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 |
|---|---|
| Corella Morales, Meghan | Linguistic Variation and Society; Bilingualism and Multilingualism; Language Acquisition and Development; Children's language and literacy practices; Peer interactions in classrooms; Linguistic anthropology/ Sociocultural linguistics |
| 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 |
| Kubota, Ryuko | Language Rights and Policies; language education; multicultural education; culture and language; race and language teaching; language ideologies; critical applied linguistics |
| Li, Guofang | longitudinal studies of immigrant children |
| Norton, Bonny | education, ESL, international perspectives, literacy, teacher research |
| Shi, Ling | Academic Writing; Second Language Writing; Teaching English as a Second Language Writing |
| Talmy, Steven | 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. |
