Hyesun Cho, Ph.D.
School of Education - Curriculum & TeachingRoom 311
TESOL:
Hyesun Cho, associate professor, joined the KU faculty in the fall of 2011.
Cho earned her BA degree from Korea University in Seoul, Korea, an MA degree in English as a Second Language from the University of Hawaii at Manoa and a Ph.D. in Second Language Acquisition from the University of Hawaii at Manoa.
Hyesun Cho specializes in TESOL, second language/literacy education, academic and social identities of language learners and teachers, critical literacy, participatory action research, and critical multiculturalism and technology-integrated instruction.
Education
Ph.D., Second Language Acquisition, Department of Second Language Studies, University of Hawaii at Manoa
Advanced Graduate Certificate, Second Language Studies, Department of Second Language Studies, University of Hawaii at Manoa
M.A., English as a Second Language, Department of Second Language Studies, University of Hawaii at Manoa
B.A., English Language Education, Department of English Language Education, Korea University
Teaching
Courses:
C&T 820: TESOL Methods
C&T 823: Intercultural Competence for TESOL Educators
C&T 828: Language and Identity
C&T 330/331: Instructional Approaches for ELLs
C&T 491 TESOL Practicum in Korea
C&T 598 ESOL Pedagogy
Research
Her primary research interests are teaching English as a second or foreign language, second language (L2) education, heritage language education, social identity, critical literacy, critical pedagogy, electronic portfolios and technology-integrated language instruction.
Upon arriving at KU, she developed a new seminar in language and identity for graduate students. Cho has published research in Race, Ethnicity and Education, Curriculum Inquiry, TESOL Journal, Language and Education, and Computers and Education, among other journals. Her book on critical literacy pedagogy was published by Springer in March 2018. She received the 2018 Faculty Achievement Award for Research in the School of Education at the University of Kansas.
Research Interests
- Teaching English as a Second Language
- Teaching English as a Foreign Language
- Social Identity of Language Learners/teachers
- Academic Identity of Language Learners/Teachers
- Bilingual Identity
- Technology Language Learning
- Electronic Teaching Portfolios
- Critical Literacy
- Multiliteracies
- Heritage Language Education
- Education of Language Minority Students
- Participatory Action Research
- Critical Multiculturalism and technology-integrated instruction
Selected Publications
Cho, H. & Lee, J. (in press). “I’ve found my own identity here!” Korean graduate student mothers’ identity transformations in the US higher education context. In J. A. Gammel, S. Motulsky, & A. Rustein-Riley (Eds.), I Am What I Become – Constructing an Identity as a Lifelong Learner. Charlotte, NC: Information Age Publishing.
Cho, H. (2018). Critical literacy pedagogy for bilingual preservice teachers, Springer.
Cho, H. & Adams, D. J. (2018). Service-learning as a means for preparing preservice teachers to work with English language learners. In . (Ed.), Service-learning initiatives in teacher education programs.
Cho, H. Song, K. & Lee, J. (2017). Korean immigrant parents’ involvement in children’s biliteracy development in the U.S. context. In G. Onchwari (Ed.), Handbook of research on pedagogies and cultural considerations for young English language learners.
Cho, H. & Peter, L. (2017). Taking the TESOL practicum abroad: Opportunities for critical awareness and community-building among preservice teachers. In . (Ed.), Efficacy and implementation of study abroad programs for P-12 teachers.
Cho, H. (2017). The pitfalls and promises of electronic portfolio assessment with secondary English language learners. In J. Perren (Ed.), Applications of CALL theory in ESL and EFL environments. Hershey, PA: IGI.
Kim, J. & Cho, H. (2017). Thinking Outside the Box: Exploring critical literacy with Korean preschoolers. Language and Education.
Cho, H. & Gulley, J. (2016). A catalyst for change: Service-learning for TESOL graduate students. TESOL Journal. DOI:10.1002/tesj.289
Cho, H. (2016). Engaging language minority pre-service teacher in ‘race’ talk: Why teacher educator identity matters. Race, Ethnicity and Education. DOI:10.1080/13613324.2016.1150827
Cho, H. & Gomabon, R. (2016). Engaging urban youth in critical media literacy. In . (Ed.), Challenges associated with cross-cultural and at-risk student engagement.
Cho, H. (2016). Racism and Linguicism: Engaging language minority pre-service teacher in counter-storytelling. Race, Ethnicity, and Education. DOI:10.1080/13613324.2016.1150827
Cho, H. (2014). "Go for broke and speak your mind!" Building a community of practice with bilingual pre-service teachers. The Qualitative Report, 18(98), 1-22.
Cho, H. (2014). “It’s Very Complicated” Exploring Heritage Language Identity with Heritage Language Teachers in a Teacher Preparation Program. Language and Education, 28(2), 181-195..
Cho, H. (2014). Enacting critical literacy: The case of a language minority preservice teacher. Curriculum Inquiry, 44(5), 677-699.
Cho, H. (2013). Under co-construction: An online community of practice for bilingual pre-service teachers. Computers and Education, 92/93, 76-89.
Rodriguez, T. L., & Cho, H. S. (2011). Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. Teaching and Teacher Education, 27, 496-594.
Selected Presentations
Cho, H. . Embracing heritage language identity: A first step towards leadership in the multicultural society. Asian American Leadership Symposium. Lawrence, KS
Cho, H. . Engaging language minority pre-service teachers in ‘race’ talk: Why teacher educator identity matters. American Educational Research Association (AERA) Annual Meeting.
Cho, H. . Engaging language minority pre-service teachers in ‘race’ talk: Why teacher educator identity matters. American Educational Research Association (AERA) Annual Meeting. Philadelphia, PA
Cho, H. & Lee, J. . Heritage language maintenance: Korean parents’ perspectives. American Council on Teaching of Foreign Languages (ACTFL).
Cho, H. . Korean mother agency in family language planning. American Council on Teaching of Foreign Languages (ACTFL). .
Cho, H. & Lee, J. . Korean mothers’ role and agency in heritage language maintenance. Tea and Talk, Center for East Asian Studies, University of Kansas, Lawrence, Kansas.
Cho, H. . Korean transnational parents' perceptions and practices of heritage language maintenance in the U.S. Midwest. Korean American Educational Research Association (KAERA) Annual Meeting.
Cho, H. . Linguicism and racism in higher education. KUPD panel.
Cho, H. . Teacher agency and collaboration in educational reform: Lessons from a grassroots South Korean English Teachers’ Group. American Educational Research Association (AERA) Annual Meeting. Chicago, Illinois
Cho, H. . TESOL teachers' perceptions of critical literacy: Challenges and promises. KOTESOL conference. Taegu, Korea
Cho, H. . TESOL teachers' perceptions of critical literacy: Challenges and promises. KOTESOL conference. Taegu, Korea
Selected Grants
Cho, Hyesun, (Principal), International field experience for student teachers of English as a foreign language, $3,000, (05/15/2016. University (KU or KUMC). Status: Funded.
Cho, Hyesun, Building a community of practice for preservice teachers through TESOL practicum in Korea, Center for East Asian Studies, $1,000, - 08/31/2016). University (KU or KUMC).
Cho, Hyesun, Teacher agency in a South Korean English Language Teachers’ Group: A decade later., Submitted 01/01/2016 . University (KU or KUMC). Status: Funded.
Selected Awards & Honors
SOE Faculty Achievement for Research
School of Education
Michael B. Salwen Scholars Award
Korean American Educational Researchers Association
2014 - Present
Summer Writing Grant
School of Education
2013
New Faculty Research Grant
University of Kansas
2012
