Soonhyang Kim

Soonhyang Kim, PhD
Associate Professor
Phone: (914) 773-3257

  • PhD, The Ohio State University
  • MA, Murray State University
  • BA, Seoul National University of Science and Technology, Seoul, Korea
Courses Taught
  • ED 551: Theory and Practice of TESOL/Bilingual Education
  • ED 632: Languages, Meaning and Development of Global Perspectives
  • ED 650:  Research & Theory in Developing Literacy
  • ED 690: Teacher as a Researcher
  • TCH 351: Foundations of Bilingual Education
Research Interests

English language learning; second language (L2) teacher education; second language learners’ oral classroom participation, non-native English-speaking professional issues; computer-mediated communication in teaching and learning, program assessment.

Addressing professional dispositions of ESL and content teachers of ELLs:  How can teacher preparation programs prepare candidates to develop dispositions of responsibility for teaching culturally and linguistically diverse students? How can teacher preparation programs develop skills in teaching culturally and linguistically diverse students? Is cultural-narrative-incorporated-instruction and critical incidence approach effective in educating pre- and in-service teachers to work with culturally and linguistically diverse students?

Selected Publications, Presentations & Activities

  • Kim, S., Micek, T., & Grigsby, Y. (2013). Investigating professionalism in ESOL teacher education through critical incident analysis and evaluation. International Journal of TESOL and Learning.
  • Kim, S., Ates, B., Grigsby, Y., & Lee, G. (2013). Incorporating our own cultural narratives in TESOL education: A reflective team approach by four TESOL  educators. International Journal of Education and Culture, 2 (3), 177-194.
  • Kim, S., Grigsby, Y., & Micek, T. (2013). Addressing professional dispositions for teaching P-12 English language learners: Why, when, and how. International Journal of TESOL and Learning,2(2), 65-80.
  • Kim, S., Lapennas, M., Chruney, E., Gabrini, D. (2013). A Participative Inquiry in a TESOL program: Experience of five TESOL graduate students in a grammar course, International Journal of TESOL and Learning, 2 (1), 19-37.
  • Kim, S. & Kubota, R. (2012, Eds.). Supporting Nonnative-English-Speaking Instructors to Maximize Student Learning in Their Courses. Special issue of Journal of Excellence on College, 23 (3).
  • Kim, S. (2012). Seeking a faculty position, In Kubota, R. & Sun. Y. (Eds.) Demystifying career after graduate school: A guide for second language professionals in higher education. Charlotte: NC: Information Age Publishing. 9-21.
  • Kress. H., Thering, A., Lalonde, C., Kim, S., & Cleeton, L. (2012, in-print). Faculty reflections on online course development and implementation for teacher education. The International Journal of Technology, Knowledge and Society.
  • Micek, T., Kim, S., & Weinstein, D. (2011/12). Factors influencing success of conditionally admitted students in graduate TESOL programs. The CATESOL Journal, 23(1). 182-193.
  • Samimy, K., Kim, S., Lee, J., & Kasai, M. (2011). A participative inquiry in a TESOL program: Development of three NNES graduate students’ legitimate peripheral participation to fuller participation. The Modern Language Journal, 95(4), 558-574.
  • Kasai, M., Lee, J, & Kim, S. (2011). Secondary EFL students’ perceptions on native and nonnative English-speaking teachers in Japan and Korea. Asian EFL Journal, 272-300.
  • Kim, S. (2008). Silent participation: East Asian international graduate students’ views on active classroom participation. Journal of Excellence on College Teaching, 199-220. (Special issue: “Diversity and Inclusion on Campus”)
  • Kim, S. (2006). Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes, 25, 479-489.