Dr. Sujin Kim
PhD, Education, University of Missouri
Teaching Culturally, Linguistically Diverse & Exceptional Learners
Center for International Education
Global Online Teacher Education Center
Phone: (703) 993-5271
Fax: (703) 993-9380
Email: skim222 (@gmu.edu)
George Mason University
Thompson Hall 2604
4400 University Dr.
Fairfax, VA 22030
- Teaching English to Speakers of Other Languages
- Translanguaging/ Multiliteracies/ New Media Literacy
- Immigrant Youth Identity Work
- Qualitative Research Methods/ Critical Discourse Analysis
Kim, S. (in press). Transmodalising pedagogy: Developing STEM disciplinary literacy for young emergent bilingual learners. Bilingual Research Journal.
Kim, S., & Choi, S. (2021). Teachers’ perceptions and practices of translanguaging for emergent bilinguals in U.S. multilingual classrooms. Translation and Translaguaging in Multilingual Contexts.
Kim, S. (2021). An autoethnography of trans-perspective development through translanguaging research and practice. In R. Jain, B. Yazan, & S. Canagarajah (Eds.), Transnational identities and practice in English language teaching: Critical inquiries from diverse practitioners. Multilingual Matters.
Song, K., Kim, S., & Preston, L. (2021). "No difference between African American, Immigrant, or White Childrens! They are all the same": Working toward developing teachers' raciolinguistic attitudes towards ELs." International Journal of Multicultural Education, 23(1), 47-66.
Kim, S., Dorner, L. M., & Song, K. H. (2021). Conceptualizing community translaguaging through a family literacy project. International Multilingual Research Journal.
Kim, S., & Dorner, L. (2021). School board and district responses to demographic change: Competing discourses of equity, competition, and community. Journal of Language, Identity, and Education, 20(4), 255-270.
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.
Kim, S., & Suh, J. (2020). Transmodalising for equitable mathematics instruction in multilingual classroom. Teaching for Excellence and Equity in Mathematics, 11(2), 35-42.
Slapac, A., & Kim, S. (2020). Creating culturally and linguistically responsive classroom communities in language immersion schools. In C. A. Huertas-Abril (Ed.), International perspectives on modern developments in early childhood education (pp. 77-94). Hershey, PA: IGI Global.
Slapac, A., Kim, S., & Coppersmith, S.A (2020). Preparing and enriching linguistically and culturally responsive educators through professional development. In A. Slapac & S.A. Coppersmith (Eds.), Beyond language learning instruction: Transformative supports for emergent bilinguals and educators (pp. 282-302). Hershey, PA: IGI Global.
Coppersmith, S., Song, K. H., & Kim, S. (2019). In-service and pre-service teachers’ perceptions of transformation and observed classroom teaching practices to become linguistically and culturally responsive content teachers. Journal of Transformative Learning, 6(2), 7-26.
Song, K. H., Kim, S., & Zhao, Y. (2019). Manifesting multi-dimensional creativity in a technology-mediated online TESOL practicum course. TESOL Journal.
Kim, S. (2018). Migrant youth identity work in transnational mediascape: A case study of what it means to be Korean for migrant adolescents. Journal of Asian Pacific Communication, 28(2), 281-302.
Kim, S., Song, K. H., & Coppersmith, S. (2018). Creating an interactive virtual community of linguistically and culturally responsive content teacher-learners to serve English learners. Contemporary Issues in Technology and Teacher Education, 18(2), 442-466.
Kim, S.(2018). “It was kind of a given that we were all multilingual”: Transnational youth identity work in digital translanguaging. Linguistics and Education, 43, 39-52.
Dorner, L., Kim, S., Floros, A., & Mujanovic, M. (2017). “Everybody kind of looked at me like I was from Mars:” Preparing educators through qualitative service-research projects. International Journal of Qualitative Studies in Education, 30(7), 669-687.
Kim, S., & Slapac, A. (2015). Culturally responsive, transformative pedagogy in the transnational era: Critical perspectives. Educational Studies, 51(1), 17-27.
Slapac, A., & Kim, S.(2014). Intercultural conversations. Kappa Delta Pi Record, 50(1), 36-40.
Kim, S., & Dorner, L. M. (2014). “Everything is a spectrum:” Korean migrant youth identity work in the transnational borderland. In S. Spyrou, & M. Christou (Eds.), Children and borders(pp. 277-294). London: Palgrave Macmillan.
Kim, S., & Dorner, L. M. (2013). “I won’t talk about this here in America:” Sociocultural context of Korean English learners’ emotion speech in English. L2 Journal, 5(2), 43-67.
Ph.D. Education, University of Missouri-St. Louis
Dissertation: Korean migrant youth identity work in the transnational social field: A link between identity, transnationalism, and new media
M.A. English language and literature, Seoul National University
B.A. English language and literature, Seoul National University
- College of Education and Human Development
- School of Education
- Division of Advanced Professional Teacher Development and International Education
- Teaching Culturally, Linguistically Diverse & Exceptional Learners
- Center for International Education
- Center for Social Equity Through Science Education
- Research Methodology
- Global Online Teacher Education Center
- Linguistics for PreK-12 ESOL Teachers (EDCI 510)
- Methods of Teaching Culturally and Linguistically Diverse Learners (EDCI 519)
- Content Literacy in English Language Teaching (EDCI 587)
- Research to Practice (EDCI 777)
- Content Literacy for English Language Learners, PK-12 (EDRD 610)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)