Professor Ortactepe completed both her BA degree in Foreign Language Education, English language teaching, and MA degree in Educational Sciences at Bogazici University in Istanbul. After working in Turkey for several years both as a research assistant and as an English teacher, she moved to the United States in 2007 to pursue her doctoral degree at the State University of New York (SUNY) - Albany, in the School of Education’s Department of Educational Theory and Practice. Her dissertation, which was completed under the supervision of Professor Istvan Kecskes, was concerned with the language socialization of international students in the United States and subsequently published in 2012 as a book with the title The development of conceptual socialization in international students: A language socialization perspective on conceptual fluency and social identity.
After receiving her doctoral degree, Professor Ortactepe moved back to Turkey and started teaching in the MA Teaching English as a Foreign Language (TEFL) program at Bilkent University, Ankara. She taught nine of the ten courses offered in the program over the six years she was at Bilkent, ranging from Sociolinguistics, Second language acquisition and Research methods to pedagogical courses such as EFL Methodology and Language Testing and Assessment. She also supervised more than thirty MA TEFL theses, and served in many master’s and doctoral thesis committees.
Professor Ortactepe is especially interested in the social turn in SLA, the theoretical and practical aspects of TESOL, and in intercultural pragmatics. She looks forward to integrating the framework of language socialization into language teacher education in order to better prepare prospective language teachers to address the current needs of global language learners.
Areas of Interest
Sociolinguistics, intercultural pragmatics, teacher and learner identity, teacher education, language teacher assessment literacy, second language acquisition, intercultural communicative competence, language socialization, discourse analysis.
Ph.D., Curriculum and Instruction, State University of New York-Albany
M.A., Educational Sciences, Bogazici University
B.A., Foreign Language Education/English Language Teaching, Bogazici University, Turkey
Kocabas-Gedik, P. & Ortactepe, D. (accepted for publication).“It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity, and Education.
Ortactepe, D. & Mathews-Aydinli, J. (2018). Applied linguistics and language teaching in Turkey, 2010-2015. Language Teaching, 51(2), 210-245.
Burhan, E. & Ortactepe, D. (2016). Reflective practice-oriented online discussions: A study on experienced EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372-382.
Mutlu S. & Ortaçtepe D. (2016). The identity (re)construction of nonnative English teachers stepping into native Turkish teachers’ shoes. Language and Intercultural Communication, 16(4),552-569.
Ortactepe, D. (2015). EFL teachers’ identity (re)construction as teachers of intercultural competence: A language socialization approach. Journal of Language, Identity and Education, 14(2), 96-112.
Ortactepe, D. (2014). Common ground as a resource for positioning: A discourse analysis.Hacettepe University Journal of Education, 29(2), 160-174.
Kaypak, E. & Ortactepe, D. (2014).Language learner beliefs and study abroad trajectories: A study on English as a lingua franca (ELF). System, 42, 355-367.
Ortactepe, D. (2013). Formulaic language and conceptual socialization: The route to becoming nativelike in L2. System, 41(3), 852-865.
Ortactepe, D. (2013). “This is called Free Falling Theory not culture shock”: A narrative inquiry on L2 socialization. Journal of Language, Identity and Education, 12(4), 215-229.
Ortactepe, D. (2012). The development of conceptual socialization in international students: A language socialization perspective on conceptual fluency and social identity. UK: Cambridge Scholars Publishing.
August 2018-June 2020: Primary investigator, “Social Justice, Now!: A study on raising pre-service English language teachers’ awareness on social justice” ($40,000)
December 2018-May 2019: The U.S. Department of State’s English Language Specialist Program Project co-director. We designed this small-scale program with the aim to support our U.S. Embassy funded project titled “Social justice, now!” and we are overseeing its implementation. ($13,790)
August 2017-January 2018: Subject Specialist for English language teaching, “Strengthening Teacher Capacity in Relation to School and Classroom Based Assessment (SCBA),” UNICEF, Turkish Ministry of Education & Bilkent University.
January 2017 – Primary investigator, US Embassy Small Grants, Ankara, Turkey, Funding used to support an MA TEFL student’s attendance to TESOL 2017 ($1000)
February 2016 – Primary investigator, US Embassy Small Grants, Ankara, Turkey, Funding used to support an MA TEFL student’s attendance to TESOL 2016 ($1000)
Presidential Distinguished Dissertation Award, State University of New York-Albany, May 2012.
Middlebury Institute faculty members Jason Martel and Deniz Ortaçtepe co-edited a special isssue of TESOL Journal exploring the transformative potential of English Language Teaching for Social Justice.
Middlebury Institute student Angelo Gonzalez is the leading force behind The International Journal of Language and Policy, a new peer-reviewed academic journal focused on international relations and language studies.