://doi.org/10.58304/ijts.20240105SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, H. (2024). On language ideology and education policies: A conversation with Thomas Ricento. International Journal of Bilingualism, 28(4), 744-751. https://doi.org/10.1177/13670069241236698SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, H., & Kim, H. J., & Norton, B. (2024). Exploring language teacher identity and investment: In discussion with Bonny Norton. RELC Journal, 55(2), 606-616. https://doi.org/10.1177/00336882241262532SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, H., & Sayer, P. (2024). Human capital, social mobility, and TESOL: An interview with Peter Sayer. EuroAmerican Journal of Applied Linguistics and Languages, 11(2), 74-83. https://doi.org/10.21283/2376905X.1.11.2.3072SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions 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. https://doi.org/10.1080/0161956X.2023.2238502SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, H. (2023). Supporting long-term English learners: Assessment, reclassification, and educational opportunities. Journal of Education for Students Placed at Risk (JESPAR), 28(1), 1-6. https://doi.org/10.1080/10824669.2022.2127727SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, H. (2023). Review of the book Multilingualism and identity: Interdisciplinary perspectives, edited by Wendy Ayres-Bennett and Linda Fisher, Cambridge and New York, Cambridge University Press, 2022, xii + 422 pp., £110 / $140 (hbk), ISBN 978-1-10849-020-7. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2222973SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, H. (2022). Over two decades in CLIL: An interview with Tarja Nikula on current practices, trends, and research directions. International Journal of TESOL Studies, 4(4), 163-172. https://doi.org/10.46451/ijts.2022.04.10SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions 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. https://doi.org/10.1002/tesq.3187SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions 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. https://doi.org/10.1016/j.linged.2022.101126SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, H. (2022). Review of the book Empowering long-term ELs with social emotional learning, language, and literacy By Margarita Calderón and Hector Montenegro. Velázquez Press. ISBN 978–1–59495-771-0. Price USD 34.95 (paperback). 172 pages. TESOL Journal, 13(3), Article e661. https://doi.org/10.1002/tesj.661SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, H. (2021). Review of the book Communicating Identities, by Gary Barkhuizen and Pat Strauss, New York, NY, Routledge, 2020, x+276 pp., $35.96 (paperback), ISBN: 978-1-138-29552-0. Journal of Latinos and Education, 20(2), 208-211. https://doi.org/10.1080/15348431.2020.1783268SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Uysal, H., & Holloway, J. (2019). Distributing leadership within rural schools: Sharing responsibility for diverse student needs. Beyond language learning instruction: Transformative supports for emergent bilinguals and educators, 126-145. https://doi.org/10.4018/978-1-7998-1962-2.ch006SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions |
Projects
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Exploring the Advocacy and Mentoring Roles of Ethnic Minority Teachers in Facilitating University Pathways in Hong Kong This project explores how Hong Kong-born EM teachers support EM students’ access to university through informal mentorship and advocacy. It aims to understand how these teachers navigate roles beyond instruction (e.g., guiding students through academic, financial, and cultural barriers) and how they make meaning of this work emotionally and professionally. The study also seeks to inform policy by highlighting the often-invisible labor of EM educators in advancing educational equity. Project Start Year: 2025, Principal Investigator(s): UYSAL, Huseyin SDGs Information: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions |
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Beyond Proficiency: Belonging and Academic Success of Adolescent Multilingual Students in Hong Kong’s English-Medium Public Schools My project will focus on the educational trajectories of adolescent multilingual students, who have high proficiency in English and come from immigrant backgrounds in high schools in Hong Kong, with a particular emphasis on the challenges they face due to their racial identity, home language, and the sociopolitical climate in their schools. I will explore how these students navigate their educational pathways, examining factors such as language proficiency, language ideologies, school policies, teacher support, and peer relationships. I will also investigate how these factors influence their sense of self and their educational outcomes. By understanding the lived experiences of these students from their own perspectives as well as their teachers’, my project aims to contribute to a more inclusive educational framework that addresses the unique needs of immigrant adolescents in Hong Kong’s public schools. Project Start Year: 2024, Principal Investigator(s): UYSAL, Huseyin SDGs Information: 4 - Quality Education, 10 - Reduced Inequality, 16 - Peace, Justice and Strong Institutions |