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Nihat Polat, Ph.D. Professor Department of Instruction and Leadership School of Education Duquesne University

5451 Pocusset St. Pittsburgh, PA 15217 Tel.: (412) 551-6731 E-mail: polatn@duq.edu

RESEARCH INTERESTS Applied Linguistics/SLA Input and L2A Quality of L2 use, syntactic complexity Individual differences, L2 identity, socialization, L2 self-concept, beliefs Accent, grammar, vocabulary Anonymity in cyber ecologies Proficiency assessment Age and gender differences

Teacher Education/L2 Pedagogy International teacher education Pre and in-service teacher education Sheltered instruction (SIOP) Linguistic and cultural diversity Teachers’ pedagogical beliefs Education of English learners Gender differences FL/SL program evaluation Teacher dispositions and cognition

EDUCATION 2007 Doctor of Philosophy, Applied Linguistics/FLE, The University of Texas at Austin

Socio-psychological factors in the attainment of L2 native-like accent of Kurdish origin young people learning Turkish in Turkey. Dissertation Committee: Diane Schallert (co-supervisor), Keith Walters (co-supervisor), Elaine Horwitz, Zena Moore, Qing Zhang.

1999 Master of Arts, English Language, Georgian Technical University, Republic of Georgia. Thesis:

Teaching Diversities in Grammar. Honors.

1997 Bachelor of Arts, Marmara University, Istanbul, Turkey English as a Foreign Language Teaching. Honors.

POSITIONS HELD 7/2018-Present Full Professor

Duquesne University, Pittsburgh, PA 7/2015-2018 Associate Dean for Graduate Studies and Research

Duquesne University, Pittsburgh, PA

7/2015-2018 Director of Canevin Center for Educational Transformation and Social Justice Duquesne University, Pittsburgh, PA

7/2013-2017 Tenured Associate Professor

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Duquesne University, Pittsburgh, PA

7/2007-2014 ESL MS.Ed./Certificate Program Director Duquesne University, Pittsburgh, PA

7/2007-7/2012 Assistant Professor

Duquesne University, Pittsburgh, PA Conducting research Teaching graduate courses Academic advising Oversea student admissions Supervising program development and faculty

Summer 2012 Clinical Assistant Professor of Foreign Language Education The University of Texas at Austin Teaching a graduate course

Conducting research Fall 2005 Visiting Researcher Ataturk University Teaching a graduate course

Conducting research COURSES TAUGHT Duquesne University, Pittsburgh, PA Theories and Practice of Second Language Learning: Fall 07, 08, 09, 10, 11, 12, 13, 14, 15, 16, 17, 18 (graduate) Integrated Literacy in Content Areas: Summer 08, 09, 10, 11, 12, 13, 14, 15 (graduate) Linguistically and Culturally Diverse Learners: Summer 08, 09, 10, 11 (graduate) ESL Curriculum and Assessment: Spring 08, 09, 10, 11, 12, 13, 14, 15, 16, 17, 18 (graduate) Helping English Language Learners in Mainstream: Fall 12 (graduate) Meeting Needs of English Language Learners: Fall 11, Spring 13, 15 (undergraduate) Independent Study: Fall 08, 09, 10, 11, 12, 13, 14, 15 (graduate) ESOL Practicum: Fall 08, 09, 10, 11, 12, 13, 14, 15 (graduate) The University of Texas at Austin, TX Foreign/Second Language Materials Development: Summer 12 (Graduate)

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Atatürk University, Erzurum, Turkey Introduction to Research Methods in Applied Linguistics: Fall 05 (graduate) Textbook Analysis and Evaluation: Fall 05 (undergraduate) Instructional Material Development and Adaptation: Fall 05 (undergraduate) PROFESSIONAL CERTIFICATIONS October 2012 ACTFL ILR OPI Tester of Kurdish-Phase I (Kurmanji) August 2008-10 University of Cambridge ESOL Examinations, Pittsburgh, PA

IELTS Examiner Certification (Writing and Speaking)

August 2004-12 State Board for Educator Certification, Austin, TX ESL Certification (Grades K-12)

August 2004-12 State Board for Educator Certification, Austin, TX English Language Arts Certification (Grades K-12)

PUBLICATIONS Books Polat, N., Mahalingappa, L., & Kayi-Aydar, H. (Eds.). (Under-contract). Preparation of Teachers of English as

an Additional Language (EAL) around the World: Research, Policy, Curriculum, and Practice. Multilingual Matters.

Polat, N., Gregersen, T., & MacIntyre, P. (Eds.). (2019). Research-Driven Pedagogy: Implications of L2A Theory

and Research for the Teaching of Language Skills. Routledge. Mahalingappa, L., Rodriguez, T., & Polat, N. (2017). Supporting Muslim Students: A Guide to Understanding the

Diverse Issues of Today’s Classrooms. Rowman & Littlefield. Polat, N. (2016). L2 Learning, Teaching, and Assessment: A Comprehensible Input Perspective. Buffalo, NY.

Multilingual Matters. Polat, N. Language and Happiness. (Proposal under-review). Harvard Education Press. Journal Articles Polat, N., Mahalingappa, L., & Mancilla, R. (2020). Developmental Patterns of Written Syntactic

Complexity of EFL Learners: Variability by Elementary, Pre-intermediate, and Intermediate Proficiency Levels. Applied Linguistics.

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Margolis, J., Strom, K., & Polat, N. (2019). Teacher Professional Dispositions: Much Assemblage

Required. Teachers College Records. Polat, N., Mahalingappa, L., Hughes, E., &, Karayigit, C. (2019). Change in preservice teacher beliefs about

inclusion, responsibility, and culturally responsive pedagogy for English learners. International Multilingual Research Journal. DOI: 10.1080/19313152.2019.1597607

Mahalingappa, L., Hughes, E., & Polat, N. (2018). Developing Preservice Teachers’ Self-Efficacy and

Knowledge through Online Experiences with English Language Learners. Language and Education, 32, 127-146.

Mahalingappa, L., & Polat, N. (2017). Overall and Component-Based Inter-Rater Reliability of the SIOP

Model. International Journal of TESOL and Learning, 6, 18-35. Mancilla, R., Polat, N., & Akcay, A. (2017). An Investigation of Native and Non-Native English Speakers’

Levels of Written Syntactic Complexity in Asynchronous Online Discussions. Applied Linguistics, 38, 112-134.

Polat, N., Zarecky-Hodge, A., & Schreiber, J. (2016). Academic Growth Trajectories of ELLs in NAEP

data: The Case of Fourth- and Eighth-Grade ELLs and Non-ELLs on Mathematics and Reading Tests. The Journal of Educational Research, 109, 541-553.

Polat, N., & Cepik, S. (2016). An Exploratory Factor Analysis of the Sheltered Instruction Observation

Protocol as a Teacher Performance Evaluation Tool. TESOL Quarterly, 50, 817-843. Polat, N., & Cepik, S. (2014). A Comparative Analysis of EFL and ESL Programs Regarding Curriculum

Mandates and Program Directors’ and Teacher Candidates’ Perceptions: The Case of Turkey and the U.S. Open Journal of Modern Linguistics, 4, 239-251.

Cepik, S., & Polat, N. (2014). Mandates, Needs, Equitable Resources, and Current Research in English

Language Teacher Education: The Case of Turkey. International Journal of Research Studies in Education, 3, 1-14.

Polat, N., & Schallert, D. L. (2013). Kurdish Adolescents Acquiring Turkish: Their Self-Determined

Motivation and Identification with L1 and L2 Communities as Predictors of L2 Accent Attainment. Modern Language Journal, 93, 745-763.

Polat, N, Mancilla, R., and Mahalingappa, L. (2013). Anonymity and Motivation in Asynchronous

Discussions and L2 Vocabulary Learning. Language Learning & Technology, 17, 57-74. Polat, N., & Mahalingappa, L. (2013). Pre- and In-service Teachers’ Beliefs about ELLs in Content Area

Classes: A Case for Inclusion, Responsibility, and Instructional Support. Teaching Education, 24, 58-83.

Mahalingappa, L., & Polat, N. (2013). English Language Teacher Education in Turkey: Policy vs.

Academic Standards. European Journal of Higher Education, 3, 371-383.

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Rodriguez, T.L. & Polat, N. (2012). Politicizing Difference: Interpreting Citizenship as a Dimension of Diversity in Pre-Service Teachers' Narratives. Linguistics and Education, 23, 361-372.

Polat, N. (2011). Examining the Nature and Content of L2 Socialization Patterns: Attainment of a Native-

like Turkish Accent by Kurds. Critical Inquiry in Language Studies, 8, 261-288. Polat, N. (2011). Pedagogical Treatment and Change in Preservice Teacher Beliefs: An Experimental

Study. International Journal of Educational Research, 49, 195-209. Polat, N. (2011). Gender and Age Differences in Motivation and L2 Accent Attainment: An Investigation

of Young Kurdish Learners of Turkish. Language Learning Journal, 39, 19-41. Polat, N. (2010). A Comparative Analysis of Pre-and In-Service Teacher Beliefs about Readiness and Self-

Competency: Revisiting Teacher Education for ELLs. System, 38, 228-244. Polat, N., & Mahalingappa, L. (2010). Gender Differences in Identity and Acculturation Patterns and L2

Accent Attainment. Journal of Language, Identity, and Education, 9, 17-35. Polat, N. (2009). Matches in Beliefs between Teachers and Students, and Success in L2 Attainment: The

Georgian Example. Foreign Language Annals, 42, 229-249. Polat, N., & Balog, R. (2009). Fostering Academic and Language Development of ELLs and Heritage

Learners through the SIOP Model. Learning Languages, 14, 8-13. Polat, N., & McKenna, C. (2009). Enhancing Academic and Language Development of ELLs in English

Language Arts Classes. Texas Papers in Foreign Language Education, 12, 159-196. Polat, N. (2008). Theoretical and Practical Changes in L2 Teacher Education: A Critical Review. Shoonhang

Yan Journal of Humanities, 22, 239-266. Book Chapters (Refereed) Polat, N., & Mahalingappa, L. (2020). Teacher beliefs about challenges and opportunities of integrative

language and content teaching: The SIOP example. In K. Talbot, S. Mercer, M-T. Gruber, & R. Nishida (Eds.) The Psychological Experience of Integrating Language and Content: Teacher and Learner perspectives. Multilingual Matters.

Mahalingappa, L., Rodriguez T., & Polat, N. (2019). Muslim Children in U.S. Public Schools: Identity,

Citizenship, and Belonging in Difficult Times. In R. Oxford, T. Gregersen, & M. Olivero (Eds.) Peacebuilding in TESOL: Innovations in Theory and Practice. Routledge.

Polat, N., Gregersen, T. & MacIntyre, P. (2019). Introduction. In N. Polat, T. Gregersen, & P. MacIntyre

(Eds.) Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills. Routledge.

MacIntyre, P., Gregersen, T., & Polat, N. (2019). Conclusions and Future Directions. In N. Polat, T.

Gregersen, & P. MacIntyre (Eds.) Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills. Routledge.

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Polat, N., & Mahalingappa, L. (2019). Teaching and Researching Pronunciation Skills: Theory and Research-

Based Practices. In N. Polat, T. Gregersen, & P. MacIntyre (Eds.) Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills. Routledge.

Polat, N (2014). The Interaction of the L2 Motivational Self System with Socialisation and Identification

Patterns and L2 Accent Attainment. In K. Csizér & M. Magid (Eds.) The Impact of Self-concept on Second Language Acquisition (pp. 265-282). Clevendon, UK: Multilingual Matters.

Polat, N. (2010). Language Attitudes and Accentedness: A Study of Kurds Learning Turkish. In J. Watzke,

P. Mantero, & P. Reece-Miller (Eds.) Language and Power (ISLS Readings in Language Studies, Volume 2) (pp. 387-403). New York: International Society for Language Studies Inc.

Conference Proceedings (Refereed) Akcay, A., Mancilla, R. & Polat, N. (2015). An Examination of EFL Teachers’ Technological Pedagogical

Content Knowledge (TPACK). In D. Rutledge & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 1-3). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Polat, N. (2008). Pre-service Teachers' General and Specific Beliefs about Authentic, Commercial and

Teacher-Made EFL Materials: Pedagogical and Practical Considerations. In N. Kunt, J. Shibliyev, & F. Erozan (Eds.) LSSLT 06: ELT Profession: Challenges & Prospects (p. 114-122). Lincom Studies in Second Language Teaching, Germany: LINCOM Publishing.

Polat, N. (2007). Linking Social Networks and Attainment in an L2 Accent: Kurds Acquiring Turkish.

Texas Linguistic Forum, 51, 144-153. Critical Book Reviews Polat, N. (2010). Book Review: Clarke, Matthew: An Analytic Review of Language Teacher Identities: Co-

constructing Discourse and Community. The Modern Language Journal, 94, 150-151. Polat, N. (2009). Book Review: Jaatinen, Riitta: An Analytic Review of Learning languages, learning life-

skills; autobiographical reflexive approach to teaching and learning a foreign language. The Modern Language Journal, 93, 449-450.

WORK IN-PROGRESS Manuscripts Polat, N., Wang, R., & Mahalingappa, L. English teachers’ perceptions about types of oral corrective

feedback in Chinese and U.S. contexts. Mahalingappa, L., Polat, N., & Wang, R. Chinese EFL and U.S. ESL teachers’ beliefs about oral corrective

feedback: Explicitness, frequency, and the role of L2 learner variables.

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Polat, N. L2 attainment ‘as a calculus of pleasure and pain’: Rationale choice, investment, and risk

management. Polat, N. & Guclu, H. Applying the Social Network Theory in L2 acquisition via Ucinet, Netdraw, and

CONCOR. Data collection finished. Initial stages of data coding and writing completed. Data analyses in progress.

HONORARY INVITATIONS The 3rd Congress of Notable Turkish Scholars Abroad (2015). Panel on Social Sciences and Educational Policy and Research. The Scientific and Technological Research Council of Turkey (TÜBİTAK). December 24-25, Istanbul, Turkey. LEADERSHIP SELF-DEVELOPMENT ACTIVITIES AAC&U and IFYC Institute on Teaching and Learning for Campus-wide Interfaith Excellence. Emory University. (2019). Atlanta, GA. July 15-19. New Deans Institute. Council of Academic Deans from Research Education Institutions (CADREI). Annual Meeting. (2018). Tucson, AZ. October 15--18. New Deans Workshop. American Association of Educational Research (AERA), Consortium of University of Research Institutions (CURI). Annual Policy Meeting. (2018). Washington, DC. September 16-17. New Deans Institute. Council of Academic Deans from Research Education Institutions (CADREI). Annual Meeting. (2017). Savannah, GE. October 16-18. New Deans Workshop. American Association of Educational Research (AERA), Consortium of University of Research Institutions (CURI). Annual Policy Meeting. (2017). Washington, DC. September 17-18. The Joy and Challenges of Leading from the Middle. 2016 Workshop for Division Chairs. The Council of Independent Colleges. Minneapolis, MN, May 24-26. Intersection Leaders’ Workshop. 2016 Annual TESOL Convention. Baltimore, MD, April 5-8. PRESENTATIONS Peer-reviewed Mahalingappa, L., Rodriguez, T., & Polat, N. (Under-review). Anti-bias schooling for the socio-cultural

integration and education of Muslim children in Western contexts. The American Association of Colleges for Teacher Education (AACTE). Atlanta, GA, February 28- March 1.

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Mahalingappa, L., Rodriguez, T., & Polat, N. (2019). Resisting Islamophobia: Fostering Muslim English Learners’ Agency through Critical Language Awareness and Critical Media Literacy. American Educational Research Association Convention (AERA). Toronto, CA, April 5-9.

Polat, N. &Mahalingappa, L. (2019). Review of Current Theory and Research on L2 Pronunciation

Pedagogy. Annual TESOL Convention. Atlanta, GA, March 12-15. Mahalingappa, L. & Polat, N. (2019). Changing Preservice Content Teacher Beliefs about English

Learners. Annual TESOL Convention. Atlanta, GA, March 12-15. Polat, N. (2018). Encountering ‘Monolith’ Nature of L2 Input and its Comprehension or

Comprehensibility: A Multimodal Reconceptualization of the ‘Theory of Comprehensible Input’. American Association for Applied Linguistics Conference (AAAL). Chicago, IL, March 24-27.

Mahalingappa, L., Polat, N., & Hughes, E. (2018). Effectiveness of a Digital Pen-Pal Experience on

Preservice Teachers’ Preparation to Work with English Learners. American Association for Applied Linguistics Conference (AAAL). Chicago, IL, March 24-27.

Margolis, J., Strom, K., & Polat, N. (2018). Teacher Professional Dispositions: Much Assemblage

Required. American Educational Research Association Convention (AERA). New York, NY, April 13- 17. Polat, N., Mahalingappa, L., & Mancilla, R. (2018). Written Syntactic Complexity in Instructed versus

Acquired Contexts: Variability by Levels. American Educational Research Association Convention (AERA). New York, NY, April 13- 17.

Mahalingappa, L., Polat, N., Hughes, E., & Karayigit, J. (2018). Instigating Change in Preservice Teacher

Cognition about English Learners in Content-Area Classrooms Through Virtual Interactions. American Educational Research Association Convention (AERA). New York, NY, April 13- 17.

Mahalingappa, L., Rodriguez, T., & Polat, N. (2017). Cultural Approaches to the Education of Muslim

Children in U.S. K-12 Schools. American Educational Research Association Convention (AERA). San Antonio, TX, April 27- May 1.

Polat, N., Mahalingappa, L., & Hughes, E. (2017). Instigating change in preservice teacher cognition about

ELs’ education: The case of inclusion, culture, and responsibility in mainstream classrooms. American Association for Applied Linguistics Conference (AAAL). Portland, OR, March 18-21.

Mahalingappa, L., Rodriguez, T., & Polat, N. (2017). Supporting Muslim Students in K-12 Schools:

Knowledge and Practical Suggestions. Annual TESOL Convention. Seattle, WA, March 21-24.

Mahalingappa, L., Hughes, E., & Polat, N. (2016). Effectiveness of an electronic pen-pal project on preservice teachers’ self-competency and knowledge of instructional strategies working with ELs. Literacy Research Association 66th Annual Conference. Nashville, TN, November 30-December 2.

Mancilla, R., & Polat, N. (2016). Predicting Academic Performance in Graduate Education: Investigating

the Contributions of English Proficiency and Written Syntactic Complexity for Non-Native English Speakers. American Association for Applied Linguistics Conference (AAAL). Orlando, FL, April 9-12.

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Polat N. (2016). Factor Structure of the Sheltered Instruction Observation Protocol in Measuring Pedagogical Effectiveness. American Association for Applied Linguistics Conference (AAAL). Orlando, FL, April 9-12.

Polat, N., Birdsong, D., Singleton, D., Moyer, A., & Bylund, M. (2016) “The Age Factor in SLA: A

Practical Overview of Current Research and Implications for L2 Learning and Teaching (Applied Linguistics Inter Section Session). Annual TESOL Convention. Baltimore, MD, April 5-8.

Mancilla, R., & Polat, N. (2016). Predicting Achievement for Non-Native English Speakers: The Impact of

English Proficiency and Written Syntactic Complexity. Georgetown University Roundtable (GURT). Washington, DC, March 11-13.

Polat, N., Dörnyei, Z., Csizér, K., & Magid. M. (2015). Foundations of the L2 Motivational Self-Concept

in Language Learning (Applied Linguistics Academic Session). Annual TESOL Convention. Toronto, Canada, March 25-28.

Polat, N., Horwitz, E.K., Tarone, E., & Gregersen, T. (2015). Perspectives on SLA Content, Common-

Core, Self-Efficacy in L2 Teacher Education (Applied Linguistics Intersection Session). Annual TESOL Convention. Toronto, Canada, March 25-28.

Mahalingappa, L., & Polat, N. (2015). Chinese and American Teachers’ Oral Corrective Feedback Beliefs

and Practices. Annual TESOL Convention. Toronto, Canada, March 25-28. Mancilla, R. & Polat, N. (2015). Syntactic Complexity in Asynchronous Discussions: Native and Non-

Native English Speakers. Annual TESOL Convention. Toronto, Canada, March 25-28. Mahalingappa, L. & Polat, N. (2015). Preservice Teacher Beliefs about Readiness, Content Knowledge,

and Field Experiences to Support English Learners. American Educational Research Association Convention (AERA). Chicago, IL, March 16-20.

Mahalingappa, L. & Polat, N. (2015). English Teachers’ Perceptions about Types of Oral Corrective

Feedback in Chinese and U.S. Contexts. American Educational Research Association Convention (AERA). Chicago, IL, March 16-20

. Polat, N., Mahalingappa, L., & Cepik, S. (2014). ELT Education in Turkey: A Multifaceted Programmatic

Evaluation". Annual TESOL Convention. Portland, OR, March 26-29. Polat, N. & Mahalingappa, L., (2014). Examining the Factorial Validity of the Sheltered Instruction

Observation Protocol as a Performance Evaluation Tool. American Educational Research Association Convention (AERA). Philadelphia, PA, April 3-7.

Polat, N. (2014). A Comparative Analysis of EFL and ESL Program Curricula Regarding Government

Mandates, and Program: The Case of Turkey and the U.S. American Educational Research Association Convention (AERA). Philadelphia, PA, April 3-7.

Polat, N., & Cepik, S. (2014) Mandates, Needs, Resources, and Current Research: An Analysis of English

Language Teacher Education in Turkey. American Educational Research Association Convention (AERA). Philadelphia, PA, April 3-7.

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Polat, N. (2013). Measuring Teaching Effectiveness through the Sheltered Instruction Observation Protocol. Annual TESOL Convention. Dallas, TX, March 19-23.

Polat, N. Balog, R., & Mahalingappa, L. (2013). Motivational and Participatory Affordances in Anonymous

and Non-anonymous Online Discussions and L2 Vocabulary Learning. American Educational Research Association Convention (AERA). San Francisco, CA, April 27-May 1.

Polat, N., & Mahalingappa, L. (2013). Effects of Gender and Teaching Experience on Inservice Teachers’

Pedagogical Beliefs about the Academic Achievement of English Language Learners. American Educational Research Association Convention (AERA). San Francisco, CA, April 27-May 1.

Polat, N. (2012). Multiplexity in Exchange, Interactive, and Passive Networks, and Native-like Accent

Attainment in the Turkish Context. American Educational Research Association Convention (AERA). Vancouver , BA, April 13-17.

Rodriguez, T., & Polat, N. (2012). Equity for English Language Learners (ELLs) in Urban Contexts: A

Study of Preservice Teachers’ Experiences and Beliefs. American Educational Research Association Convention (AERA). Vancouver , BA, April 13-17.

Rodriguez, T., & Polat, N. (2012). Stories of Diversity and Citizenship: Constructing Self and Other in

Teacher Education for English Learners. American Educational Research Association Convention (AERA). Vancouver , BA, April 13-17.

Polat, N., & Schreiber, J. (2012). Internal Consistency of Observation Protocols in Measuring Teaching

Effectiveness: The SIOP. American Educational Research Association Convention (AERA). Vancouver , BA, April 13-17.

Polat, N. (2012). Changing Pre-service EFL Teachers’ Beliefs through Well-Structured Instructional

Treatments. Annual TESOL Convention. Philadelphia, PA, March 28-31. Polat, N. (2011). Confounding Factors behind Differences in Teacher Beliefs about English Language

Learners in Mainstream Classes. American Educational Research Association Convention (AERA). New Orleans, LA, April 8-12.

Polat, N. (2011). Anonymity and Motivation in Participation in Asynchronous Discussions, and L2

Vocabulary Acquisition. American Association for Applied Linguistics Conference (AAAL). Chicago, Illinois, March 26-29.

Polat, N. (2010). Equity for English Language Learners in Urban Contexts: A Study of Diverse Teachers’

Beliefs and Identities, Barbara A. Sizemore Summer Conference, Pittsburgh, PA, July 21-22. Polat, N., & Cepik, S. (2010). Teacher Beliefs about Responsibility and Instructional Support for English

Language Learners in Inclusive Education, American Educational Research Association Convention (AERA). Denver, CO, April 30-May 4.

Polat, N. (2010). A Comparative Analysis of Pre-and In-service Teacher Beliefs about Readiness and Self-

Competency in Supporting Diverse Learners, American Educational Research Association Convention (AERA). Denver, CO, April 30-May 4.

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Polat, N., & Mahalingappa, L. (2010). Using Social Network Theory to Examine L2 Socialization Patterns, American Association for Applied Linguistics Conference (AAAL). Atlanta, GA, March 6-9.

Polat, N. (2010). Responsibility and Instructional Support for English Language Learners: A Teacher

Beliefs Study, American Association for Applied Linguistics Conference (AAAL). Atlanta, GA, March 6-9. Polat, N. (2009). Exploring Gender and Age Differences in Motivation and L2 Accent Attainment.

American Association of Applied Linguistics Conference (AAAL). Denver, CO, March 21-24. Polat, N. (2009). Standards, Competencies, Added-value: Charting Needs-based TESOL Programs. Annual

TESOL Convention. Denver, CO, March 26-28. Polat, N. (2009). Treatment effect and change in pre-service EFL teacher beliefs about instructional

materials. American Educational Research Association Convention (AERA). San Diego, CA, April 14. Polat, N. (2009). Gendered attitudes and socialization patterns in second language learning; the Kurdish

context. SIG- Sociocultural Dimensions of Language and Literacy Learning, American Educational Research Association Convention (AERA). San Diego, CA, April 16.

Polat, N. (2009). Role of identity in the attainment of a native-like accent. International Society for Language

Studies (ISLS) Convention. Orlando, FL, June 11-13. Polat, N. (2008). Socially Constructed Selves: Gender, Attitudes, Socialization Patterns and L2 Attainment.

American Association for Applied Linguistics Conference, Washington DC, March 29-April 1. Polat, N. (2007). Beliefs about Kinds of Instructional Materials Regarding Learner and Program-Related

Considerations. American Council on the Teaching of Foreign Languages Annual Convention, ACTFL Research SIG. San Antonio, Texas, November 16 - 18.

Polat, N. (2007). Linking Social Networks and Attainment in an L2 Accent: Kurds Acquiring Turkish. The

Symposium About Language and Society Annual Conference, Austin, Texas, April 13-15. Polat, N. (2007). Kurds Acquiring Turkish Accent: Their Identities and Extrinsic Motivational

Orientations. American Association for Applied Linguistics Conference, Costa Mesa, California, April 21-24.

Polat, N. (2006). Pre-service teachers’ general and specific beliefs about authentic, commercial and teacher-

made EFL materials. The 2nd International ELT Conference, Eastern Mediterranean University, Famagusta-North Cyprus, May 2-5.

Polat, N. (2005). Perceptual Matches on the Learning of English Grammar and Their Effects on the

Language Learning Process. Texas Foreign Language Education Conference, The University of Texas at Austin, March 4.

Invited Research Seminars/Symposia

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De Costa, P., Polio, C., Polat, N., Kibler, A., Cortes, V., & Norton B. (2018). AAAL at TESOL: Building on Each Other’s Research Strengths. TESOL Research Professional Council (RPC) Colloquium. Annual TESOL Convention. Chicago, IL, March 27-30.

Polat, N. (2018). Factorial Validity of the Sheltered Instruction Observation Protocol as a Teacher

Performance Evaluation Tool. Arizona State University, Tempe, AZ, January 24. Rodriguez, T.L., Polat, N. & Mahalingappa, L. (2017). Supporting Muslim Students: What Teachers can

Know and Do in Panel Supporting Somali Communities through Education and the Arts: Perspectives on K-12 and Higher Education Experiences. Annual Peace Studies Conference: Beyond Stereotypes: Somali Life in Central Minnesota. College of St. Benedict and St. John’s University, St. Joseph, MN, September 25.

Polat, N. (2017). An Exploration of the Factor Structure of the Sheltered Instruction Observation

Protocol as a Teacher Performance Evaluation Tool. University of Iowa, Iowa City, IO, January 25. Polat, N., Mahalingappa, L., & Rodriguez, T. (2016).Education and Socio-Cultural Integration of Muslim

Students in K-12 Schools in Western Settings: What Educators Need to Know and Do. Oxford Education Research Symposium. University of Oxford, London, UK, August 3-5.

Polat, N. (2016). Panel Discussion on ‘Non-native English Speakers’ Research Productivity in Higher

Education: Balance among Scholarship, Teaching, and Service in Tenure Process’. NETA Annual Conference. Harvard University, Boston, MA, April 2.

Polat, N. (2015). Educational Research and Publishing: Challenges for Non-native English Speakers.

NETA Annual Conference. Yale University, Boston, MA, March 14. Polat, N. (2013). Current SLA Research: Learner Variables, ‘L2 Self’, and Investment in L2 Development.

Zirve University, Istanbul, Turkey, November 18-29. Polat, N. (2010). A Five Minute Linguist: Assumptions about Language, Language and Thought, and SLA

Theories, Rumi Club, Lecture Series. Carnegie Mellon University, Pittsburgh, PA. October 28. Polat, N. (2007). Micro-Analysis of Pedagogical Considerations in Instructional Materials. State University of

New York at New Paltz, New York, February 6. Polat, N. (2007). The Acquisition of a Native-like Turkish Accent by Kurds: The case of motivation and

identification patters. Duquesne University, Pittsburgh, PA. March 3. Invited Teacher Development Workshops Mahalingappa, L., Rodriguez, T., & Polat, N. (2017). Supporting Muslim students in K-12 schools. Pittsburgh

Public Schools, Pittsburgh, PA. May 3, 2017. Mahalingappa, L., Rodriguez, T., & Polat, N. (2017). Muslim students in K-12 schools in Western settings: What

can educators do about their socio-cultural integration and education? 7th Annual Sizemore Conference. Duquesne University, Pittsburgh, PA.

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Mahalingappa, L., Rodriguez, T., & Polat, N. (2016). Teaching Muslim Students in K-12 Schools. Consortium for Christian-Muslim Dialog (CCMD) Summer Teacher Workshop on Teaching and Learning Cultural and Religious Diversity (Pluralism). Duquesne University, Pittsburgh, PA.

Polat, N. (2014). ELL Demographics and Achievement Gap: Instructional Support for ELLs in Mainstream

Classrooms. Young Scholars of Central Pennsylvania Charter School, State College, PA. Polat, N. (2013). Program Options for ELs at Different Proficiency Levels: Pros and Cons of SIOP, Push-in/Pull out

Programs. Concord Elementary, Pittsburgh Public Schools, Pittsburgh, PA. Polat, N. (2013). Aligning Content and Language Objectives with Individualized Modifications for ELLs. Young

Scholars of Western Pennsylvania Charter School, Pittsburgh, PA. Polat, N. (2013). Equitable Educational Practices for ELLs in Mainstream Classes: Teacher Development Workshop.

4th Annual Sizemore Conference. Duquesne University, Pittsburgh, PA (With Dr. Laura Mahalingappa).

Polat, N. (2013). A foundation evaluation of the English preparatory school: Current research, theory, and

practice of ELT. Zirve University, Istanbul, Turkey, November 18-29. Polat, N. (2013). Basic competencies in ELTE programs: A curriculum evaluation. Zirve University,

Istanbul, Turkey, November 18-29. Polat, N. (2013). An external review of a central assessment system: Formative and summative purposes.

Zirve University, Istanbul, Turkey, November 18-29. Polat, N. (2012). Involving Parents in ELLs’ Education: Strategies and Challenges. Professional Development

Workshop at Young Scholars of Western Pennsylvania Charter School. Polat, N. (2012). English as a Second Language (ESL) Workshop. 2012 Sizemore Conference. Duquesne

University, Pittsburgh, PA (With Dr. Laura Mahalingappa and Dr. Davi Reis). Polat, N. (2011). ELLs’ National Demographics and Achievement Gap. What Can Mainstream Teacher Do?

Professional Development Workshop, Young Scholars of Western Pennsylvania Charter School.

Polat, N. (2011). Implications of New National ELL Statistics for Instructional and Assessment

Modifications. Young Scholars of Western Pennsylvania Charter School, Pittsburgh, PA. Polat, N. (2010). English Language Learners: Who are they? Multicultural Education. Duquesne University,

Pittsburgh, PA. March 24. Polat, N. (2009). Helping English Language Learners in Content Area Classrooms: Implications for

Accommodations, and Assessment. Early Childhood Program. Duquesne University, Pittsburgh, PA. October 14.

Invited Presentations

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Polat, N. (2016). Individual differences in L2 acquisition. Duquesne University, Pittsburgh, PA, February 24. Polat, N. (2015). Learning styles and strategies in L2 acquisition. Duquesne University, Pittsburgh, PA,

February 26. Polat, N. (2013). Asking the right and relevant research questions in educational research: A quantitative

perspective. Zirve University, Istanbul, Turkey, November 18-29. Polat, N. (2013). Professional domains and competencies in ESL/EFL teacher education: Comparing

apples and oranges? Zirve University, Istanbul, Turkey, November 18-29. Polat, N. (2011). Differences between Pre-and In-service Teachers' Beliefs about Responsibility and

Instructional Support for ELLs in Mainstream Classrooms. Three-River TESOL Annual Conference, Pittsburgh, PA. November 5.

Polat, N. (2011). Structural and Phonological Properties of Turkish: Implications for Learning Turkish,.

Carnegie Mellon University, Pittsburgh, PA. January 12. Polat, N. (2006). Experimental Research Design in the Social Sciences (Workshop). International Black Sea

University, Tbilisi, Georgia, March 10. GRANTS Polat, N., Mahalingappa, L., Heo, M, Hughes, E., Meyer C., Walker, C., & Bhowmick, N. (2019). (Under-

review). Teacher cognition and communication strategies in inclusive content-area classrooms: Developing effective strategy protocols for diverse learners. James S. McDonnell Foundation. Requested: $1,583,711.

Polat, N. & Mahalingappa, L. (2018). (Unfunded). A Competency-Based Approach to the Preparation of

Teachers of Turkish as a Critical Additional Language. STARTALK Grants. National Security Agency (NSA). Requested: $112,000.

Walker, C. & Polat, N. (Unfunded). Building Leadership for Change for TESOL Teachers through School

Immersion: A Framework of Praxis, Cultural Validity, Technology, and Professionalism. The Ministry of Education in the Kingdom of Saudi Arabia (KSA). Budget: $1,247,288.

Polat, N. (2018). Historical evolution of the use of quantitative methods in SLA research: A snapshot of

rigor and publication demands. Research Innovation Grants. DILE. Granted: $1,800. Polat, N. (2018). Presidential Scholarship Award Grant for a book entitled: “Research-Driven Pedagogy:

Implications of L2A Theory and Research for the Teaching of Language Skills”. Granted: $5,000.

Polat, N. (2017). The Canevin Center for Educational Transformation and Social Justice. Heinz

Endowment. Granted: $150,000 (As part of $600,000 grant).

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Polat, N. (2015). (Management/Reporting). The Canevin Center for Educational Transformation and Social Justice. Heinz Endowment. Granted: $150,000 (As part of previous $600,000 grant received by Welch et al. in 2015).

Mahalingappa, L., Fitzgerald, A. M., & Polat, N. (2016). Acculturation and Identity Development among Muslim

Youth from Refugee Families. Russell Sage Foundation Presidential Award. Budget: $35,000. Not Funded.

Mahalingappa, L., Fitzgerald, A. M., & Polat, N. (2015) Support for refugee families with school-aged

children in the Pittsburgh area through ethnically-based community centers: an additive model for family engagement, student linguistic and academic development, and teacher

preparation. Center for Community-Engaged Teaching and Research. Granted: $19,800.

Polat, N. (2014). Presidential Scholarship Award grant for a book entitled: “Encountering Comprehensible

Input: Theoretical Foundation, L2 Learning, Teaching, and Assessment”. Granted: $5,000. Hughes, E., & Polat, N. (2014). Curriculum-based measures to assess preservice teachers’ knowledge of special education

and ELL content knowledge. Canevin Center for Social Justice. Granted: $2,500. Polat, N., Mahalingappa, L., & Reis, D. (2012). Cyber Turkish Learning System (CTLS). Republic of

Turkey, Office of the Prime Minister and Ministry of Foreign Affairs. Requested: 364,777. (Unfunded).

Polat, N. (2012). Competitive Faculty Development Grants for Presentations on Multicultural College

Teaching and Learning grant. Duquesne University, Office of the Provost. Granted: $580. Polat, N. & Mahalingappa, L. (2011). Assessment of Learning Outcomes of ESL Teacher Certificate

Program. Academic Learning Outcomes Assessment (ALOA). Granted: $2,500. Rodriguez, T. & Polat, N. (2010). Equity for English Language Learners in Urban Contexts: A Study of

Diverse Preservice Teachers’ Beliefs and Identities. Barbara A. Sizemore Research Fellows & Small Grants Program. Granted: $2,500. Extended: $3,000 (Total= 5,500).

Rodriguez, T. & Polat, N. (2010). Promoting Educational Equity for English Language Learners: A Study

of Linguistically and Culturally Diverse Preservice Teachers’ Beliefs and Identities. Faculty Development Fund, Duquesne University. Granted: $9,942.

2005-2006 Continuing Fellowship, The University of Texas at Austin. 2005-2006 Research Grant, International Black Sea University, Tbilisi, Georgia ($2000 for research). 1993-1997 UEER Scholarship, The Board of the Turkish Prime Minister (University financial support). 1995-1997 University Academic Performance Scholarship, The Municipality of Istanbul. 1996-1997 Best Seniors Scholarship, Marmara University Rotary Club (Awarded to top seniors).

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DOCTORAL STUDENTS Chair, Dissertation Committee of Rae Mancilla Chair, Dissertation Committee of Jianan Zhou Chair, Dissertation Committee of Christie Vanorsdale Chair, Dissertation Committee of Tasnem Alarbi FELLOWSHIPS AWARDS

2018 Presidential Scholarship Award, Duquesne University. 2018 Faculty Award for Excellence in Scholarship. School of Education, Duquesne University. 2014 Presidential Scholarship Award, Duquesne University. 2012 Early Career Faculty Award for Excellence in Scholarship. School of Education, Duquesne

University. 2009-2013 B. A. Sizemore Urban Education Fellow, Duquesne University 2006-2007 Professional Development Award, the University of Texas at Austin PROFESSIONAL SERVICE

Member of Review Panels

The U.S. Student Fulbright National Screening Committee.

National Professional Organization Chair, TESOL Applied Linguistics Interest Section, 2014-2016. Member of Mentoring Committee AERA, Second Language Research SIG, Senior Scholar Award Committee (2019) AERA, Second Language Research SIG, Early Career Faculty Mentoring Committee (2018) Member of Research Grant Review Panels

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United Kingdom, Department for International Development (DFID), Research and Evidence Division TESOL Research Grants, Office of Second Language Acquisition, U.S. Department of Education Evaluating tenure and promotion appointments outside home university University of Arizona Washington State University University of North Florida Consulting Editor Journal of Educational Research (L2 teacher education, language education) Editorial Board Memberships TESOL Quarterly (2017-2020) Arts and Social Sciences Journal Language and Communication Quarterly Ad-Hoc Journal Reviewing Second Language Acquisition/ Applied Linguistics Language Learning Modern Language Journal Cognition Computer Assisted Language Learning International Multilingual Research Journal Linguistics and Education Journal of Multilingual and Multicultural Development Annual Review of Applied Linguistics

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System Educational Psychology Educational Psychology Learning and Individual Differences Psychological Reports Perceptual and Motor Skills TESOL/ Minority Education/ Teacher Education TESOL Quarterly Journal of Teacher Education Teaching and Teacher Education Computers & Education Journal of Educational Research Language and Education Diaspora, Indigenous, and Minority Education Ad-Hoc Reviewer for Publishing Companies Professional textbook for Pearson Education. Scholarly research monograph for Routledge. Scholarly research monograph for Palgrave. Scholarly research monograph for Cambridge University Press.

Professional Consultancies

American Council on the Teaching of Foreign Languages (ACTFL)/ Defense Language Institute, Monterey. Kurdish-(Kurmanji). December 3-7, 2018.

Pennsylvania Department of Education ESL Teacher Preparation (2009-2011). Pittsburgh Public Schools: Concord Elementary (K-12 ESL program development).

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Young Scholars of Western Pennsylvania Charter (ESL/ L2 language curriculum) (2011-2015). Committees Chair (University/School- Level)

School of Education Graduate Studies Council. School of Education Graduate Enrollment Group. Research Advisory Council. Academic Curriculum Committee. Early-Career Faculty Mentoring Committee (Dr. Sandra Quinones).

Member (University- Level)

Faculty Conduct Committee 2018-Current. Faculty Leadership Advisory Council, 2016-Current. Presidential Scholarship Award Committee, 2017-Current. Graduate Student Council, 2015-Current. Anti-Discrimination Committee, 2014-Current. Consortium for Christian-Muslim Dialog (CCMD), 2014-present.

Member (School/Department-Level) School of Education Executive Committee. School of Education Tenure and Promotion Committee, 2013-2016. Instructional Technology and Leadership Doctoral Program Advisory Committee (2007-2018). Department: Early-Career Faculty Mentoring Committee (Dr. Xia Chao). Department: New Faculty Search Committee (Duquesne University, ESL, 2014). Department: New Faculty Search Committee (Duquesne University, Secondary ELA, 2013). Department: New Faculty Search Committee (Duquesne University, ESL in Liberal Arts, 2013).

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Department of Instruction and Leadership Outreach and Marketing Committee (2012). School of Education Graduate Studies Council (Duquesne University, 2007-2014). New Faculty Search Committee (Duquesne University, Social Studies, 2008). Leading Teacher Quality Circle (Duquesne University, 2007-present). Chapter 49-2 New Certification Working Group (Duquesne University, 2009-2014).

Faculty Sponsor Turkish Student Association at Duquesne University Conference Organizing Co-Chair, Annual Texas Foreign Language Conference (TEXFLEC): Spring 2003, Spring 2005 Co-Chair, Texas Foreign Language Conference, Language Pathways: A Kaleidoscope of Research and Practice,

March 2004; The Business of English in the Modern World, International Black Sea University, Tbilisi, Georgia, June 2001.

Conference Program Charring/Discussant New Ways of Analyzing Variation (NWAVE) Annual Convention 2013, session chair: Language and Ideology

SIG. Carnegie Mellon University AERA 2012-13- Discussant for Session on Raising Critical Consciousness, AERA- Division K, Sections 5 & 8. AERA 2011- Discussant for Session on Second Language Research-SIG English Language Teaching: Teacher

Perceptions, Anxiety, and Pedagogy. Symposium about Language and Society, Spring 2003, 2007. Session Chair: “Language and Ideology”. UT-

Austin, AERA 2010-2013- Chair several sessions - Division K, Sections 5 and 8; Second Language Research SIG,

Teacher Induction SIG. Conference Committee/Reviewing/Charring AERA Proposal Reviewer, since 2010. AAAL Proposal Reviewer, since 2013. TESOL Proposal Reviewer, since 2014.

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Proposal Reviewer, New Ways of Analyzing Variation (NWAVE) Annual Convention 2013. Language and

Ideology SIG. Carnegie Mellon University Professional Memberships Teachers of English to Speakers of Other Languages (TESOL) American Association of Applied Linguistics (AAAL) American Educational Research Association (AERA) International Society for Language Studies (ISLS) American Council on the Teaching of Foreign Languages Annual Convention (ACTFL) (2006-2012) The Pennsylvania Association of Colleges and Teacher Educators (PAC-TE). LANGUAGE SKILLS Turkish native Kurdish native (Kurmanji) English near-native Georgian conversational