About Me

I am an Assistant Professor of TESOL and Applied Linguistics in and the Chair of the Teaching English as a Foreign Language Program at Middle East Technical University, Northern Cyprus Campus. I completed my PhD in Second Language Education and Culture at the University of Maryland.

My research interests include Global Englishes and its implications for language learning, teaching, teacher education, and language policy/planning; issues of (in)equity, privilege, marginalization, justice and professionalism in TESOL; and second language teacher education (particularly teacher identity, teacher cognition, the notion of praxis, and the interplay between SLA and L2 pedagogy).

I co-authored Teaching English as an International Language (2013) (with Bedrettin Yazan) published by TESOL Press, Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction (2018) (with Nathanael J. Rudolph) published by Springer. I also served as the Associate Editor for the Nonnative English-speaking Teachers (NNESTs) section of the The TESOL Encyclopedia of English Language Teaching (2018)—a collaborative project by TESOL International Association and Wiley.

In addition, I am currently working on four major projects:

(1) Destabilizing Critical “Assumptions" Regarding Identity, Experience, Inequity and Interaction in (English) Language Teaching — A co-edited special issue under contract and in preparation for Journal of Language, Identity and Education—to be published in 2019),
(2) Borderland Negotiations of Identity in Language Education— A co-edited special issue under contract and in preparation for International Multilingual Research Journal—to be published in 2019),
(3) Attending to the Complexity of Identity and Interaction in Language Education — A co-edited volume under contract and in preparation for Palgrave Macmillan—to be published in 2019), and
(4) Global Englishes Language Teaching — A collaborative manuscript in preparation for Asia TEFL Book Series—to be published in 2019).

My scholarship appeared in prestigious research-oriented journals such TESOL Quarterly, Applied Linguistics, World Englishes, Language Teaching Research, ELT Journal, System, TESOL Journal, English Today, Asian Englishes, and Current Issues in Language Planning, as well as in widely-circulated practitioner-oriented venues such as CATESOL Journal, Essential Teacher, NNEST Interest Section Newsletter and WATESOL Newsletter.

I regularly present my work in international arenas such as TESOL Convention, AAAL (American Association of Applied Linguistics) Conference, Language Teacher Education Conference. I delivered a plenary speech at the 13th METU International ELT Convention in Ankara, Turkey. I have been serving on the Editorial Boards of TESOL Quarterly, Journal of Language, Identity, and Education, International Multilingual Research Journal, Turkish Online Journal of English Language Teaching, and Asian EFL Journal. In addition, I review papers for many journals in the field, including TESOL Quarterly, Applied Linguistics, Educational Policy, System, Language Teaching, Journal of Language, Identity and Education, Critical Inquiry in Language Studies, International Multilingual Research Journal, TESOL Journal, Asian EFL Journal and The Asia-Pacific Education Journal.

I have received many awards including Leadership Mentoring Award (2014), Ruth Crymes Academies Fellowship (2011), Professional Development Scholarship (2008) by TESOL International Association; Jacob K. Goldhaber Travel Grant (2012), Lilly Graduate Fellowship (2011), SPARC Doctoral Dissertation Grant (2010), UMD College of Education Scholarship (2008, 2010), and TIRF Doctoral Dissertation Grant (2011) by The International Research Foundation for English Language Education. More recently, I received the prestigious “30 Up and Coming” award by TESOL International Association in recognition of my potential to “shape the future of both the association and the profession for years to come."

Contact Details

Ali Fuad Selvi
Teaching English as a Foreign Language Program
METU Northern Cyprus Campus
Academic Hall-2 SZ-35
Kalkanlı, Güzelyurt
99738 via Mersin 10, Turkey




1. Rudolph, N., Selvi, A. F., & Yazan, B. (under contract, 2019). Attending to the complexity of identity and interaction in language education. Multilingual Matters.
2. Selvi, A. F., Yazan, B. & Rudolph, N. (under contract, 2019). Global Englishes language teaching. Asia TEFL Book Series.
3. The Encyclopedia of ELT (2018). Wiley. (Area Editor: Non-native English-speaking Teachers - NNESTs)
4. Selvi, A. F., & Rudolph, N. (2018). Conceptual shifts and contextualized practices in education for glocal interaction: Issues and implications. Singapore: Springer.
5. Selvi, A. F., & Yazan, B. (2013). Teaching English as an international language. Alexandria, VA: TESOL Press.

Special Issues/Guest Editorship

6. *Rudolph, N., Selvi, A. F., & Yazan, B. (forthcoming/2019). Destabilizing critical “assumptions" regarding identity, experience, inequity and interaction in (English) language teaching. Journal of Language, Identity & Education.
7. *Yazan, B., Rudolph, N., & Selvi, A. F., (forthcoming/2019). Borderland negotiations of identity in language education. International Multilingual Research Journal.

Peer-Reviewed Articles

8. *Selvi, A. F., & Kocaman, C. (forthcoming). (Mis-/Under-)Representations of gender and sexuality in locally produced ELT materials. Journal of Language, Identity and Education.
9. *Üzüm, B., Yazan, B., & Selvi, A. F. (2018). Inclusive and exclusive uses of we in four American textbooks for multicultural teacher education. Language Teaching Research, 22(5), 625-647.
10. Selvi, A. F. (2016). The role of teacher education at a crossroads of tensions and opportunities. Asian Englishes, (18)3, 258-264.
11. *Selvi, A. F., & Martin-Beltrán, M. (2016). Teacher-learners’ engagement in the re-conceptualization of Second Language Acquisition knowledge through inquiry. System, 63, 28-39.
12. Akcan, S., Aydın, B., Karaman, A. C., Korkmazgil, S., Özbilgin, A., Seferoğlu, G., & Selvi, A. F. (2016). Qualities and qualifications of EFL professionals: What do Intensive English Program (IEP) administrators think? TESOL Journal, 8(3), 675-699.
13. *Selvi, A. F. (2016). English as the language of marketspeak. English Today, 32,(4), 33-39.
14. Rudolph, N., Selvi, A. F., & Yazan, B. (2015). Conceptualizing and confronting inequity: Approaches within and new directions for the “NNEST movement”. Critical Inquiry in Language Studies, 12(1), 27-50.
15. Selvi, A. F. (2014). Myths and misconceptions about the non-native English speakers in TESOL (NNEST) Movement. TESOL Journal, 5(3), 573-611.
16. Selvi, A. F. (2014). Medium of instruction debate in Turkey: Oscillating between national ideas and bilingual ideals. Current Issues in Language Planning, 15(2), 133-152.
17. Berger, A., Buzinski, S., Dean, P., Donofrio, T., Fox, A., Heighton, L., Selvi, A. F., Stocker, L. (2013). Evaluating active learning pedagogies: Faculty perceptions of civic engagement and service learning. Partnerships: A Journal of Service-Learning and Civic Engagement, 4(1), 45-75.
18. *Selvi, A. F. (2011). The non-native speaker teacher. ELT Journal, 65(2), 187-189.
19. *Selvi, A. F. (2011). World Englishes in the Turkish sociolinguistic context. World Englishes, 30(2), 182-199.
20. Selvi, A. F. (2010). ‘All teachers are equal, but some teachers are more equal than others’: Trend analysis of job advertisements in English language teaching. WATESOL NNEST Caucus Annual Review, 1, 156-181.
21. Selvi, A. F. (2009). A call to graduate students to reshape the field of English language teaching. Essential Teacher, 6(3-4), 49-51.
22. Sağın-Şimsek, Ç., Selvi, A. F., & Üzüm, B. (2007). Attitudes towards German language and culture: Reflections from Turkey. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 12(3), 1-13.
23. Selvi, A. F. (2007). A non-traditional approach to American English: VOA’s Special English. Essential Teacher, 4(1), 40-41.

* Indexed in Social Science Citation Index (SSCI)

Book Chapters

24. Selvi, A. F. (forthcoming/2019). Qualitative content analysis. In H. Rose & J. McKinley (Eds.), The Routledge handbook of research methods in applied linguistics. Routledge.
25. Selvi, A. F. (forthcoming/2019). Incorporating World Englishes in K-12 classrooms. In L. de Oliveira (Ed.), The handbook of TESOL in K-12. Wiley.
26. Selvi, A. F. (forthcoming/2019). The non-native teacher. In S. Mann & S. Walsh (Eds.), The Routledge handbook of English language teacher education. Routledge.
27. Selvi, A. F., Kamhí-Stein, L. D. & de Oliveira, L. C. (forthcoming/2018). Leadership, mentoring and transformation in English language teacher associations: A tripartite dialogue. In A. Elsheikh, C. Coombe & O. Effiong (Eds.), International perspectives on language teacher associations. Springer.
28. Selvi, A. F. (forthcoming/2018). Talking the talk but not walking the walk? Preparing teachers for Global Englishes pedagogy. In Fan (Gabriel) Fang & Handoyo Puji Widodo (Eds.), Critical perspectives of Global Englishes in Asia: Language policy and curriculum, pedagogy, and assessment. Multilingual Matters.
29. Selvi, A. F. (2018). Foreword: Conceptualizing and approaching identity and inequity: An account of a shifting paradigm. In B. Yazan & N. Rudolph (Eds.), Teacher identities, privilege and marginalization in English language teaching: Beyond essentialization and idealization (pp.v-vii). Dordrecht, The Netherlands: Springer.
30. Selvi, A. F., & Rudolph, N. (2017). Non-native English teachers’ professional identities: Implications and challenges for teacher education. In J. D. Martinez Agudo (Ed.), Native and non-native teachers in English language teaching: Professional challenges and teacher education (pp. 257-272). Boston/Berlin: De Gruyter.
31. Selvi, A. F. (2017). Preparing teachers to teach English as an International Language: Reflections from Northern Cyprus. In A. Matsuda (Ed.), Preparing teachers to teach English as an International Language (pp. 115-129). Bristol, UK: Multilingual Matters.
32. Selvi, A. F., & Yazan, B. (2017). English as International Language pedagogy: A sustainable alternative for teaching English in the GCC region. In A. Mahboob, T. Elyas, & K. Bawazadeh (Eds.), Challenges to education in the GCC during the 21st century (pp. 65-92). Cambridge: Gulf Research Centre Cambridge.
33. McClure, K., Yazan, B., & Selvi, A. F. (2016). Reframing the national narrative: Curricula reform and history textbooks in Turkey’s EU era. In J. H. Williams (Ed.), (Re)constructing memory: School textbooks, identity, and the pedagogies and politics of imagining community (pp. 295-321). Boston, MA: Sense Publishers.
34. Selvi, A. F., Rudolph, N., & Uzum, B. (2016). Equity and professionalism in English Language Teaching: A glocal perspective. In C. Hastings & L. Jacob (Eds.), Social justice in English Language Teaching (pp. 83-96). Alexandria, VA: TESOL Press.
35. Selvi, A. F. (2016). Native or non-native English-speaking professionals in ELT: “That is the question!” or “Is that the question?” In F. Copland, S. Garton & S. Mann (Eds.), LETs and NESTs: Voices, views and vignettes (pp. 51-67). London: British Council.
36. Selvi, A. F., & Peercy, M. M. (2016). Diversity within TESOL teacher education. In J. Crandall & M. A. Christison (Eds.), Teacher education and professional development in TESOL: Global perspectives (pp. 83-97). New York: TIRF/Routledge.
37. Selvi, A. F. (2013). Towards EIL teacher education: Exploring challenges and potentials of MATESOL programs in the United States. In N. T. Zacharias, & C. Manara (Eds.), Contextualizing the pedagogy of English as an International Language: Issues and tensions (pp. 42-58). Cambridge: Cambridge Scholars Publishing.
38. Martin-Beltran, M., Peercy, M. M., & Selvi, A. F. (2012). Collaboration to teach elementary English Language Learners: Confronting challenges and bridging gaps through shared tools and vision. In A. Honigsfeld & M. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 111-120). Charlotte, NC: Information Age Publishing.

Teaching Experience

Middle East Technical University, Northern Cyprus Campus
Assistant Professor (2013-present)
ENLT 590 – Seminar in English Language Teaching (Graduate)
ENLT 529 – Global English: Political, Economic and Ethnical Considerations (Graduate)
ENLT 526 – Approaches, Methods and Techniques in English Language Teaching (Graduate)
ENLT 508 – Contemporary Issues in English Language Teaching (Graduate)
ENLT 506 - Second Language Acquisition (Graduate)

EFL 413 – English Language Testing and Evaluation (Undergraduate)
EFL 315 - Contrastive Turkish-English Structure (Undergraduate)
FLE 307 – Language Acquisition (Undergraduate)
EFL 279 - Sociolinguistics and Intercultural Communication (Undergraduate)
EFL 278 - Global English (Undergraduate)
EFL 254 - ELT Methodology II (Undergraduate)
EFL 250 – Oral Expression and Public Speaking (Undergraduate)
EFL 121 – Contextual Grammar and Composition (Undergraduate)

University of Maryland
Lecturer (2011-2013)
EDCI 732 – Second Language Acquisition (Graduate – Capstone course)
EDCI 689 – Teaching Internship – TESOL (Graduate)
EDCI 410 – Methods I: K-12 Foreign Language Methods and Technology (Undergraduate/Graduate)

University of Maryland
Teaching Assistant (2007-2012)
EDCI 732 – Second Language Acquisition (Graduate – Capstone)
EDCI 434 – Pedagogy of Teaching English Language Learners (ELLs) (Undergraduate)
EDCI 732 – Second Language Acquisition (Graduate – Capstone)
EDCI 688B – Practice and Theory in Teaching Second Language Learners (Graduate)
EDCI 638 – Teaching ESOL Reading and Writing in the Secondary Content Areas (Graduate)

Middle East Technical University
Instructor (2005-2007)
FLE 127 – Spoken English I (Undergraduate)
FLE 128 – Spoken English II (Undergraduate)

Atılım University
Instructor of Academic English (2005-2007)
Pre-undergraduate academic English

K-12 Public School Teaching Experience
Instructor of Academic English (2005-2007)
Rıdvan & Binnaz Ege Anatolian High School (9th grade)
Hasan Ali Yücel Teacher Training High School (9th grade)
Bilim Private Elementary School (2nd grade)

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