Below you can read about some of my doctoral advisees, past and present.
See the Graduate School’s Graduation Calendar for due dates for examination reports, applications to graduate, and dissertation filing.
Robert Branch is a doctoral student in FSMLE. He received his BS in Social Studies Education and MA in TESOL. He has taught ESL/EFL over the last 20 years in Asia and K-12 settings in the US. Currently he is a high school ESL teacher. He is interested in qualitative research on language, using social-cultural and language socialization lenses, with particular attention to issues of equity surrounding emergent bilingual adolescents and issues of motivation in language learning.
Mustapha Chmarkh is a doctoral candidate in FSMLE. He received his MA in English from Tours University in France and his BA in English from Hassan II University in Casablanca, Morocco. Mustapha has taught ESL in France, the Middle East, and the US. His current research interests include Writing to Learn in ESL and EFL classrooms, L2 writing instruction, scaffolding language and concept learning in the ESL classroom, and language attitudes.
Min-Seok Choi is a doctoral candidate in Language, Education, and Society. He earned his MA in Teaching English as a Foreign Language from the International Graduate School of English (Seoul). His research interests include ethnography, discourse analysis, and intercultural communication. Min-Seok’s dissertation research examines international students’ second and academic language socialization and development of professional vision.
Jin-Wei Hung is a doctoral student in FSMLE. He received his MA in Teaching Chinese as a Second Language from Chung Yuan Christian University in Taiwan and his BA in Taiwanese Languages and Literature from National Dong-Hwa University in Taiwan. Jin-Wei has taught CSL and CHL in higher education for nearly a decade. His current research interests include CHL/CSL language socialization, CHL/CSL social and academic adaptation, and Chinese teacher professional development.
Grace J. Kim is a doctoral candidate in FSMLE program. She received her BA in Spanish and English Linguistics, and a MEd in Educational Leadership. Her academic and research interests include bilingual education for immigrant children, language use and ideologies of multilingual students, and heritage language education. Grace will start a tenure-track job as Assistant Professor of Education at Bucknell University in August 2022.
Somin Kim is a doctoral student in FSMLE, currently preparing for her candidacy exam. She received her BA in Spanish and MA in TESOL. She has 6 years of ESL/EFL teaching experience and is currently teaching Korean at a local high school. She is interested in the language and literacy practices of adolescent multilingual English learners, especially those who are with limited or interrupted formal education.
Mark McGuire is a doctoral candidate in FSMLE. He received his MA in Linguistics from Syracuse University in New York. He has taught ESL or EFL in higher education for nearly a decade, with a research focus on the linguistic development of Chinese ESL and EFL users by using mixed methodologies, social constructionism, and Complexity Theory.
Gatot Prasetyo is a doctoral candidate in FSMLE. He received his MA in FSMLE at OSU and his MEd and BA in English Education from Semarang State University, Indonesia. Currently Gatot teaches Indonesian in the Defense Critical Language & Culture program at the University of Montana. His research interests include written corrective feedback in L2, intercultural communicative competence, academic discourse and L2 socialization, and language ideologies.
Anna Zaitseva is a doctoral student in FSMLE. She received her first MA in Second Language Education from the Moscow State University in Russia, and her second MA in Second Language Acquisition from OSU. Anna has 7 years of ESL/EFL teaching experience, and has taught Russian as an L2 as a Fulbright grantee at Western Kentucky University, during her MA program at OSU, and at the University of Denver. Her academic research interests include language assessment, world language teacher professional development, and foreign language socialization through textbooks and class materials.
Dr. Roger Anderson (2020) is an Assistant Professor of International Languages (French & Arabic) at Central State University. His (2020) dissertation ‘A Multiple Case Study of International Teaching Assistants’ Investment in an ITA Training Class’, examined the experiences of ITA’s within a course focused on improving their communicative skills for instructional roles within undergraduate classrooms. Roger received his MA in African Studies/French from Ohio University, and a Master of Arts in Teaching Arabic as a Foreign Language from Middlebury College. His research interests include language ideology, multilingualism, Arabic pedagogy, and service learning.
Dr. Sidury Christiansen (2013) is an Associate Professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. Her research interests include sociolinguistics and digital literacies, with a focus on transnational bilinguals and English language learners’ engagement with each other in digital spaces, exploring the intersection between literacy and language ideologies, identities, and culture. Her publications have appeared in journals such as the Journal of Sociolinguistics and the Hispanic Journal of Behavioral Sciences.
Dr. Juhyun Do’s (2017) dissertation ‘EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea’ examined how 5th grade EFL learners learn and use English in the primary EFL classroom in the complex sociocultural context of Korea. She is a Lecturer at Kyungpook National University. Her research interests include language socialization, in particular in EFL settings, English language education in a global perspective, and NES/NNES teacher identity development.
Dr. Yao-Feng Huang (2013) is Associate Professor in the Department of Applied Foreign Languages at Cheng Shiu University (Taiwan). In his dissertation ‘The Effects of Two Methods on Training EFL University Students in Taiwan to Identify Three Non-Native Phonemic Contrasts’, he investigated and compared the effects of different types of perceptual training on university-level EFL students in Taiwan. (Yao-Feng is holding an emu chick in this photo.)
Dr. Steve Iams (2021) is Co-Area Head of English for Academic Purposes and Senior Lecturer at New York University Shanghai. In addition to EAP, he teaches service-learning courses that explore and problematize issues in applied linguistics, global health, and migration. He is also an affiliate Assistant Professor in the MA-TESOL program at the School for International Training. His dissertation, ‘The Big and Small Stories of faculty in the era of rapid change in higher education’, is a narrative study of how faculty stories preserve institutional culture and promote learning in the face of new challenges in and beyond the classroom.
Dr. Eun Jeong (Esther) Lee (2013) is Assistant Dean of International Extensive Programs at the California State University, San Bernardino. In her dissertation ‘The relationships between corrective feedback, affect, and oral English improvement among advanced ESL students in a Spoken English course’, she examined the interaction of teachers’ oral corrective feedback with learners’ affective variables and prior ESL classroom experiences.
Hillary Libnoch (2021) is Assistant Professor of Education at Wittenberg University. Her dissertation ‘Language and literacy in out-of-school contexts: A case study of children from Zomi refugee backgrounds’ examines the language- and literacy-related practices of a group of children from refugee backgrounds at their church, afterschool program, and homes, in both offline pre-pandemic and online during-pandemic spaces. Hillary earned her Bachelors degree in Early Childhood Education and a K–12 Reading Endorsement from The University of Mount Union and an MS in Teacher Leadership from Walden University, and she was a public school teacher of Spanish-English bilingual kindergarteners.
Dr. Seo-Hyun Park (2014) is Assistant Professor and Director of the Intensive English Language Institute at Divine Word College. Her dissertation ‘Tracing transnational identities of North Korean refugee English learners in South Korea’ examined the resettlement experiences of refugees in Seoul, focusing on the interplay of EFL learner identity and transnational identity construction. She draws on sociolinguistics, ethnography, and conversation analysis in her research on second language identities.
Dr. Ani Pujiastuti (2017) is Director of the Writing Center (the first in Indonesia) at President University (West Java). Her dissertation ‘Language Socialization in the Workplace: Immigrant Workers’ Language Practice within a Multilingual Workplace’ is a workplace linguistic ethnography in which she examines how co-workers from diverse backgrounds communicate and further develop language and literacy skills on the job.
Dr. Jackie Ridley (2020) is Assistant Professor of Early Childhood Literacy at Kent State University. Her research focuses on the language and literacy practices of young refugees. Her dissertation ‘Connecting Kids to Texts: Connections, Positioning, and Participation in an ESL Book Group with Refugee and Immigrant Youth’ examined the co-construction of connections to a teacher-proposed mirror text in elementary ESL book group.
Dr. Afida Safriani (2021) is Associate Professor of the TESOL program at the College of Education and Teacher Training at State Islamic University of Sunan Ampel Surabaya Indonesia. She is also a trainer and an assessor of the Indonesian government-sponsored Professional Teacher Training program. Her dissertation ‘Exploring Language Ideologies in Second Language Teacher Education’ examines the nature of classroom negotiation and contestation of language ideologies within an L2 teacher preparation program.
Dr. Artanti Sari (2018) is Program Coordinator for the English Education MA program at the PGRI University of Palembang. Her dissertation ‘Online Socialization into Languages and Religion: Tracing the Experiences of Transnational Families’ examines the ways four Indonesian-Muslim families who migrated to the US used online digital telecommunication technology in socializing children into languages, literacy, and religion.
Dr. Brian Seilstad (2018) is the Director of Internationalization and Partnerships at Al Akhawayn University (AUI) in Ifrane, Morocco. Previously he was the Dean of Global Engagement at the American College Casablanca after being Associate director of the Office of International Programs and Assistant Professor in the School of Humanities and Social Sciences at AUI. His work centers bi/multilingualism, migration, and equity. His book Educating Adolescent Newcomers in the Superdiverse Midwest: Multilingual Learners in English-centric Contexts is based on his dissertation.
Dr. Ya-Ting Shih (2012) is Assistant Professor in the Department of Teaching Chinese as a Second Language at Chung Yuan University. In her dissertation ‘Taiwanese-Guoyu Bilingual Children and Adults’ Sibilant Production Patterns’, she examined the acquisition and production of sibilants in two languages in a context of language contact and shift. Her research interests include phonetics and second and bilingual language acquisition.
Dr. Sirad Shirdon (2021) is a Speech-Language Pathologist with the Edmonds School District in the greater Seattle area. She has been involved in projects exploring the use of augmentative and alternative communication (AAC) as an intervention for people with significant communication, behavior, and sensory support needs. Her dissertation, ‘“I’m so happy that we have one another and support one another”: Transitioning Somali autistic children into Kindergarten’, examined the systems that supported and impeded the successful transition to the kindergarten of Somali autistic children. Her research interests include culture, early intervention, elementary special education, and AAC as a positive behavior support.
Dr. Liping Su (2013) teaches Chinese at Highline College in the Seattle area. She is also an early childhood trainer and parent education facilitator. Her dissertation ‘Language socialization of Chinese children in the American Midwest: Learning to write in American preschool, Chinese Sunday school, and at home’ examined early writing socialization of Chinese preschool children in English and Chinese.
Dr. Chun-Ting Yang‘s (2016) dissertation ‘Student ethnic identity and language behaviors in the Chinese heritage language classroom’ examined language ideologies and linguistic conduct of students and teachers in an afterschool program in a Midwestern city. Chun-ting earned her MA in Linguistics at National Chung Cheng University. She teaches English at Min-Yi Junior High School in Kaohsiung, Taiwan.