Ersoy Erdemir

Assist. Prof.
E-Mail: 
ersoy.erdemir@boun.edu.tr
Office: 
ETA-B 304
Phone: 
0 212 359 4827
Education: 

Ph.D. State University of New York at Buffalo, Department of Learning and Instruction 2013

  • Foreign/Second Language Education
  • Early Childhood Education

Doctoral Dissertation: Vocabulary Development Trajectories of an Emergent Bilingual Child: Linguistic, Instructional, and Socio-Interactional Perspectives in Preschool

M.A. State University of New York at Buffalo, Learning and Instruction 2008
B.A. Anadolu University, English Language Teaching, 2006

Abbreviated Curriculum Vitae: 

Erdemir graduated from Education Faculty at Anadolu University. He pursued his Master’s and Ph.D. degree in the Department of Learning and Instruction at the State University of New York at Buffalo with a specialization in early childhood education for refugee, immigrant and minority children, early bilingualism and foreign language education in preschool.

During his research-intensive interdisciplinary training, Dr. Erdemir worked as a research assistant in various grant-funded intervention studies with scholars of expertise in early childhood education, refugee, immigrant and minority children, bilingual/second language development and emergent literacy. During this period, he also worked as a project director in Early Childhood Research Laboratory for a large-scale intervention project funded by the National Science Foundation. In addition, he taught undergraduate and graduate courses in programs of Early Childhood Education and Foreign/Second Language Education and he worked as the director of the Educational Software Evaluation Laboratory for young children. 

Dr. Erdemir has been working as an Assistant Professor in the programs of Early Childhood Education and Preschool Teacher Education at Boğaziçi University since 2013. He is currently engaged in civil society research and development projects focusing on early childhood education intervention programs for socially disadvantaged children in Turkey, early childhood education services for Syrian children, preschool foreign language education, and parent empowerment and support programs for families of children living in deprived conditions.

 

Research Interests: 
  • Early Intervention Programs for Refugee, Immigrant and Minority Children
  • Early Social Adversities: Poverty, Maltreatment, Migration, Political Violence, Social Exclusion
  • Early Childhood Bilingualism, Second Language Education, Early Literacy
  • Family Involvement, Parent Intervention and Empowerment Programs
  • Early Childhood Teacher Education

 

Publications: 
  • Erdiller-Yatmaz, Z., Erdemir, E., Erbil, F. (2018). Erdiller-Yatmaz, Z. B., Erdemir, E., & Erbil, F. (2018). Child and childhood: Preschool teacher candidates reporting. Journal of Qualitative Research in Education, 6(3), 284-312.
  • Christ, T., Wang, X. C., Erdemir, E. (2018). Young children’s buddy reading with multimodal app books: Reading patterns and characteristics of readers, text and contexts. Early Child Development and Care, 188(8), 1012-1030.
  • Erdemir, E. (2018). Effects of summer preschools on Syrian and Turkish children: Early intervention project. Mother-Child Education Foundation (AÇEV): Istanbul.
  • Erdemir, E. (under review). Vocabulary development of an emergent through peer interactions: A case study of an emergent English language learner in preschool. Early Childhood Education Journal.
  • Erdiller-Yatmaz, Z. B., Erdemir, E., & Erbil, F. (under review). From preschool teacher candidates’ perspective: Why preschool teaching and how child and childhood is defined. Journal of Theoretical Educational Science.
  • Erdemir, E. (2017). Civil society initiatives and impact evaluation research for Syrian and Turkish children: “Creative Times”, “Flying Library”, “Football Unites”. Goethe Institut-Istanbul.
  • Erdemir, E. (2016). Summer Preschools Project for Syrian children: Monitoring and evaluation final report. Mother-Child Education Foundation (AÇEV).
  • Erdemir, E., Çiçekler, C. Y., Orcan, M., & Aral, N. (2016). Self-efficacy and life satisfaction levels of early childhood teachers in the U.S. and Turkey. International Journal of Early Childhood Education Research, 5(9), 4-16. 
  • Orçan M., Erdemir, E., Çiçekler, C. Y., Aral, N. (2013). A comparative investigation of the learning processes of undergraduate teacher education students in the U.S. and Turkey. Mediterranean Journal of Educational Research, 14, 25-31.
  • Erdemir, E. (2013). Attitudinal dispositions of students toward the English language: Sociolinguistic and sociocultural considerations. Journal of Language and Linguistic Studies, 9(1), 23-49.
  • Erdemir, E. (2012). Facilitating vocabulary learning of English language learners and bilingual children in preschool and kindergarten classrooms: Practical recommendations. AccELLerate: National Clearinghouse for English Language Acquisition, 4(2), 5-7.

Under Preparation:

  • Erdemir, E. (2019). Effects of a summer preschool education program for Syrian refugee children: Pilot study. European Early Childhood Education Research Journal.
  • Erdemir, E. (2019). Effects of a summer preschool early intervention program for Syrian and Turkish children: Expansion study. Journal of Early Intervention.
  • Erdemir, E. (2019). Constructing complex identities: Syrian children’s perceptions of cultural self, ethnic belonging, linguistic identity. Journal of Language, Identity and Education.
  • Strekalova-Hughes, E., Erdemir, E., & Nash, K.  (2019). Toward a refugee critical race theory in education. Journal of Research in Childhood Education.
Talks / Presentations: 
  • Uçar-Karan, Ş. & Erdemir, E. (2018, November). Subjective well-being of Syrian and Turkish children in primary schools: Home and environment conditions. International Congress of European Journal of Educational & Social Sciences, Istanbul, Turkey.
  • Erdemir, E., Diri, A., Büyükabacı, S. Ö., & Kaya, M. U. (2018, September). The impacts of GAP Summer Preschools Syrian refugee and Turkish children. 3rd International Congress on Child Protection. Ordu, Turkey.
  • Strekalova-Hughes, E., Nash, K., & Erdemir, E. (2018, April). Refugee critical race theory in education: An emerging ontological and epistemological lens. American Education Research Association (AERA), New York, United States.
  • Erdemir, E. (2017, September). Summer preschools program for Syrian children: Pilot intervention study. 5th International Early Childhood Education Congress. Gazi University, Ankara.
  • Erdemir, E. (2017, September). Summer preschool intervention program for Syrian refugee children: Language proficiency and socioemotional gains. European Early Childhood Education Research Association Conference (EECERA), Bologna, Italy.
  • Strekalova-Hughes, E., Nash K., and Erdemir, E. (2017, October). Toward a Refugee critical race theory in education. Reconceptualizing Early Childhood Education, Toronto, Canada.
  • Erdemir, E., Yaşar, D., Maşalacı-Gündüz, B., Erdoğan, Ş. (2017, April). An implementation model to enhance Syrian children’s school readiness. Social Value Matters: Koç University, Istanbul.
  • Erdemir, E. (2016, April). Emergent bilingual children's iPad app book reading patterns in L1 and L2. American Education Research Association Conference (AERA), Chicago, U.S.
  • Erdemir, E. (2016, August). Disrupting mono-centric language ideologies in early childhood education: Early bilingualism and multicompetent children. European Early Childhood Education Research Association Conference (EECERA), Dublin, Ireland.
  • Erdemir, E. (2016, August). Buddies reading ipad app books: Patterns of emergent reading and social interaction styles. European Early Childhood Education Research Association Conference (EECERA), Dublin, Ireland.
  • Erdemir, E. (2015, September). Emergent bilingual children reading Turkish and English digital storybooks. European Early Childhood Education Research Association Conference (EECERA), Barcelona, Spain.
  • Erdemir, E. (2015, September). A diverse child’s socialization in a new language environment across contexts of school, home, and community. European Early Childhood Education Research Association Conference (EECERA), Barcelona, Spain.
  • Erdemir, E. (2015, April). Incidental vocabulary gains in freeplay interactions: A Case study of an emergent bilingual child in preschool. American Educational Research Association (AERA), Chicago, Illinois.
  • Erdemir, E. (2014, September). Emergent bilingual children building expressive vocabulary repertoire: Cross-linguistic and instructional learning trajectories. European Early Childhood Education Research Association Conference (EECERA), Crete, Greece.
  • Erdemir, E., Yıldız-Çiçekler, C., Orçan, M., & Aral, N. (2014, April). Self-efficacy and life satisfaction levels of early childhood teachers in the U.S. and Turkey. Eurasian Educational Research Congress, Istanbul.
  • Yıldız-Çiçekler, C., Orçan, M., Erdemir, E., & Aral, N. (2014, April). Job satisfaction and burnout levels of early childhood teachers in the U.S. and Turkey. Eurasian Educational Research Congress, Istanbul.
  • Erdemir, E. (2013, September). Advantages of early bilingualism in young children: Oral language and pre-literacy skills. European Educational Research Association, Istanbul.
  • Erdemir, E (2012, September). Linguistically diverse children's classroom social interactions with monolingual-English peers: Pathways to bolstering oral language and emergent literacy skills. Language and Social Interaction Working Group (LANSI). Teachers College, Columbia University, New York City.
  • Orçan, M., Erdemir, E., Yıldız-Çiçekler, C., & Aral, N. (2012, September). A Comparative investigation of the learning processes of undergraduate teacher education students in the U.S. and Turkey. New Trends on Global Education Conference, Cyprus.
  • Erdemir, E. (2012, July). Early vocabulary learning and fostering emergent literacy at home: Storybook reading by parents help young English language learners! International Conference on Literature, Languages & Linguistics. Athens, Greece.
  • Erdemir, E. (2012, April). Fostering vocabulary knowledge of an English-language-learning preschooler: Examination of teachers’ instruction and scaffolding practices. American Educational Research Association (AERA), Vancouver, British Colombia, Canada.
  • Erdemir, E. (2012, March). Facilitating vocabulary learning of English language learners in preschools and kindergartens: Practical recommendations. Association for Childhood Education International (ACEI), Washington, D.C.
  • Erdemir, E. (2012, March). Vocabulary learning patterns through types of peer scaffolds. Teachers of English to Speakers of Other Languages (TESOL), Philadelphia, Pennsylvania.
  • Essary, J., Strekalova, E., Park, S., & Erdemir, E. (2011, June). Seeing eye to eye in early childhood classrooms: Exploring the development of an intercultural co-teaching model among international teachers. Conference of International Journal of Arts and Sciences, Harvard University, Boston, Massachusetts.
  • Erdemir, E. (2011, April). Expressive semantic vocabulary knowledge in young bilingual children: Conversation analysis approach. Linguistic Session of the Popular Culture Association/American Culture Association (PCA/ACA), San Antonio, Texas.
  • Erdemir, E. (2011, April). A case study of an emergent English language learner’s vocabulary development through peer interactions in a universal Pre-K class. American Educational Research Association (AERA) Conference, New Orleans, Louisiana.
  • Erdemir, E. (2010, July). Vocabulary development of young dual language learners in preschools and kindergartens: A review of literature. International Conference on Education (ICE), Samos, Greece.
  • Erdemir, E. (2010, June). Marginalization and empowerment of diversity in the thirdspace: Ethnography of an immigrant English-language-learning child as a language-minority in a U.S. school. XIV World Congress of Comparative Education Societies (WCCES), Bogazici University, Istanbul, Turkey.
  • Erdemir, E. (2010, May). An empirical investigation of corrective feedback uptake in an English-as-a-second-language classroom. Canadian Association of Applied Linguistics (CAAL), Montréal, Canada.
  • Erdemir, E. (2009, March). Classroom participation in content courses: A Case study of an English language learners’ difficulties in a U.S. school. Education Graduate Students’ Society (EGSS), McGill University, Montréal, Canada.
  • Erdemir, E. (2009, November). English-as-a-second-language students’ linguistic and socially-situated identities enacted through language: Interactional sociolinguistics perspective. Pacific Ancient and Modern Language Association (PAMLA), San Francisco, California.
  • Erdemir, E. (2009, November). The impact of oral corrective feedback on English language learners’ second language skills. New York State TESOL (Teachers of English to Speakers of Other Languages), White Plains, New York. 
  • Erdemir, E. (2009, March). Language of interaction and identity construction in group work interactions: A Case study of English-language-learning students. University at Buffalo Graduate School of Education Student Research Symposium, Buffalo, New York.
Designes, Awards and Patents: 
  • American Educational Research Association (AERA) Early Education and Child Development Special Interest Group – Junior Faculty Research Enhancement Grant (April, 2015)
  • American Educational Research Association (AERA) Vocabulary Special Interest Group – Distinguished Vocabulary Research Award (April, 2012)
  • American Educational Research Association (AERA) Early Education and Child Development Special Interest Group – Graduate Student Award (April, 2011)
  • Young Scholar/Distinguished Graduate Student Research Award, State University of New York at Buffalo (April 2010).