Teaching English as a Second Language
Teaching English as a Second Language (TESL) examines the social, linguistic, educational, cognitive, cultural and political processes affecting the teaching, learning, assessment, and use of English as an additional language locally and globally. The program faculty have expertise in TESL methods, applied linguistics, second language acquisition and socialization, content-based language education, pedagogical and functional grammar, second language writing, issues of language and identity, language in education, multilingual literacies, language policy, and English in immigrant and international communities
Explore our Programs in Teaching English as a Second Language
Faculty Members in Teaching English as a Second Language
| Name | Research Interests |
|---|---|
| Duff, Patricia | Adolescent Issues; Adult Education Issues; English as a Second Language; French and Second Languages; International Perspectives; language education; Literacy; Multiple Literacies |
| Early, Margaret | Adolescent issues, English as a second Language, language education, literacy, teacher research |
| Gunderson, Lee Paul | Humanities and the arts; reading-research; immigrant-achievement |
| Kubota, Ryuko | Specialized studies in education; critical applied linguistics; culture and language; Language Rights and Policies; language education; language ideologies; multicultural education; race and language teaching |
| Li, Guofang | longitudinal studies of immigrant children |
| Norton, Bonny | education, ESL, international perspectives, literacy, teacher research |
| Talmy, Steven | ESL, TESOL, LOTE and sign language curriculum, pedagogy and didactics; teacher education |
| Wernicke, Meike | Specialized studies in education; Intercultural Education; Language Planning and Policy; Multi-/Plurilingualism; Second Language Education (French); teacher education |
| Zappa, Sandra | academic discourse socialization of (international) English language learners in higher education, examining the literacy socialization trajectories and the role their individual networks of practice (INoPs, a concept I coined) in becoming aware of the host culture values and expectations; projects examining the intercultural competence development of foreign language teachers studying abroad; foreign language-learning through peer exchange programs; academic English coaching for university-level English language learners; collaboration between language and subject specialists; and student perceptions of academic English language development in CBI courses. |