Dr. Kathleen A. Ramos
PhD, University of Pittsburgh
Global Online Teacher Education Center
Academic Program Co-Coordinator, Teaching Culturally, Linguistically Diverse & Exceptional Learners
Diversity and Exceptionality in PK-12 Schools, Advanced Studies in Teaching and Learning
Center for International Education
Center for Social Equity Through Science Education
Phone: (703) 993-6213
Fax: (703) 993-9380
Email: kramos8 (@gmu.edu)
George Mason University
Thompson Hall 2604
4400 University Dr.
Fairfax, VA 22030
Dr. Ramos is an Associate Professor in the College of Education and Human Development, School of Education. She is also the Co-Academic Program Coordinator for the Teaching Culturally, Linguistically Diverse and Exceptional Learners (TCLDEL) graduate program along with Dr. Joan Kang Shin.
Dr. Ramos is an experienced educator who has been working closely with culturally and linguistically diverse learners and their families since 1992. She began her teaching career in Pittsburgh Public Schools were she taught Spanish in grades 6-8 for 11 years and ESOL in grades 9-12 for 9 years. She also served as an Instructional Team Leader, a Clinical Resident Instructor, and a K-12 ESL Curriculum Coach.
Dr. Ramos earned a PhD in Language, Literacy, and Culture from the University of Pittsburgh in 2012 and also holds an M.A. in Foreign Language Teaching earned at Pitt. She began her work as a teacher educator in Pennsylvania. Dr. Ramos joined the faculty of Mason's TCLDEL graduate program in August 2016. As a teacher educator, she is dedicated to supporting preservice and in-service teachers locally, nationally, and globally to strengthen their capacity to serve culturally and linguistically diverse students and their families with excellence and equity.
In 2018-2019, Dr. Ramos was selected to be one of seven national Global Teacher Education (GTE) Fellows (sponsored by Longview Foundation). As a GTE Fellow, Dr. Ramos participated in webinars and dialog with leading scholars in globalizing teacher education and worked closely with a mentor in global education research to internationalize an existing teacher education course to include global learning outcomes, content, assessment, and technology. Dr. Ramos piloted the revised globalized course with graduate students in fall 2018 and spring 2019 and collaborated with other GTE Fellows to share this work at AACTE in Atlanta in February 2020.
In spring 2018, Dr. Ramos and a colleague in Elementary Science Education, Dr. Andrew Gilbert, received a Global Discovery grant from Mason's Global Education Office to travel with graduate students in two CEHD teacher education courses to Tres Rios, Costa Rica in December 2018 to design and implement an inquiry-based science and language learning enrichment program to K-8 bilingual learners at Saint Gregory school.
In spring 2017, Dr. Ramos was selected as an Open GATE Faculty Fellow via Mason's Center for International Education (CIE). She traveled to Oslo, Norway in October 2017 to collaborate with Dr. Kristin Skinstad van der Kooij, associate professor in critical mulitucultral education, at the CIE's partner university, Oslo and Akershus University College (now OsloMet), on research around internationalizing teacher education. In October 2018, Dr. Skinstad traveled to Mason to continue the collaboration, and she and Dr. Ramos shared their work at the Washington Area Teachers of English to Speakers of Other Languages (WATESOL) conference. Drs. Skinstad and Ramos also presented their work at the European Conference on Educational Research (ECER) in Hamburg, Germany, in September 2019.
Dr. Ramos is interested in researching best practices in teacher education for building current and future teachers’ capacity to design instruction that is rigorous, interactive, and culturally responsive, affording PreK-12 English learners (ELs) consistent opportunities to draw on their full linguistic repertoire to use languages in action as meaning-making tools to learn, communicate, and create knowledge. As such, she is interested in translanguaging pedagogies that value bi-multilingualism and biliteracy. Dr. Ramos has contributed to scholarship around genre pedagogy, as informed by systemic functional linguistics, and pursues scholarship in disciplinary literacy, critical literacy, and multiliteracies practices.
Additionally, she seeks to contribute to the current knowledge base around enhancing preservice and in-service teachers’ pedagogical expertise for fostering PreK-12 learners' global and intercultural competence to support their preparation for life and work in a globalized, just, and sustainable world. Dr. Ramos has presented her work at international, national, state, and local conferences including TESOL, CIES, ECER, ACTFL, CARLA, and NABE as well as VAC-TE, VATESOL, and WATESOL.
Current Research Projects:
S. Kim (Co-PI) & K. Ramos (Co-PI). Multiliteracies in Motion in Science (MMS) (awarded spring 2020). Sponsoring Organization: George Mason University, College of Education and Human Development. A qualitative case study investigating the way that science teachers of upper elementary English learners (ELs) can be supported to recognize the centrality of multiple modalities in PreK-12 STEM instruction through integrating mulitliteracies experiences into instructional design.
S. Kim (PI) and K. Ramos, (Co-PI). Perceptions and Practices of English Education among Korean Teachers of English in K-12 Schools (spring 2020 – present). Mixed methods case study to investigate perceptions and practices of secondary English as a Foreign Language (EFL) teachers in South Korea.
K. Ramos (PI). Teaching for Global Competence. (fall 2018-present). Action research study investigating preservice and current teachers' knowledge, disposition, and skills for teaching for global competence (TfGC).
A. Hutchison (PI), J. Shin, K. Ramos, R. Dovi, C. Dovi. Coding to Learn: Enabling Primary Students to Experience a New Approach to English Learning (C2L). Education Bureau, Native-Speaking English Teacher Section, Curriculum Development Institute, The Government of the Hong Kong Special Administrative Region, The People’s Republic of China. June 2018 – January 2020.
Gilbert, A., & Ramos, K. (2021). “We learned together:” Amplifying the impact of international experience for pre-service teachers through cross program collaboration. In L. Baecher (Ed.), Study abroad for pre- and in-service teachers: Transformative learning on a global scale (pp. 181-196). Routledge.
Kim, S., Ramos, K. A., Chung, H., & Choi, S. (2020). Integrating Critical Multiliteracies Pedagogy in ESL/EFL Teaching. Journal of English Learner Education. (11)1. 54-82. https://stars.library.ucf.edu/jele/vol11/iss1/4/
Ramos, K., Wolf, E. & Hauber-Özer, M. (in press). Teaching for global competence: A responsibility of teacher educators. Journal of Research in Childhood Education.
Hauber-Özer, M. & Ramos, K. (2020). Preparing teachers to work with refugee children through action research. In N. Pettitt, R. Farrelly, & A. Elson (Eds.) Bridging theory and
practice (pp. 43-61). LESLLA.
Ramos, K. A. (2019). A genre-based approach to teaching argument writing. In L. C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveira (Eds.), Approaches to teaching the content areas to English language learners in secondary schools. New York: Springer.
Ramos, K. A. (2018). Preparing teachers for English learners in rural settings. In J. Sharkey & M. M. Peercy (Eds.), Self-study of language and literacy teacher education practices across culturally and linguistically diverse contexts. United Kingdom: Emerald Press.
Ramos, K.A., & Mattix Foster, A.A. (2017). Bridging the gap: Building teachers’ capacity for developing language, literacy, and content learning. International Schools Journal, XXXVII(1), 58-66.
Ramos, K.A. (2017). Tackling a tough task: Teaching today's teachers to teach English learners. International Journal of Teaching & Learning in Higher Education, 29(3), 471-489.
Mattix Foster, A.A. & Ramos, K. (2017). Advocating for English learners. Association for Childhood Education International, Early Years Bulletin, 4(4), 5-7. http://www.acei.org/early-years-bulletin-1/
Ramos, K.A. & Mattix Foster, A. A. (2016). Connecting home and school for English language learners. Association for Childhood Education International, Early Years Bulletin,4(2), 11-12. http://www.acei.org/early-years-bulletin-1
Ramos, K.A. (2015). Using genre pedagogy to teach adolescent English learners to writeacademic persuasive essays. Journal of Education, 195(2), 19-35.
Ramos, K. A. (2014). Teaching adolescent ELs to write academic-style persuasive essays.Journal of Adolescent & Adult Literacy, 57(8), 655-665.
Kim, S., Ramos, K., Chung, H., & Choi, S. (2020, October). Developing critical and multiliteracies pedagogy in ESOL/EFL/EAL contexts. Workshop presented at the fall virtual meeting of the Washington Area Teachers of English to Speakers of Other Languages (WATESOL), Washington, DC.
Ramos, K., Hauerwas, L., Schneider, S., Gustafson, G., Tanghe, S., & Guler, N. (2020, February). Our case stories around globalizing teacher education: What? Why? How? Annual meeting of American Association of Colleges for Teacher Education (AACTE) in Atlanta, GA.
Ramos, K. (2019, September). Reading the world of refugees to teach for global competence. Workshop present at the annual meeting of Virgina Teachers of English to Speakers of Other Languages (VATESOL), Charlottesvile, VA.
Ramos, K., & van der Kooij Skinstad, K. (2019, September). Internationalizing the curriculum in teacher education to foster global competence and social justice. Paper presented at the annual meeting of European Conference on Educational Research (ECER) in Hamburg, Germany.
Ramos, K. (2019, April). A teacher educator’s effort to approach the critical work of integrating teaching for global competence in a teacher education course. Paper presented at the annual meeting of Comparative International Education Society (CIES), San Francisco, CA.
Ramos, K., & van der Kooij Skinstad, K. (2018, October). Building global competence in PK-12 classrooms through global thinking routines. Workshop presented at the fall meeting of the Washington Area Teachers of English to Speakers of Other Languages (WATESOL), Washington, DC.
Ramos, K. (2018, September). Practical strategies for globalizing the classroom: Why it matters and how to get started. Workshop presented at Tri-Association 37th Annual Educators’ Conference, Santo Domingo, Dominican Republic.
Ramos, K., & Liu, Y. (April, 2018). Engaging young adult EFL/ESL learners in meaning-making tasks. Workshop presented at the annual meeting of the Conference onLanguage, Learning, and Culture (CLLC), Fairfax, VA.
Ramos, K. (March, 2018). Strengthening the academic language and literacy practices of adolescent English learners from the global south in the global north. Paper presented at the annual meeting of Comparative International Education Society (CIES), Mexico City, Mexico.
Ramos, K., & Wolf, E. (2017, October). Using an online collaboration tool to engage adolescent ELLs in meaningful peer-to-peer feedback. Workshop presented at the fall meeting of the Washington Area Teachers of English to Speakers of Other Languages (WATESOL), Washington, DC.
Ramos, K. (2017, April). Developing teachers’ understanding of pedagogical language knowledge and disciplinary literacy practices. Workshop presented at the annual meeting of the Conference on Language, Learning, and Culture (CLLC), Fairfax, VA.
Mattix Foster, A. A. & Ramos, K. (2017, March). Preparing teachers to advocate for equity for PK-12 English learners at home and abroad. Workshop presented at the annual meeting of the Virginia Association of College Teachers and Educators (VACTE), Williamsburg, VA.
Ramos, K. (2017, March). Teaching pre-service teachers to teach ELs in monolingual and monocultural areas: Thinking outside the box. Workshop presented at the annual meeting of the Virginia Association of College Teachers and Educators (VACTE), Williamsburg, VA.
Ramos, K. & Zhang, Y. (2016, April). Traversing borders: Building bridges to disciplinary literacy practices through genre pedagogy. Workshop presented at the annual meeting of Teaching English to Speakers of Other Languages (TESOL), Baltimore, MD.
Ramos, K. (2015, March). Teaching adolescent ELs to write academic-style persuasive essays. Paper presented at the annual meeting of Teaching English to Speakers of Other Languages (TESOL), Toronto, Canada.
Ramos, K. (2015, March). Teaching adolescent English learners to write academic-style persuasive essays. Paper presented at the annual meeting of National Association for Bilingual Education (NABE), Las Vegas, NV.
Ramos, K. (2014, October). Making it real: Creating campus connections between pre-service teachers and their ESL peers. Workshop presented at the fall meeting of Pennsylvania Council of Teacher Education (PAC-TE), Harrisburg, PA.
Ramos, K. & Aguilar-Francis, S. (2013, November). Employing a genre-based approach to teaching adolescent English language learners to write persuasive argument essays. Paper presented at the annual meeting of American Council of Teachers of Foreign Languages (ACTFL), Orlando, FL.
Ramos, K. (2013, May). Employing a genre-based approach to teaching adolescent English language learners to write persuasive argument essays. Workshop presented at the annual meeting of the New Jersey Writing Alliance, Edison, NJ.
Ramos, K. (2011, May). Pre-service and in-service teachers' attitudes and beliefs regarding language-based pedagogy. Paper presented at the annual meeting of the Center for Advanced Research on Language Acquisition (CARLA), Minneapolis, MN.
Ramos, K. (March, 2020). Panel Discussion for Recently Promoted Faculty. Panel participant for Professional Development Committee, College of Education and Human Development, George Mason University, Fairfax, VA.
Ramos, K. (October, 2019). Teaching philosophy in the U.S. and Innovative Teaching Methods. Presentation for principal and educator delegation from Zhengzhou Province, George Mason University, Fairfax, VA.
Ramos, K. (2019, January). Introduction of teaching philosophy and curriculum design in the U.S. Presentation for Shaanxi Province K-12 educators, George Mason University, Fairfax, VA.
Ramos, K. (2018, April). Transforming teaching and learning for English learners. Presentations for Greater Washington Reading Council (GWRC), Arlington, VA and Loudoun, VA.
Ramos, K. (2018, February). Integrating global perspectives in language teaching & learning. Workshop presented to TEA International Educators, George Mason University, Fairfax, VA.
Ramos, K. (2017, October). Best practices in reading instruction for adolescent ELs from diverse cultural and linguistic background. Presentation for International Institute of Islamic Thought (IIIT), Herndon, VA.
Ramos, K. (2017, March). Preparing pre-service teachers to teach English learners in monolingual and mono-cultural areas: A self-study. Presentation for Center for International Education Open GATE collaboration between George Mason University and Oslo and Akershus University College, Fairfax, VA.
Ramos, K. (2017, February). How do U.S. K-12 Schools promote and improve educational quality. Workshop presented for Changping Teachers Program, George Mason University, Fairfax, VA.
Ramos, K. (2017, February). Using technology to enhance instruction for diverse learners. Workshop presented for Changping Teachers Program, George Mason University, Fairfax, VA.
- School of Education
- Division of Advanced Professional Teacher Development and International Education
- Teaching Culturally, Linguistically Diverse & Exceptional Learners
- Advanced Studies in Teaching and Learning
- Secondary Education 6-12
- Elementary Education PK-6
- Center for International Education
- Center for Social Equity Through Science Education
- Global Online Teacher Education Center
- Methods for Teaching PK-6 English Learners in Inclusive Classrooms (EDCI 423)
- Bilingualism and Language Acquisition Research (EDCI 516)
- Research and Practice with Bi-Multilingual Learners (EDCI 583)
- Supporting English Learners in PK-12 Schools (EDCI 630)
- Research to Practice (EDCI 777)
- Content Literacy for English Language Learners, PK-12 (EDRD 610)
- Educating Diverse and Exceptional Learners (EDUC 301)
- Curriculum and Instruction – Teaching All Learners (EDUC 502)
- Introduction to Culturally & Linguistically Diverse Learners (EDUC 537)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)