Soonhyang  Kim

Assistant Professor • TESOL (Teaching English to Speakers of Other Languages)

Childhood Education, Literacy, and TESOL • College of Education & Human Services

Areas of Expertise

Second language (L2) teacher education, second, bi-/multi-lingual language and literacy development; L2 oral classroom discourse, professional dispositions, cultural narratives, program evaluation and administration, online teacher education, and non-native, English-speaking teacher (NNEST) teacher education.

Education

Ph. D. in Foreign, Second, and Multilingual Education, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio, USA, June 2007.
Concentration: Teaching English to Speakers of Other Languages (TESOL)
Cognate Areas: Second Language (L2) Literacy & Research Methodology in Education

M.A. in TESOL, Murray State University, Murray, Kentucky, USA, May 2000. 

B.A. in English, Seoul National University of Science and Technology, Seoul, Korea, February 1995. 

Biography

Dr. Soonhyang Kim is an Assistant Professor of TESOL in the Department of Childhood Education, Literacy, and TESOL. Dr. Kim holds her Masters degree in TESOL from Murray State University, Kentucky and a Ph.D. in foreign, second and multilingual language education from The Ohio State University. Dr. Kim, originally from South Korea, has been working in U.S. higher education since 1998, teaching a wide variety of subjects, including TESOL, bilingual education, general teacher education, ESL and Korean from grade-schoolers to graduate students. Her recent research interests are second and bilingual language/literacy development, academic oral classroom discourse, pre-/in-service teacher preparation, non-native, English-speaking teacher issue; and online teacher education. She enjoys raising her US-born, Korean-American daughter as multilingual and multicultural and incorporating her language learning experiences into her own teaching and scholarship. 

Awards

Awards
Outstanding Research Scholar Award, Untested Ideas Research Conference, June 2014.
Service/Appreciation Award, Buffalo, NY-Yeong Cheon, Korea Sister City Committee, Education Liaison, September 2012.
Education Faculty of the Year, D’Youville College, May 2009.
The Ruth Crymes TESOL Academies Award and Fellowships, International TESOL, March 2009.
TESOL Leadership Mentoring Program Award, International TESOL, March 2006.
Robert J. Menges Honored Presentation Award, Professional and Organizational Development in Higher Education, October 2005.
Preparing for Future Faculty, Ohio State University, 2004-2005.

 

Scholarships
Krumm Korean Scholarship, The Ohio State University, 2007.
TESOL Professional Development Scholarships, International TESOL, 2006, 2007.
Distinguished Students’ Scholarship, Korea Scholarship Foundation, Korea, 1992-1995.

 

Fellowships
Service Learning Fellowship, Western New York Service Learning Coalition, May 2009.
The Ruth Crymes TESOL Academies Award and Fellowships, International TESOL, 2009.

Affiliations

American Educational Research Association (AERA)
TESOL (Teachers of English to Speakers of Other Languages) International Association
National Association for Bilingual Education (NABE)
Sunshine Florida TESOL
New York TESOL
Korea Teachers of English to Speakers of Other Languages Association (KOTESOL)
 

Grants and Contracts Awarded

Research Grants
Pace Faculty Research Grant, Kenan fund for Scholarly Research, “Book Proposal on TESOL Program Development, Administration, and Assessment,” Pace University, December 2014.
Pace Faculty Research Grant, Kenan fund for Scholarly Research, “Addressing ESL Teacher Candidates’ Professional Dispositions: Perspectives by Teacher Educator, Field Supervisor and Mentor Teacher”, Pace University, September 2014.
D’Youville Faculty Research Grant, “Administrators’ Understandings of the Challenges that Non-Native English Speaking Teachers Face in Teaching ESL in Western New York Public Schools,” D’Youville College, May 2011.
D’Youville Faculty Research Grant, “Linguistic Diversity and Faculty Perception: Academic Oral Participation by International Graduate Students,” D’Youville College, October 2009.
New Diversity Initiative Research Grant, The Ohio State University, Spring 2005.
The Sonkin-Berman-Wasserman Families’ Scholarship for International Understanding and Peace. The Ohio State University, 2003, 2005.
Critical Difference for Women Professional Development Grant. The Ohio State University, Spring 2004.

 

Curriculum Development and Implementation/Training Grants
Thinkfinity Initiative Innovative Teaching, Technology and Research, Verizon & Pace University: “Synergy Effect of Technology to Address Professional Disposition for Teacher Candidates of English Language Learners Across the Curriculum in P-12 Education,” Verizon & Pace University, May 2013-August 2013.
Intensive Teacher Institute (ITI) in Bilingual Education and ESL Grant, New York State Department of Education, 2008-August 2012. GTA (Graduate Teaching Associate) Program Enhancement Grant, Faculty and TA Development, The Ohio State University, “An oral proficiency-focused graduate seminar course to enhance ITAs’ oral communication skills,” collaboration with Professor Keiko Samimy, Fall 2006-Spring 2007.
GTA Course Development Supplement Fund, College of Education, The Ohio State University, “An oral proficiency-focused graduate seminar course to enhance ITAs’ oral communication skills,” collaboration with Professor Keiko Samimy, Spring 2007.

 

Program Development Grants
Multicultural Education & Diversity Grants, Korean Culture and Study Abroad Information Day, Medaille College, Fall 2011 (Collaboration with Norm Muir).
Coca-Cola programming grant, Multicultural Center, The Ohio State University, Winter 2006 (Inclusive Classroom for International Students).
Council of the Graduate Students Grant, The Ohio State University, Spring 2005 (Mini-Conference on Non-Native Teaching Professionals, collaboration with Keiko Samimy).
Student Affairs Diversity Council Grant, The Ohio State University, Spring 2005 (Mini-Conference on Non-Native Teaching Professionals, collaboration with Keiko Samimy).
New Diversity Initiatives, Multicultural Center, The Ohio State University, Spring 2005 (Mini-Conference on Non-Native Teaching Professionals, collaboration with Keiko Samimy).
OSU University Career Services Committee, The Ohio State University, Winter 2005 (Academic Job Search for International Students).
 

Publications & Presentations

PUBLICATIONS (selected)

 

Guest Edited Journal Special Issue
Kim, S. & Kubota, R. (Eds.) (2012). Supporting nonnative-English-speaking instructors to maximize student learning in their courses. Special issue of Journal on Excellence in College Teaching, 23(3).

 

Edited Books
1. Kim, S. (Ed.). (forthcoming). TESOL education: Current issues and best practices, Niagara Falls, NY: Untested Ideas Research Center.
2. Kim, S. (Ed.) (2002). Teaching in the U.S.: Handbook for international faculty and TAs. University Center for the Advancement of Teaching, The Ohio State University. Retrieved from http://ucat.osu.edu/read/teaching/toc.html

 

Referred Journal Articles
1. Plotka, R., Busch-Rossnagel, N. & Kim, S. (2015). Working with English language learners in early childhood settings: Research-based recommendations for teachers. New York Academy of Public Education Professional Journal.14-22.
2. Ates, B., Kim, S., & Grigsby, Y. (2015). Cultural narratives in TESOL classrooms: A collaborative reflective team analysis. Reflective Practice. 1-14.
3. Ates, B., Kim, S., & Grigsby, Y. (2015). Understanding English language learners: Incorporating our own cultural narratives in TESOL education. Journal of Praxis in Multicultural Education, 9(1), 1-14. DOI: 10.9741/2161-2978.1074
4. Balogh, K., Kraker, S., Nielson, V, Kim, S., & Marku, L. (2014). Use of space in diverse classrooms perceived by students: Avoiding cultural misunderstanding. Language and Communication Quarterly, 3(2), 65-80.
5. 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, 2(3). 175-190.
6. Kim, S., Ates, B., Lee, G., & Grigsby, Y. (2013). Incorporating our own cultural narratives in TESOL education: A reflective team approach by four TESOL educators. International Journal of Education and Culture, 2(2), 177-194.
7. 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.
8. 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.
9. Kress. H., Thering, A., Lalonde, C., Kim, S., & Cleeton, L. (2012). Faculty reflections on online course development and implementation for teacher education. The International Journal of Technology, Knowledge and Society, 8(1), 73-83.
10. 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.
11. 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.
12. 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.
13. Kim, S. (2008). Silent participation: East Asian International graduate students’ views on active classroom participation. Journal on Excellence in College Teaching, 19(2 &3), 199-220.
14. 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.
15. Samimy, K., & Kim, S. (2006). Improving academic and professional oral proficiency: A collaborative language-focused graduate seminar for NNES graduate students in TESOL. Acción Pedagógica, 26-33.

 

Book Chapters
1. Gerald A., Evans, B., & Kim, S. (forthcoming). Building experience and learning with ELLs through STEM-D projects. In S. Kim. (Ed.). TESOL education: Current issues and best practices, Niagara Falls, NY: Untested Ideas Research Center.
2. Plotka, R. & Kim, S. (forthcoming). Working with English language learners (ELLs) in early childhood settings: Research and application. In S. Kim. (Ed.). TESOL education: Current issues and best practices, Niagara Falls, NY: Untested Ideas Research Center.
3. Miller, K., Spinella, K., Acevedo, H., & Kim, S. (forthcoming). Putting into practice: Digital storytelling as an integrated approach to second language learning and teaching. In S. Kim. (Ed.). TESOL education: Current issues and best practices, Niagara Falls, NY: Untested Ideas Research Center. (Original article appears in International Journal of TESOL and Learning, 4(1), invited to reprint with some addition.)
4. Kim, S., Micek, T., & Grigsby, Y. (2014). Investigating professionalism in ESOL teacher education.
Investigating Professional Dispositions in ESL Teacher Education. In H. Öz (Ed.), Language and communication research around the globe: Exploring untested ideas (pp. 57-80). Niagara Falls, NY: Untested Ideas Research Center. (Original article appears in International Journal of TESOL and Learning, 2(3), invited to reprint.)
5. Kim, S., Grigsby, Y., & Micek, T. (2013). Addressing professional dispositions for teaching P-12 English language learners. In J. Huang (Ed.), Empirical education research: Letting the data speak for themselves (pp.169-190). Niagara Falls, NY: Untested Ideas Research Center. (Original article appears in International Journal of TESOL and Learning, 2(3), invited to reprint.)
6. 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. In J. Jernigan (Ed.), Empirical TESOL research: Letting the data speak for themselves (pp.1-22). Niagara Falls, NY: Untested Ideas Research Center. (Adapted version of an original article appeared in International Journal of TESOL and Learning. 2(1), invited to reprint.)
7. Kim, S., Lapennas, M., Chruney, E., Gabrini, D. (2013). Experience of ESOL graduate students in a grammar course. In J. Huang, & N. Tsitsanoudis-Mallidis.(Eds.), Empirical language research: Letting the data speak for themselves (pp. 47-72). Niagara Falls, NY: Untested Ideas Research Center. (Original article appears in International Journal of TESOL and Learning. 2(1), invited to reprint.)
8. Kim, S., Lapennas, M., Chruney, E., Gabrini, D. (2013). A participative inquiry in a TESOLprogram: Experience of Five ESL graduate students in a Grammar Course. In L. Zhang. (Ed.), Language learning and assessment: Challenges and implications (pp.9-34). Niagara Falls, NY: Untested Ideas Research Center. (Original article appears in International Journal of TESOL and Learning. 2(1), invited to reprint.)
9. 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 (pp.9-21). Charlotte: NC: Information Age Publishing.
10. Kim, S. (2002). Second language anxiety and coping strategies. In S. Kim. (Ed.), Teaching in the U.S.: Handbook for international faculty and TAs, University Center for the Advancement of Teaching, The Ohio State University. (pp.30-34). Retrieved from http://ucat.osu.edu/read/teaching/international/international.html


Contact me for a full publication and conference presentation list.
 

KimContact Information

Building 57, Room 2220

(904) 620-2348

S.Kim@unf.edu