| Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers H Kayi-Aydar Teaching and Teacher Education 45, 94-103, 2015 | 458 | 2015 |
| Positioning theory in applied linguistics H Kayı-Aydar Positioning Theory in Applied Linguistics, 41-69, 2019 | 213 | 2019 |
| Multiple identities, negotiations, and agency across time and space: A narrative inquiry of a foreign language teacher candidate H Kayi-Aydar Critical Inquiry in Language Studies 12 (2), 137-160, 2015 | 187 | 2015 |
| Language teacher identity H Kayi-Aydar Language Teaching 52 (3), 281-295, 2019 | 185 | 2019 |
| Social positioning, participation, and second language learning: Talkative students in an academic ESL classroom H Kayi‐Aydar TESOL Quarterly 48 (4), 686-714, 2014 | 143 | 2014 |
| Scaffolding language learning in an academic ESL classroom H Kayi-Aydar ELT journal 67 (3), 324-335, 2013 | 140 | 2013 |
| Positioning in classroom discourse studies: A state-of-the-art review H Kayi-Aydar, ER Miller Classroom Discourse 9 (2), 79-94, 2018 | 137 | 2018 |
| A language teacher’s agency in the development of her professional identities: A narrative case study H Kayi-Aydar Journal of Latinos and Education 18 (1), 4-18, 2019 | 130 | 2019 |
| Theorizing and analyzing language teacher agency H Kayi-Aydar, ER Miller, M Varghese, G Vitanova Multilingual Matters, 2019 | 99 | 2019 |
| A framework for positioning analysis: From identifying to analyzing (pre) positions in narrated story lines H Kayi-Aydar System 102, 102600, 2021 | 76 | 2021 |
| Language teacher agency: Major theoretical considerations, conceptualizations and methodological choices H Kayi-Aydar Theorizing and analyzing language teacher agency, 10-21, 2019 | 76 | 2019 |
| Editors’ introduction to interdisciplinarity in language teacher agency: Theoretical and analytical explorations ER Miller, H Kayi-Aydar, M Varghese, G Vitanova System 79, 1-6, 2018 | 52 | 2018 |
| “If Carmen can analyze Shakespeare, everybody can”: Positions, conflicts, and negotiations in the narratives of Latina pre-service teachers H Kayi-Aydar Journal of Language, Identity & Education 17 (2), 118-130, 2018 | 51 | 2018 |
| Developing an ESL curriculum based on needs and situation analyses: A case study K Hayriye Journal of Language and Linguistic Studies 4 (1), 2008 | 43 | 2008 |
| Shared identities through translanguaging practices in the multilingual mariachi classroom H Kayi‐Aydar, C Green‐Eneix TESOL journal 10 (4), e502, 2019 | 37 | 2019 |
| From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies A Steadman, H Kayi-Aydar, SM Vogel System 76, 38-48, 2018 | 29 | 2018 |
| ‘No, Rolanda, completely wrong!’Positioning, classroom participation and ESL learning H Kayi-Aydar Classroom Discourse 4 (2), 130-150, 2013 | 27 | 2013 |
| Negotiating power in the ESL classroom: positioning to learn H Kayi Aydar | 20 | 2012 |
| He’s the star!’: Positioning as a tool of analysis to investigate agency and access to learning opportunities in a classroom environment H Kayi-Aydar Theorizing and analyzing agency in second language learning …, 2015 | 19 | 2015 |
| Scaffolding vocabulary development H Kayi‐Aydar The TESOL Encyclopedia of English Language Teaching, 1-6, 2018 | 18 | 2018 |
