Hyesun Cho, associate professor, joined the KU faculty in the fall of 2011.
Cho earned the BA degree from Korea University in Seoul, Korea, the MA degree in English as a Second Language from the University of Hawaii at Manoa and the PhD 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
Her primary research interests are teaching English as a second or foreign language, second language (L2) education, heritage language education, social identity, critical literacy, action research, 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 several book chapters and Teaching and Teacher Education. She has presented her research at numerous international conferences including American Educational Research Association (AERA), Association of American Applied Linguistics (AAAL), Teachers of English to Speakers of Other Languages (TESOL) and American Council on the Teaching of Foreign Languages (ACTFL). She received the 2008 Outstanding Dissertation of the Year Award from the Second Language Research SIG at AERA.
- 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. & Adams, D. J. (in press). 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. (n.d.). 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.
Cho, H. (in press). Engaging bilingual preservice teachers in academic literacies and social identity, Springer.
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.
Kim, J. & Cho, H. (2017). Thinking Outside the Box: Exploring critical literacy with Korean preschoolers. Language and Education.
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. & Gomabon, R. (2016). Engaging urban youth in critical media literacy. In . (Ed.), Challenges associated with cross-cultural and at-risk student engagement.
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). Racism and Linguicism: Engaging language minority pre-service teacher in counter-storytelling. Race, Ethnicity, and Education. DOI:
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. (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). "Go for broke and speak your mind!" Building a community of practice with bilingual preservice teachers. The Qualitative Report, 19(49), 1-22.
Cho, H. (2014). Enacting critical literacy: The case of a language minority preservice teacher. 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. Language and Education, 28(2), 181-195..
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