Pleased to share two complementary studies by our Director Prof. Dr. Irem Çomoğlu and her colleagues conducted in Türkiye that explore how we can transform EFL teacher education through critical engagement with multilingualism.
• The first study (Teaching and Teacher Education, SSCI Q1) “Fostering critical multilingual language awareness with teacher candidates in Türkiye through linguistic landscape projects” examines how analyzing linguistic landscapes helps teacher candidates recognize language hierarchies, ideologies, and power dynamics in their own environments.

• The second study (TESOL Quarterly, SSCI Q1) “Early‐Career EFL Researchers’ Academic Identity Evolving through Online Translanguaging Training” investigates how structured translanguaging training enables EFL researchers to develop critical consciousness and rethink traditional monolingual pedagogical practices.

Both studies reveal that when teacher educators create space for reflection and critical analysis, language teachers and researchers undergo meaningful shifts, moving from viewing multilingualism as a “problem” to recognizing it as a resource for inclusive, equitable teaching.

https://doi.org/10.1016/j.tate.2026.105465
https://doi.org/10.1002/tesq.70173