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Tuba Angay-Crowder

Clinical Assistant Professor    Clinical Assistant Professor of ESOL and Literacy Education    

Ph.D. Georgia State University, Language and Literacy (with ESOL focus)
M.Ed. Delta State University, English Education
B.A. Middle East Technical University, English as a Foreign Language Education


Second Language Writing
Second Language Identities
Adolescents’ Multimodal Practices
Professional Development
Online Spaces of Learning
Doctoral Preparation/Mentoring.


Tuba Angay-Crowder is a clinical assistant professor of ESOL and Literacy Education in the College of Education at Georgia State University. She teaches literacy and English education courses at the graduate level and works with pre-service and in-service teacher education in the fields of literacy education and English education. She is also the coordinator of the department’s Georgia ONmyLINE program.

She taught English as a foreign language and English as a second language in her home country Turkey, and the US. She worked with ESOL teachers in England, and the U.S. where she also volunteered at teaching English to refugees at International Rescue Committee.

She has published on diverse topics in top-tier journals, including TESOL Quarterly, TESL Canada Journal, Journal of Adolescent & Adult Literacy, International Literacy Association: Reading Today Online, Global Education Review, Talking Point and Ubiquity: The Journal of Literature, Literacy, and the Arts.

Research interests include second language writing, second language teacher education, language and identities, multimodal literacies and (online) professional development.


Yi, Y, & Angay-Crowder, T. (in press). Self-sponsored writing in the contexts of second language writing: Pedagogical implications. Submitted to TESOL Encyclopedia of English Language Teaching.

Yi, Y, & Angay-Crowder, T. (2016). Multimodal practices for ESOL teacher education in TESOL. TESOL Quarterly, 50(4), 988-998.

Albers, P., Angay-Crowder, T., & Turnbull, S., Cho, A., Shin, J., Pang, M. E, Pace, C.L., Sena, M., Wang, H., Jung, J.K.F. (2016). Learning together in holistic online critical professional development spaces. Talking Point, 27(2). Available at

Angay-Crowder, T. (2015). Arts in Turkey and need for multimodally-oriented curriculum based on lived experiences. Ubiquity: The Journal of Literature, Literacy, and the Arts, 2(1), 90-123. Available at

Albers, P., Turnbull, S., & Angay-Crowder, T., with the GCLR Research Team: Aram Cho, Ji Hye Shin, Christi Pace, Myoung Eun Pang, Mandi Sena, & Jin Kyeong Jung (2015). Questions of matter: Critical conversations in online spaces. Journal of Adolescent and Adult Literacy, 59(2), 171-181.

Albers, P., Cho, A., Shin, J., Pang, M., & Angay-Crowder, T., with Jung, J., Pace, C., Sena, M., & Turnbull, S. (2015). Critical spaces for critical times: Global conversations in literacy research as an open professional development and practices resource. Global Education Review, (2)3, 46-67.

Angay-Crowder, T., Albers, P., Pace, C.L., Jung, J.K.F., Hwang, J., Pang, M.E. (2014). GCLR web seminars as a venue for transformative educational policy. Journal of Adolescent & Adult Literacy, 58(3), 189-191.

Angay-Crowder, T. (2014). Intertextuality. LSLP Micro-Papers, 16. Available from

Wynter-Hoyte, K., Angay-Crowder, T., Thornton, N., & Dukes, N. D. (2014). Alpha Upsilon Alpha: Cultivating scholars and developing leaders. International Literacy Association: Reading Today Online. Retrieved from

Angay-Crowder, T., Choi, J. & Yi, Y. (2013). In the classroom: Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 30(2), 36-45.