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.
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
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.
- 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
- Heritage Language Education
- Education of Language Minority Students
- Participatory Action Research
- Critical Multiculturalism and technology-integrated instruction
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.
- Ph.D., Second Language Acquisition, University of Hawaii at Manoa, Honolulu, Hawaii, 2008
- M.A., English as a Second Language, University of Hawaii at Manoa, Honolulu, Hawaii, 2001
- B.A., English Language Education, Korea University, Seoul, Korea, 1995
TESOL, second language/literacy education, academic and social identities of language learners and teachers, critical literacy, participatory action research, critical multiculturalism and technology-integrated instruction
|C&T||820||Teaching English as a Second Language/Bilingual Education|
|C&T||823||Developing Intercultural Awareness in L2 Classrooms|
|C&T||828||Language and Identity|
- Michael B. Salwen Scholars Award, Korean American Educational Researchers' Association, 2014
- KU School of Education Summer Writing Grant, 2013
- KU New Faculty Research Grant, 2012