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Department of Education

Pinar Kolancali

Research Assistant

Pinar is a post-doctoral researcher within the Learning for Families through Technology (LiFT) project at the Department of Education. As part of the wider team, Pinar is currently investigating the aspects of learning apps that support joint media engagement between parents and children and creative learning in early and middle childhood. Pinar is also contributing to a development of a game-based language intervention focused on the vocabulary acquisition of emerging bilingual and monolingual children in England. 

Before joining the team, Pinar was a doctoral student and a researcher at the Department of Education. Supervised by Prof. Edward Melhuish, her thesis examined the factors contributing to bilingual language and identity development of ethnic minority children growing up in first generation immigrant households in the UK. During her doctoral studies, Pinar took up two significant research roles at the Department.  She coordinated a survey research including 300 Turkish families in the UK and led a qualitative study on the cultural experiences of ethnic minority children in England. Before joining the team, Pinar collaborated with a group of researchers at the Department for a report to the Pro-Vice-Chancellor of the University on a new education policy aiming to establish university-sponsored specialist schools in England. Pinar’s most recent policy report examines the educational effects of the COVID-19 pandemic in Turkey. This report will be published by UNICEF Turkey in June 2022.

Publications

Kolancali, P., & Melhuish, E. (2021). Effects of Migration on the Language and Literacy Practices of Turkish Parents in England. Journal of Family Issues. https://doi.org/10.1177/0192513X21104198

Kolancali, P., Aran, M. et al. (forthcoming). Documentation of Education Response in Turkey during the Covid-19 Pandemic and it Effect on Children’s Access to and Retention in Education. UNICEF Turkey.

Baird, J., Kolancali, P., Melhuish, E., Mutton, T., Sammons, P., Skilling, K., & Stylianides, G. Specialist Mathematics Schools in England: A Review and Implications for Oxford. (2021) This paper was prepared at the request of Professor Martin Williams, Pro Vice-Chancellor (Education) at the University of Oxford, by a Working Group established at the Department of Education.

Kolancali, P. (2019) Factors related to bilingual language skills of Turkish-English Speaking Children. In M. Broekhuisen et al. (Eds.) Resources, experiences, and support needs of families in disadvantaged communities.  ISOTIS Integrative Report D2.5. pp 55-70. https://katedry.ped.muni.cz/iviv/wp-content/uploads/sites/12/2020/02/2019_d2-5_resoures.pdf#page=55

Kolancali, P., & Melhuish, E. (2019). How do home and school experiences of Turkish children in the UK interact with their language attitudes and preferences? In G. Pastori, V. Pagani, & A. S. Sarcinelli (Eds.) Children’s Views on Inclusion at School. ISOTIS Integrative Report D2.4. pp 76-83. https://staging-isotis-pw.framework.pt/site/assets/files/1191/d2_4_technical-report-on-the-child-interview-study.pdf

Kolancali, P., & Melhuish, E. (2019) How do family characteristics and migration shape the home learning environment of Turkish children in the UK? In M. Broekhuisen et al. (Eds.) Resources, experiences, and support needs of families in disadvantaged communities.  ISOTIS Integrative Report D2.5. pp 98-102. https://katedry.ped.muni.cz/iviv/wp-content/uploads/sites/12/2020/02/2019_d2-5_resoures.pdf#page=55

Broekhuizen, M. L., Guerra, R. & Kolancali, P. (2019) Acculturation orientations, intergroup relations and well-being of Turkish and Maghrebian immigrant parents across Europe (Integrative Report D2.5). In M. Broekhuisen et al. (Eds.) Resources, experiences, and support needs of families in disadvantaged communities.  ISOTIS Integrative Report D2.5. pp 122-127. https://katedry.ped.muni.cz/iviv/wp-content/uploads/sites/12/2020/02/2019_d2-5_resoures.pdf#page=55

Conference Papers

Kolancali,P. (forthcoming). Fostering the ethnic identity of pre-school children in the context of ECEC’ and ‘The effects of the COVID-19 pandemic on ECEC: An interview study with stakeholders in Turkey’. Invited talks for the biennial meeting of the Special Interest Group ‘Learning and Development in Early Childhood’ (SIG5) of the EARLI, Utrecht.

Kolancali, P. & Aran, M. (forthcoming). Documentation of education response in Turkey during the COVID-19 pandemic and its effects on children’s access to and retention in education. Invited talk for the Child Development and Learning seminar series, Department of Education, Oxford.

KolancaliP. (2020) How does home learning environment explain bilingual language skills of Turkish children in the UK? A-synchronous presentation prepared for the biennial meeting of the Special Interest Group ‘Learning and Development in Early Childhood’ (SIG5) of the EARLI, Virtual Event.

Broekhuizen, M. L., Guerra, R. & Kolancali, P. (2020) Acculturation, inter-group relations, and well-being of Turkish and Maghrebian immigrant parents. Invited talk for the biennial meeting of the Special Interest Group ‘Learning and Development in Early Childhood’ (SIG5) of the EARLI, Virtual Event.

Kolancali, P.  (2019). How do family background characteristics and migration history explain home learning environments of Turkish children in the UK? Invited talk at the Equality and Inclusion Conference, Utrecht.

Kolancali, P. (2018). Turkish-English speaking children’s bilingual emergent literacy skills following naturalistic experiences and a sound awareness intervention delivered in Turkish. Presentation at the Theoretical and Experimental Linguistics Conference, Istanbul.

Kolancali, P. (2017). How does quantitative evidence explain differential outcomes in children’s language skills in different cultures? Invited talk at the Wolfson College President’s Seminar, Oxford.

Funded Research Projects:

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