Research & Publication
Kim, H. J. (2020). “Where are you from? Your English is so good”: A Korean female scholar’s autoethnography of academic imperialism
in U.S. higher education. International Journal of Qualitative Studies in Education, 33(5), 491-507. https://doi.org/10.1080/09518398.2019.1681551 [FREE access to the article] |
Higher education institutions are growing as international spaces, making it crucial to understand how international scholars are subjected to U.S. conceptions of race and racialization. Drawing from a tenet of critical race theory (CRT), storytelling and counter storytelling, this autoethnographic study presents reflections of a Korean female scholar’s racialized experiences in U.S. higher education. This study explores how personal status as a foreign-born female scholar along with socio-institutional factors shape academic experiences in the U.S. Using autoethnography as a qualitative research method reveals layers of one’s consciousness by connecting personal experience to culture. While presenting an amalgam of racial experiences in U.S. academia, I call for the need to address academic imperialism that is embedded in both the dominant structures of our society and in academia. I assert that CRT and AsianCrit have the potential to transform higher education and to develop a more inclusive and racially equitable space for minorities.
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Kim, H. J. (2023). Culturally responsive pedagogy amid the internationalization of teacher education: Self-study of teaching
international teacher candidates in a U.S. teacher education program. Studying Teacher Education. http://dx.doi.org/10.1080/17425964.2023.2228321 [FREE access to the article] |
The internationalization of teacher education has impacted the curriculum and contexts of teacher preparation in the United States (U.S.). While an increasing number of studies explore the effectiveness of international practicums where teacher candidates from U.S.-based teacher education programs immerse into different cultural and linguistic experiences, studies investigating teacher educators’ perspectives in the context of preparing international teacher candidates (ITCs) in U.S.-based teacher education programs are scarce. This self-study research explores how a teacher educator negotiates and responds to the internationalization of teacher education, particularly to the learning-to-teach process of ITCs. This qualitative research uses a self-study methodology to explore challenges and culturally responsive practices while working with ITCs’ diverse backgrounds, knowledge, and motivation. Data were collected over three academic semesters, including memos and notes, teaching journals, and lesson plans. Findings emphasize the importance of shifting perspectives and practices to meet ITCs’ academic, cultural, and linguistic needs. Implications for self-study research and teacher education programs promoting the internationalization of teacher education are discussed.
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Kim, H. J. (2024). Guidelines for culturally and linguistically responsive instruction in higher education. TESOL Journal.
https://doi.org/10.1002/tesj.807 [Advance copy] |
Given the internationalization of higher education and the increasingly diversifying student population in higher education institutions worldwide, it is critical to reevaluate the teaching and learning environment in higher education classrooms. Although inclusion and inclusive pedagogy emerged as essential orientations in education, gaps in educational opportunities, access, and achievements persist. This practical guide is intended to inform and promote inclusive pedagogy, specifically for culturally and linguistically diverse students in higher education settings across various disciplines. The guidelines for culturally and linguistically responsive instruction in higher education offer a brief outline of the theoretical foundation and practical self-reflective questions with recommended strategies to implement in curriculum, assessment, and instructional designs. With the hope of providing a welcoming classroom for culturally and linguistically diverse students where their knowledge and experiences are valued, the article ends with discussions to establish a more inclusive higher education learning ecology.
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Kim, H. J., Li, Y., & Lee, Y. J. (2024). Rethinking linguistic capitals and asset-based language learning: An examination of bilingual Korean-
Chinese instruction for international students in South Korea. Language & Education, 38(2), 218-236.
http://dx.doi.org/10.1080/09500782.2023.2221221 [FREE access to the article]
Chinese instruction for international students in South Korea. Language & Education, 38(2), 218-236.
http://dx.doi.org/10.1080/09500782.2023.2221221 [FREE access to the article]
Kim, H. J., & Uysal, H. (2021). Shifting the discourse of plagiarism and ethics: A cultural opportunity in higher education. International
Journal of Ethics Education, 6(1), 163-176. https://doi.org/10.1007/s40889-020-00113-z
Journal of Ethics Education, 6(1), 163-176. https://doi.org/10.1007/s40889-020-00113-z
Kim, H. J., & Yilmaz, T., & Lee, Y. J. (2024). Reimagining raciolinguistic ideologies through an analysis of localized language-in-education
policies in Turkey and Korea. Current Issues in Language Planning. https://doi.org/10.1080/14664208.2024.2315682 [FREE access to the article]
policies in Turkey and Korea. Current Issues in Language Planning. https://doi.org/10.1080/14664208.2024.2315682 [FREE access to the article]
Olszewska, A., Bondy, E., Hagler, N., & Kim, H. J. (2023). A humanizing pedagogy of engagement: Beliefs and practices of award-winning
instructors at a U.S. University. Teaching in Higher Education (CTHE), 28(7), 1671-1687. https://doi.org/10.1080/13562517.2021.1920575
[FREE access to the article]
instructors at a U.S. University. Teaching in Higher Education (CTHE), 28(7), 1671-1687. https://doi.org/10.1080/13562517.2021.1920575
[FREE access to the article]
Journal
The International Journal of Transformative Teaching and Learning in Higher Education (IJTTL) is a peer-reviewed, open-access, and cross-disciplinary international journal committed to advancing the teaching and learning landscape in higher education.
IJTTL will publish its first special issue to launch the journal in December 2024!
We are also accepting rolling submissions. |
Conference & Presentation
"Moving forward in the era of globalization: A self-study of preparing international teacher candidates in US higher education"
AACTE 72nd Annual Meeting (Feb, 2020)
This qualitative study analyzes elementary preservice teachers’ reflection about ESOL-specific field experiences and course work informed by focus group interview data. Findings of this study reveal the importance of promoting teacher reflexivity, a community of practice, and imagined future teacher identities in order to prepare teachers to work with ELLs.
AACTE 72nd Annual Meeting (Feb, 2020)
This qualitative study analyzes elementary preservice teachers’ reflection about ESOL-specific field experiences and course work informed by focus group interview data. Findings of this study reveal the importance of promoting teacher reflexivity, a community of practice, and imagined future teacher identities in order to prepare teachers to work with ELLs.
"Preparing to work with ELLs: Promoting preservice teachers' imagined identities"
TESOL 2019 International Convention (March, 2019) This qualitative study analyzes elementary preservice teachers’ reflection about ESOL-specific field experiences and course work informed by focus group interview data. Findings of this study reveal the importance of promoting teacher reflexivity, a community of practice, and imagined future teacher identities in order to prepare teachers to work with ELLs. |
"Pursuing a pedagogy of engagement: Beliefs and practices of award-winning instructors in higher education"
AERA Annual Meeting (April, 2018) The purposes of this presentation are to: (a) define and illustrate three dimensions of what we refer to as a pedagogy of engagement enacted by the instructors and (b) call for a pedagogy that embraces students’ whole selves (Forest & Altbach, 2006; Medrick, 2013; Sterling, 2001). This qualitative study employed interview and observation to investigate teaching beliefs and practices of 12 award-winning instructors at a research-intensive university and a state college in the southeastern U.S. Aligning with Kahu’s (2013) holistic view of student engagement and Bryson and Hand’s (2007) insights into instructors who immersed themselves with students, the study reveals three dimensions of practice enacted by instructors in higher education: 1) Inclusive care for students, 2) Passion for content, and 3) Interactive teaching and learning. |
"Learning about plagiarism and ELLs in higher education: An autoethnography"
TESOL 2018 International Convention (March, 2018) This collaborative autoethnography of two international researchers discusses about multiple perspectives of plagiarism and the factors that affect ELL-related professional development in U.S. higher education. Through narrative inquiry and collaborative autoethnography, we provide an array of strategies for professional development and insights to negotiating and understanding cross-cultural perceptions of plagiarism. "Sustaining ELL Expertise: Teacher Educators and ELL Infusion"
TESOL 2018 International Convention (March, 2018) This presentation discusses findings from a study regarding the professional development of teacher educators in elementary teacher preparation programs. Findings reveal key factors that influence the PD and its impact on mainstream teacher educators’ ability to infuse ELL-related content in their courses. Implications for effective faculty professional development are discussed. |
"Negotiation of epistemic authority: An analysis of ESL tutoring sessions"
Sunshine State TESOL of Florida 2017 (May, 2017)
This study analyzes the negotiation process of epistemic authorities in undergraduate ESL tutoring sessions by observing the moments when the orientation of epistemic authority is contested or converged. The analysis suggests a changeable nature of presupposed tutor-tutee epistemic statuses and the complexity of managing epistemic relationships in ESL tutorial sessions.
Sunshine State TESOL of Florida 2017 (May, 2017)
This study analyzes the negotiation process of epistemic authorities in undergraduate ESL tutoring sessions by observing the moments when the orientation of epistemic authority is contested or converged. The analysis suggests a changeable nature of presupposed tutor-tutee epistemic statuses and the complexity of managing epistemic relationships in ESL tutorial sessions.
Workshop
Transforming Teaching through Active Learning
Hosted by the Center for Excellence in Learning and Teaching at Stony Brook University, this workshop offered evidence-based active learning strategies to instructors to support their optimum utilization of the active learning classroom spaces.
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Creating an Inclusive Classroom: A Cultural Opportunity to Promote Academic Integrity
Do you think your students always plagiarize because of dishonesty or laziness? Have you ever wondered about an effective way to deal with challenges related to academic integrity? This workshop will discuss multiple perspectives and definitions of plagiarism and the cultural and educational factors that may cause students to use academic sources inappropriately.
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Say "NO" to Plagiarism: For Teaching ELLs/ESLsThis workshop was developed by MESSAGE to provide multiple perspectives and strategies to instructors regarding academic dishonesty and English language learners. It was presented in three different occasions on campus and in the community:
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Supporting your multilingual writers: Promoting Academic Honesty
This workshop was designed as a pilot for a workshop at the Schreyer Institute for Teaching Excellency. The purpose of the workshop was to support teachers with multilingual writer students when dealing with the issue of academic honesty. With an activity "spectrum of borrowing sources", the workshop tried to raise teachers' awareness of the wide range and scope of appropriate and inappropriate source use. The workshop concluded with a discussion of how to promote pedagogical strategies in order to promote students' academic honesty while reflecting the teacher's belief.
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ESL Professional Development Day: Adopting & Adapting
"The Adoption of Humanistic Approach Adapted to ESL Writing Classrooms"
In this workshop, I introduced two key activities I adopted from the Maymester course: APLNG 597A of using humanistic approach and then successfully adapted to ESL 015 classroom. The three activities I introduced were: What's on top and Feel-Think-Do.
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REVIEW
Review Panel Member, Journal of Education, Language, and Ideology
Editorial Board Member, International Journal of TESOL Studies
Book review: Tomorrow's Super Teacher: Changing Teacher Preparation to Nurture Culturally Sustaining Educators
Editorial Board Member, International Journal of TESOL Studies
Book review: Tomorrow's Super Teacher: Changing Teacher Preparation to Nurture Culturally Sustaining Educators
NYS TESOL
As the elected Vice President of Finance of the NYS TESOL organization in the 2022-2024 term, I oversaw the finance committee members, including two paid staff positions. I worked closely with the president and the Vice President of Conference to ensure financial stability in the organization's activity, including hosting the annual conference.
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UF KSA
(University of Florida Korean Student Association)
As the treasurer and secretary of the Korean Student Association during the 2019-2020 term, I assisted the organization's effort to create an avenue where all Korean students, including all organization members, can interact, network, and collaborate as a community. During the term I served, the organization established a welcoming environment for the new incoming Korean students, provided opportunities for all members to network and develop professionally, and fostered a community where all members' opinions are heard. This has led to the organization winning the Involvement Award in recognition of fostering a community and building connections.
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MESSAGE
(Multilingual Engagement Students Activity Group for Exchange)
During 2016-2017 academic year, I formed a graduate student group, MESSAGE, in the School of Teaching and Learning at UF. MESSAGE carried the mission to promote, create, and develop projects concerning multilinguals. We encouraged professional research engagement among graduate students; and we planned and organized social events for graduate students' social exchange. As a result, the group presented a workshop session within the community and the university and presented at the local library's literacy symposium. The effort also resulted in a collaborative publication entitled, Shifting the discourse of plagiarism and ethics: A cultural opportunity in higher education.
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MA Paper
"Identity performance through the negotiation of epistemic authority: An analysis of ESL tutoring sessions"
This paper explores the performance of identity, focusing on the process of negotiation of epistemic authority by observing the moments when participants’ epistemic authorities converge and/or diverge. While participants display and construct their roles and identities in the interaction, the epistemic authority can be challenged, contested, and re-negotiated, with the potential of even redefining epistemic statuses (Mondada, 2013). Due to the unique interactional features of tutorial sessions, both the tutor and tutee use various rhetorical strategies to build a collaborative relationship, which can often lead to a transfer of control between tutor and tutee during tutoring sessions (Blau et al., 1998; Graesser et al., 1995). This study uses conversation analysis as a methodological approach to analyze the negotiation of epistemic authority in tutoring sessions for ESL composition students. By examining the sequential organizations when epistemic authorities are (re)negotiated, this study shows how participants orient to this shift in order to negotiate the challenged, diverged and converged, or competed epistemic authority. The findings of this study contributes to the understanding of complex dynamics in ESL tutoring sessions where learners can also play equally active epistemic roles in order to achieve his or her performance of identity, which is socially constructed by their membership categorizations.
Graduate Student Reading Group
Every Friday, the group got together and shared a research article each group member read related to the field of Applied Linguistics followed by a discussion. Below is a list of articles I read and shared with the group with several example PPT slides I created to introduce articles.
Committee Member
CLA Invited Speakers Committee
As a member of the CLA Invited Speakers Committee, I was teamed with committee members to coordinate a visit of the speaker from Center of Language Acquisition. The team that is responsible for the upcoming speaker contacts the speaker to arrange the lecture, plan the visit and the speaker's schedule, and assist the speaker during his or her visit. The committee member is also responsible for nominating the next year's invited speakers.
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APLNG Social Committee
The APLNG social committee members plan and organize departmental receptions and social events throughout the year and also provide gifts and acknowledgement for special occasions from members of the department. I have been part of the planning and organizing of events and also actively participated in each departmental event as a social committee member.
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CRELLT Transcriber
While working as a transcriber for CRELLT database, I transcribed recorded classroom data with Conversation Analysis conventions using the CLAN-CHAT software. I transcribed 10 hours per week and also review fellow transcribers' transcripts to provide more objectivity to each transcription.