Saniye D Gokcora
Prof. Gokcora is an Assistant Professor at Borough of Manhattan Community College. Upon receiving a Fulbright scholarship, she came to the U.S. and completed an M.A. degree in Teaching English as a Second Language and a Ph.D. degree in Second Languages and Cultures Education at the University of Minnesota. She worked as a faculty developer at the Defense Language Institute in Monterey, CA and as an Assessment Coordinator at the Center for Advanced Research on Language Acquisition (CARLA) of the University of Minnesota. She also worked as an ESL instructor in many colleges and universities in New Jersey and is very glad to be at BMCC since she has a great passion to teach beginning Freshman and ESL students. She also taught Methodology, Teaching Grammar, Freshman Composition, Practicum to undergraduates in the department of English Language Teaching at Bosphorus University in Istanbul, Turkey.
She is interested in Distance Learning and has been teaching online ESL courses at BMCC.
Her research interests are Second language reading in terms of using constant quizzes and writing, use of technology in second language learning, experiences and beliefs of faculty in community colleges, faculty development, assessment in second language, especially concerning international teaching assistants.
- B.A. Hacettepe University, Ankara. Turkey, English Language and Literature,1983
- M.A. University of Minnesota, Mpls, MN, Teaching English as a Second Language,1987
- Ph.D. University of Minnesota, Mpls, MN, Second Languages and Cultures Education ,1994
- M.A. University of Washington, Seattle, WA, Near Eastern Civilizations and Cultures,1997
- This advanced reading course is designed to help students master a full range of college-level reading and related skills, including critical comprehension, vocabulary, writing, flexible rates of reading, and study strategies. A variety of college-level materials is used.
- These two Intensive English courses are designed in their combined form to improve the reading/writing and aural/oral skills of the beginning and low-intermediate student. These two courses must be taken concurrently and are obligatory for one semester for all incoming ESL students whose placement examinations show a need for instruction at this level. Corequisite: ESL 49
- This advanced level course emphasizes writing and reading skills; however, oral skills are not neglected. In writing, students focus on introducing, developing, supporting, and organizing their ideas in expository essays as well as in narrative and descriptive writing.
- This intensive writing course for ESL students focuses on basic components of effective writing, including paragraph development and structure, sentence structure, word choice, and content. Students read and respond to a variety of texts and use argumentation, narrative, and description as modes of developing ideas in writing.
- This course will introduce the student to the study of Language and Culture. The course will introduce related topics, such as bilingual/bidialectal families and bilingual education, language and gender, literacy in a changing, technological society, child language acquisition, and different dialects and registers of English. The readings will draw on works in linguistics, literature and related fields. Students will work on critical reading and produce writing based on the readings in connections with their own experiences and backgrounds.
- This course combines LIN 100 and ESL 95. As a LIN 100 course, this class will introduce students to the study of language in multicultural urban settings. The course will introduce related topics, such as bilingual/bidialectal families and bilingual education, language and gender, literacy in a changing, technological society, child language acquisition, and different dialects and registers of English. The readings will draw on works in linguistics, literature and related fields. Students will work on critical reading and produce writing based on the readings in connection with their own experiences and backgrounds. As an ESL 95 course, this is an intensive writing class that focuses on the basic components of effective writing, including essay organization, paragraph development, sentence structure, word choice, and content. Students read and respond to a variety of texts and use argumentation, narrative, and description as modes of developing ideas in writing. Moreover, the class is designed to develop the mind and help sharpen students??A?A? ability to think clearly, logically, thoroughly, critically and effectively.
Students who passed this course have passed the equivalent of LIN 100/ANT 115 and have exempted from ESL. They may progress to ENG 101 if they are exempt in ACR.
Please Note: This is an accelerated course that combines credit-bearing and developmental content.
Research and Projects
- Quizzes and Student Improvement of Reading: A Pilot Study in a Community College Setting
The current research project examines the effect of frequent quizzes given at a remedial academic reading class at an urban-serving higher education institution. The current frequent quizzes research has implications as a teaching tool and a motivation.
- Student Perceptions of Using DIIGO and improvement of their reading skills.
- Community College Faculty Members’ Experiences and Needs at Different Stages of Tenure. This study, based on a survey and semi-structured interviews, aim to find the experiences and needs across different discipline areas of pre-tenure faculty who has been teaching one to three years, four to six years, and those faculty who has more ten years of teaching experience.
- Integrating “Global Competencies” in the writing ESL curriculum and asking the right questions:
- ESL Students’ Perceptions of Group Work and the Improvement of Writing in an Intensive Writing Course in a Community College.
- Gokcora, D. Integrating Global Competencies into a Developmental Intensive Writing Course. Manuscript in Preparation (Teaching English in the Two-Year College – TETYC)
- Gokcora, D. (Fall, 2018). Restructuring A Basic Writing ESL Course at a Community College: Asking the Right Question, Inquirer, 25, 24-29.
- Vorobel, O., Voorhees, T., & Gokcora, D. (2018). ESL students’ perceptions of using a social bookmarking tool for the development of reading in L2. JALT CALL Journal, 14 (3), 191-210.
- Gokcora, D., & DePaulo, D. (2018). Frequent quizzes and student improvement of reading: A pilot study in a community college setting. SAGE Open. https://doi.org/10.1177/2158244018782580
- Gokcora, D. (2016). Motivating Community College Students When Teaching Argumentative Rhetorical Style Using a Documentary: Devil’s Playground, Vol.6, 1 (43-51), Journal of Journalism and Mass Communication
- Gokcora, D. (2013, Fall). Diigo as a Research Tool for Creating a community of researchers in the classroom. BMCC Faculty Focus, Retrieved from www.bmcc.cuny.edu/faculty/focus/
- Gokcora, D. (2011). Teaching Assistants From China and US Undergraduates: Perceptions of Teaching and Teachers. Saarbrucken, Germany: LAP LAMBERT. ,
- Gokcora, D. (2011). Arabic Instructors’ Attitudes on Communicate Language Teaching: Perspectives from an Intensive Language Program. Germany: LA LAMBERT.
- Gökçora, D. (2005) CARLA and the Virtual Item Bank for LCTLs. Language Testing Update, 36.
- Gokcora, D. (2004) Arabic Instructors’ Attitudes on Communicative Language Teaching (CLT). Journal of National Council of Less Commonly Taught Languages, 1, 137-176.,
- Gökçora, D. (1998). Humanities in the Internet: From Byzantion to Istanbul. Türkiye Second International Distance Education Symposium Papers, (302-307). Ankara, Turkey: Zincir Agency Publishing.
- Gökçora, D. (1998). Contrastive Analysis of Expressions of Gratitude and Apologies in Turkish, Uzbek, and English. Linguistics Conference Papers. Mersin, Turkey.
- Gokcora, D. (1996). Teaching Assistants from People’s Republic of China and U.S. Undergraduates: Perceptions of Teaching and Teachers. International Journal of Academic Development, 2, 34-42.
- Gökçora, D. (1992). The SPEAK Test: International Teaching Assistants’ and Instructors’ Affective Reactions. Twin Cities: University of Minnesota. (ERIC Document Reproduction Service No. ED 351 731)
- Gökçora, D. (1989). A Descriptive Study of Communication and Teaching Strategies Used by Two Types of International Teaching Assistants at the University of Minnesota,and Their Cultural Perceptions Toward Teaching and Teachers. Twin Cities: University of Minnesota. (ERIC Document Reproduction Service No. ED 351 730).
Honors, Awards and Affiliations
- Fulbright Scholarship, United States (Univ. of Minnesota)- 1985 -1987
- Pew Teaching Leadership Award, 1989 & 1993 (University of Minnesota)
- Marquis Who’s Who, 2007 ed.
- Steward Travel Award, 2018, 2019 (CUNY)