Hyesun Cho, Ph.D.

School of Education - Curriculum & Teaching

Associate Professor

Education, Curriculum & Teaching

Ph.D., Second Language Acquisition, Department of Second Language Studies, University of Hawaii at Manoa

hcho@ku.edu

Primary office:

785.864.9729

Joseph R. Pearson Hall, 311

University of Kansas

1122 West Campus Rd

Lawrence, KS 66045-3101

Second office:

Bio
Academics
Publications
Presentations
Contracts/Grants
Awards/Honors

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

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. (2018). Critical literacy pedagogy for bilingual preservice teachers [Books]. Springer.

Cho, H., & Adams, D. J. (2018). Service-learning as a means for preparing preservice teachers to work with English language learners [Book Chapters]. In Service-learning initiatives in teacher education programs.

Cho, H. (2017). The pitfalls and promises of electronic portfolio assessment with secondary English language learners [Book Chapters]. In J. Perren (Ed.), Applications of CALL theory in ESL and EFL environments. IGI.

Cho, H., Song, K., & Lee, J.-Y. (2017). Korean immigrant parents’ involvement in children’s biliteracy development in the U.S. context [Book Chapters]. 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 [Book Chapters]. In Efficacy and implementation of study abroad programs for P-12 teachers.

Kim, S. J., & Cho, H. (2017). Thinking Outside the Box: Exploring critical literacy with Korean preschoolers [Journal Articles]. Language and Education. Published.

Cho, H., & Gulley, J. (2016). A catalyst for change: Service-learning for TESOL graduate students [Journal Articles]. TESOL Journal. Published. https://doi.org/10.1002/tesj.289

Cho, H. (2016). Engaging language minority pre-service teacher in ‘race’ talk: Why teacher educator identity matters [Journal Articles]. Race, Ethnicity and Education. Published. https://doi.org/10.1080/13613324.2016.1150827

Cho, H., & Gomabon, R. (2016). Engaging urban youth in critical media literacy [Book Chapters]. In 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 [Journal Articles]. Race, Ethnicity, and Education. Published. https://doi.org/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 [Journal Articles]. The Qualitative Report, 18(98), 1–22.

Cho, H. (2014). Enacting critical literacy: The case of a language minority preservice teacher [Journal Articles]. Curriculum Inquiry, 44(5), 677–699.

Cho, H. (2014). “It’s Very Complicated” Exploring Heritage Language Identity with Heritage Language Teachers in a Teacher Preparation Program [Journal Articles]. Language and Education, 28(2), 181-195.

Cho, H. (2013). Under co-construction: An online community of practice for bilingual pre-service teachers [Journal Articles]. 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. [Journal Articles]. Teaching and Teacher Education, 27, 496–594.

Cho, H., & Lee, J. (accepted/in press). “I’ve found my own identity here!” Korean graduate student mothers’ identity transformations in the US higher education context [Book Chapters]. In J. A. Gammel, S. Motulsky, & A. Rustein-Riley (Eds.), I Am What I Become – Constructing an Identity as a Lifelong Learner. Information Age Publishing.

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