Contact Information
Email: Jean.Kaya@uwindsor.ca
Phone: (519)-253-3000 ext. 3814
Office: Room 3337, Leonard & Dorothy Neal Education Building
Profile
Dr. Kaya is an Assistant Professor in Language and Literacy Education at the University of Windsor. His work magnifies how critical literacies in teacher education may serve to mediate social justice issues and engage communities in equitable practices and transformative social action. His work also focuses on teachers' intercultural learning, identities, experiences, and perspectives to inform decisions regarding the support they need to enhance their practices and students’ experiences.
Research Interests
- Literacy
- Critical literacies
- Teacher education
- Intercultural learning
- Teachers’ identities, experiences, and perspectives
- Language teaching and learning
Publications
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
Education
PhD in Education, Southern Illinois University Carbondale
MA in TESOL, Southern Illinois University Carbondale
MA in Modern Foreign Languages, Université Marien Ngouabi (Brazzaville, Congo)
BA in Modern Foreign Languages, Université Marien Ngouabi (Brazzaville, Congo)
Grants
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)
Awards
Equity, Diversity, and Inclusion Award (University of Calgary, 2023)