Kim, Sujin | College of Education and Human Development

Phone: (703) 993-5271
Fax: (703) 993-9380
Email: skim222 (@gmu.edu)

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

View Sujin Kim's curriculum vitae in HTML format.

Dr. Sujin Kim is a transnational scholar and teacher educator in Teaching Culturally and Linguistically Diverse and Exceptional Learners Program in the College of Education and Human Development at George Mason University. Her main research interest includes content-language integrated education for multilingual learners, translanguaging/transmodalising pedagogy, and critical discourse studies in education.

Currently, Dr. Kim serves as the principal investigator of two externally funded grant projects:

Advancing Content-Integtrated Education for English Learners with a STEM Focus (ACE-STEM), a National Professional Development Grant project funded by U.S. Department of Education (2021-2026)
Transmodalising with Technology in Science (TTS), a Small Research Grant project funded by Spencer Foundation (2022-2024).

Projects ACE-STEM and TTS aim to enhance equitable education for diverse learners by building teachers' knowledge base and instructional capacity in content classrooms through cutting-edge theories and evidence-based pedagogical practices.

Teaching English to Speakers of Other Languages
Translanguaging/ Transmodalising Pedagogy
Multiliteracies/ New Media Literacy
Immigrant Youth Identity Work
Qualitative Research Methods/ Critical Discourse Analysis

Gu, D., & Kim, S. (2025). Critical discourse analysis of the terminology and definitions of multilingual learners across US policies vs. the WIDA ELD standards (New Window). Education Policy Analysis Archives 33(18), 1-22.

Park, J. Y., Kim, S., & Chen, X. (2024). Measurement invariance of the teachers’ awareness scale in content-integrated education for multilingual learners (New Window). Frontiers in Education, 9, 1-6.

Ramos, K. A., Kim, S., Chen, X., Langston, E., & Graville, C. (2024). Empowering upper elementary multilingual learners in science using infographics (New Window). In Tavares, V. (Ed.), Empowering language learners in a changing world through pedagogies of multiliteracies (pp. 207-228). Palgrave Macmillan.

Kim, S., Park, J., & Zhao, M. (2024). Content teachers’ beliefs and attitudes toward working with multilingual learners through integrative approaches (New Window). Frontiers in Education, 9, 1-14.

Dorner, L. M., & Kim, S. (2024). Language brokering from childhood to emerging adulthood: A study of citizenship becoming through a transliteracies framework (New Window). Journal of Language, Identity, and Education, 23(3), 409-423.

Kim, S., & Park, J. (2024). Critical awareness toward content-language integrated education for multilingual learners (CA-CIEML): A survey study about teachers’ ideological beliefs and attitudes (New Window). Language Awareness.

Song, Kim. H., Schultz, L., Child, G., Kim, S., & Dorner, L.M. (2023). Midwestern inservice teachers’ raciolinguistic mindsets and pedagogies for EBLs: Whose equity and excellence are we seeking? (New Window)TESOL Quarterly.

Dorner, M. L., Kim, S., Bonny, E., & Montes, I.C. (2023). Using critical discourse analysis to challenge and change educational practice and policy. (New Window) In M. D. Young, & S. Diem (Eds.), Handbook on critical approaches to education research. Rouledge.

Kim, S. (2023). Intersectional positionalities across gender, race, ethnicity and immigrant status in qualitative interviews. (New Window) International Journal of Qualitative Studies in Education.

Kim, S. (2021). Transmodalising pedagogy: Developing STEM disciplinary literacy for young emergent bilingual learners (New Window). Bilingual Research Journal.

Kim, S., & Choi, S. (2021). Teachers’ perceptions and practices of translanguaging for emergent bilinguals in U.S. multilingual classrooms (New Window). Translation and Translaguaging in Multilingual Contexts.

Kim, S. (2021). An autoethnography of trans-perspective development through translanguaging research and practice (New Window). 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." (New Window) 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 (New Window). International 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 community (New Window). 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 (New Window). Journal of English Learner Education, 11(1), 54-82.

Kim, S., & Suh, J. (2020). Transmodalising for equitable mathematics instruction in multilingual classroom (New Window) (PDF). 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 (New Window). Journal 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 (New Window). 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 course (New Window). TESOL Journal.

Kim, S. & Song, K. H. (2019). Designing a community translanguaging space within a family literacy project (New Window). The Reading Teacher, 73(3), 267-279. https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.1820

Kim, S. (2018). Migrant youth identity work in transnational mediascape: A case study of what it means to be Korean for migrant adolescents (New Window). 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 (New Window). 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. (New Window)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 (New Window). 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 (New Window). Educational Studies, 51(1), 17-27.

Slapac, A., & Kim, S.(2014). Intercultural conversations (New Window). 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 (New Window). 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. (New Window) L2 Journal, 5(2), 43-67.

Education

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, South Korea

B.A. English language and literature, Seoul National University, South Korea