Recent Publications

Burcu Yaman Ntelioglou, Ph.D.

Articles in Refereed Journals

Yaman Ntelioglou, B., Fannin, J., Montanera, M., & Cummins. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school. Frontiers in Psychology, 5, 533. doi:10.3389/fpsyg.2014.00533

Gallagher, K. B., Yaman Ntelioglou, B., & Wessels, A. (2013). ‘Listening to the affective life of injustice’: Drama pedagogy, race, identity and learning. Youth Theatre Journal, 27, 7-19.

Gallagher K., Wessels, A., & Yaman Ntelioglou, B. (2013). Becoming a networked public: Digital ethnography, youth and global research collectives. Ethnography and Education. Special Issue: Investigating Ethnography, Netography, On-line Sites and Communities, 8(2), 177-193.

Gallagher K., Wessels, A., & Yaman Ntelioglou, B. (2012). Verbatim theatre and social research: Turning towards the stories of others. Theatre Research in Canada. 33(1), 24-43.

Gallagher, K., & Yaman Ntelioglou, B. (2011). Which new literacies?: Dialogue and performance in youth writing. Journal of Adolescent & Adult Literacy, 54(5), 322-330.

Yaman Ntelioglou, B. (2011). “But why do I have to take this class?” The mandatory drama-EAL class. Research in Drama Education: The Journal of Applied Theatre and Performance (RIDE) 16(4), 595-615.

Book Chapters

Cummins, J., Yaman Ntelioglou, B. , Stille, S., Prasad, G. (in preparation). Identity Text Projects: Generating Academic Power in Multilingual Classrooms. In J. Cummings & M. Blatherwick (Eds.), Creative practices in curriculum and teaching in the 21st century.

Yaman Ntelioglou, B. (forthcoming). Embodied multimodality framework: Examining language and literacy practices of English language learners in drama classrooms. In M. Perry & C. Medina (Eds.), Methodologies of Embodiment: Inscribing Bodies in Qualitative Research (Routledge Advances in Research Methods). New York: Routledge.

Yaman Ntelioglou, B. (forthcoming). English language learners, participatory ethnography and embodied knowing. In J. Rowsell & K. Pahl (Eds.), Routledge Handbook of Literacy Studies. New York: Routledge.

Gallagher, K., & Yaman Ntelioglou, B. (2013). On the pedagogical importance of (not) knowing the other: Listening, risk, drama and difference. In M. Anderson & J. Dunn (Eds.), How drama activates learning: Contemporary research and practice (pp. 94-108). London: Continuum, Bloomsbury Academic.

Yaman Ntelioglou, B. (2011). Once upon a time. In D. Booth (Ed.), Caught in the middle: Reading and writing in the transition years (pp. 156-158). Markham, ON: Pembroke.

Yaman Ntelioglou, B. (2011). Insights from a drama/EAL classroom: Using drama with English language learners in a Canadian high school. In J. Winston (Ed.), Second language learning through drama (pp. 81-91). London: Routledge.

Yaman Ntelioglou, B. (2011). Drama and English language learners. In S. Schonmann (Ed.), Key concepts in theatre drama education (pp.183-190). Israel: University of Haifa Press.