College of Education and Human Development - George Mason University
Contact Information

Send email to Dr. Kim

Phone: (703) 993-5271
Fax: (703) 993-9380
Email: skim222 (

George Mason University
Fairfax Campus
Thompson Hall 2604
4400 University Dr.
MS 1E8
Fairfax, VA 22030

Research Interests
  • Teaching English to Speakers of Other Languages
  • Translanguaging/ Multiliteracies/ New Media Literacy 
  • Immigrant Youth Identity Work
  • Qualitative Research Methods/ Critical Discourse Analysis
Recent Publications

Kim, S. (2021). 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 projectInternational Multilingual Research Journal, 15(4), 293-316.

Kim, S., & Dorner, L. (2021). School board and district responses to demographic change: Competing discourses of equity, competition, and communityJournal 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 teachingJournal of English Learner Education, 11(1), 54-82.

Kim, S., & Suh, J. (2020). Transmodalising for equitable mathematics instruction in multilingual classroomTeaching 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 teachersJournal of Transformative Learning, 6(2), 7-26.

Bonney, E., Dorner, L. M., Trigos-Carrillo, L., Song, K. H., & Kim, S. (2019). Developing inclusive and multilingual family literacy events at diverse schools. In E. R. Crawford & L. M. Dorner (Eds.), Educational leadership of immigrants: Case studies in times of change. New York: Routledge.

Song, K. H., Kim, S., & Zhao, Y. (2019). Manifesting multi-dimensional creativity in a technology-mediated online TESOL practicum courseTESOL Journal.

Kim, S. & Song, K. H. (2019). Designing a community translanguaging space within a family literacy projectThe Reading Teacher, 73(3), 267-279.

Kim, S. (2018). Migrant youth identity work in transnational mediascape: A case study of what it means to be Korean for migrant adolescentsJournal 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 learnersContemporary 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 projectsInternational Journal of Qualitative Studies in Education, 30(7), 669-687.

Kim, S., & Slapac, A. (2015). Culturally responsive, transformative pedagogy in the transnational era: Critical perspectivesEducational Studies, 51(1), 17-27.

Slapac, A., & Kim, S.(2014). Intercultural conversationsKappa 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.

Other Information


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