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Gloria Park

Indiana University of Pennsylvania, English, Faculty Member

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Professor in the Graduate Studies in Composition and Applied Linguistics house in English Department at IUP. Research and teaching interests focus on language teacher identity and development, critical pedagogy, and women mothers in academia.
Phone: 724-357-3095
Address: Indiana University of Pennsylvania
Graduate Studies in Composition & TESOL
English Department
Indiana, PA 15701

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Papers by Gloria Park

Storytelling as an outlet for restoration and peacebuilding: An introduction to the Special Issue

TESOL Journal

Exploring the Interplay of Cultural Capi

This paper captures the life histories of two West African pre-service teachers pursuing their ed... more This paper captures the life histories of two West African pre-service teachers pursuing their education in the United States. Based on a larger study examining the life histories of 45 undergraduate pre-service teachers, these narratives focus specifically on international student experiences in the US. Grounded in Bourdieu's theory of habitus, capital, and field, the life histories of Bakar and Selma illustrate how their capital and habitus become contingent on the field(s) (i.e. sites, time, and agents within a specific context) in which they are situated. The narratives of Bakar and Selma captured their early educational experiences, teacher preparation practices, and future possibilities as they moved in and out of different fields where the exchange of capital occurred, which then led to restructuring and/or de-valuerization of certain habitus. The experiences of Bakar and Selma heighten our awareness of the capital and habitus deployed in a variety of contextsfieldsin the US and elsewhere. We conclude by incorporating discussion focused on working with international teacher candidates.

Critical Pedagogy in the Language and Writing Classroom

Routledge eBooks, Mar 6, 2023

$Research paper thumbnail of In This Issue [of \u3ci\u3eTESOL Quarterly\u3c/i\u3e, on Language Teacher Identity]$

In This Issue [of \u3ci\u3eTESOL Quarterly\u3c/i\u3e, on Language Teacher Identity]

Our decision to propose a special issue of TESOL Quarterly on language teacher identity (LTI) gre... more Our decision to propose a special issue of TESOL Quarterly on language teacher identity (LTI) grew out of our growing recognition of the profound embeddedness of LTI within the research, teaching, and policy practices of (multi)lingual professionals and the immense interest generated by LTI work within the disciplines that engage with language education. We use (multi) in (multi)lingual to underscore our desire to move beyond a monolingual lens in TESOL and to highlight potential extensions to the notion of multilingualism, such as (pluri), (trans), (ethno), and (racio). This allows us to complicate the ever-changing, situated, and fluid nature of LTI beyond the essentialist categories often associated with the profession. These extensions, in particular, acknowledge language teachers (LTs) as denizens and creators of conversational borderlands (Anzaldúa, 1987). As such, each of us came to our individual understandings of this embeddedness in our personal and professional lives by d...

Critical Perspectives on English Language Teaching and Research: Apush toward Interdisciplinary Scholarship in the Era of Globalization

There is an urgent need to examine how the emergence of globalization is influencing the ways the... more There is an urgent need to examine how the emergence of globalization is influencing the ways the English language is perceived, learned, and taught across multiple disciplines as multilingual students and their multilingual identities become the norm. This urgency goes beyond the walls of TESOL since working with multilingual students becomes interdisciplinary work of language education, teacher education, composition, and writing center education. One area of teaching and scholarship that is burgeoning is World Englishes (WEs) and how issues connected to WEs help us to (re)conceptualize what we teach and how we teach English as an international language (Bolton, 2005; Canagarajah, 2006; Downs and Wardle, 2007; Horner and Trimbur, 2002; Jenkins, 2009; Kachru and Nelson, 2006; Seargeant, 2008). Another area of growth in teaching and scholarship is how specific disciplines deconstruct 'best practices and best methods.' What constitutes 'best practices and best methods&#39...

“Build[ing] something which alone we could not have done”: International collaborative teaching and learning in language teacher education

System, 2016

Abstract Building on calls to internationalize teacher education and recognizing the under-explor... more Abstract Building on calls to internationalize teacher education and recognizing the under-explored value of international collaboration, we discuss an international collaborative project (ICP) developed and facilitated by two teacher-educators in South Korea and the United States. The study focuses on the teacher-educators' implementation of the ICP as well as four graduate students' experiences with the collaboration. Data from graduate students' written reflections, individual interviews, e-mail messages, course blogs, and teacher-educators' observation reflection journals inform the study. Positioning theory is utilized as an analytical framework to explore the graduate students' intergroup interactions in the project and how these cooperative experiences and positioning patterns facilitated co-construction of meanings. Results indicate the international collaboration enhanced graduate students' intercultural competences and stimulated perspective transformations. Based on findings which emerged from the collaboration, pedagogical considerations for teacher-educators interested in implementing international collaborations are provided.

Introduction to Teacher Training and Professional Development

The TESOL Encyclopedia of English Language Teaching, 2018

Gender and NNESTs

The TESOL Encyclopedia of English Language Teaching

13 Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Preservice English Language Teachers

Transnational Research in English Language Teaching

Complementary and Contradictory Visions of Epistemic Justice in World Englishes Graduate Seminars: A Dialogue

Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction, 2017

This chapter begins with a dialog between two educators and their experiences teaching a World En... more This chapter begins with a dialog between two educators and their experiences teaching a World Englishes seminar in a Composition & TESOL graduate program. The dialog examines complementary and conflicting visions for how concepts in World Englishes can promote epistemic justice and social equity. The authors consider how their identities as a female “non-native” English speaker of color and a White, male, “native” English speaker impacted their beliefs, goals, and approaches to teaching a World Englishes course. In the second half of the chapter, the first author offers reflections on his efforts to facilitate direct engagement with linguistic and cultural difference and the ways that a sensory-based pedagogy might extend classical and contemporary depictions of language variation. The authors conclude by considering the relationship between “critical” and “sensory” practices in the classroom in light of larger epistemological, disciplinary, and institutional realities in twenty-first century academia.

UC Berkeley L2 Journal Title My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our Teacher Scholarship Publication Date My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our Teacher Scholarship

In this paper, I highlight four distinct but interconnected areas of my life history that I refer... more In this paper, I highlight four distinct but interconnected areas of my life history that I refer to as autobiographic poetic waves. These waves are layered with the complex underpinning of racial, linguistic, gendered, classed, and professional identity politics that continue to not only liberate but also subjugate me at times. These autobiographic poetic waves highlight my experiences as a hyphenated Korean-American woman living in the midst of discourses that continue to privilege dominant ideologies that contradict my lived experiences, yet permeate through every fiber of my being as a member of the academic community. Hence, I focus on two questions: In what ways, do I perceive and understand my lived experiences as a Korean-American, second language writer, English teacher, teacher-scholar, and Mama PhD? And, how can my understanding of these lived experiences further influence the work I do as a teacher-educator? Learning from and moved by the work of Hanauer (2012a, 2012b, 2013), my autobiographical-poetic rendition is an epistemological and ontological revolution that involves understanding my life history as four distinct but interconnected waves: (1) Immigration and Emergence of Hyphenated Identities; (2) Legitimization of the Hyphenated Identities in Higher Education; (3) Epistemological and Ontological Revolution; (4) Perception of Mama PhDs. These waves are interspersed with an extended version of the poem, Untitled, I wrote in 1984. I focus on the loss, divide, privileges, disenfranchisement, and identity that have permeated my life history since my family's immigration. I conclude with implications for the field of TESOL teacher education. _______________ Untitled 1 There is a garden Full of beautiful Chrysanthemums Different colors And heights There is another garden Full of red roses As red as the loss of love I have walked The path between these 1 This is a poem I wrote in 1984 as part of a course assignment.

4. Where Privilege Meets Marginalization in Han Nah's Lived Experiences: Navigating her Multiple Gendered Identities

Raising awareness of diversity and social (in)justice issues in undergraduate research writing: understanding students and their lives via connecting teaching and research

Journal of pedagogic development, 2015

Inspired by my own experiences as an undergraduate writing student who did not see a connection b... more Inspired by my own experiences as an undergraduate writing student who did not see a connection between my life and the topics of the courses, this article details my first ventures into designing and teaching sections of a research writing class, entitled Researching Writing: Raising Awareness of Diversity and Social Justice Issues within and Beyond our Lives . The purpose of this course was to promote issues of diversity and social (in)justice in a required liberal studies course. Interview data from undergraduate women students who participated in this research writing course from 2009-2011 were explored in order to uncover their experiences in the class and understand what they found effective or ineffective. The findings indicated that most of the students appreciated being able to choose their own research topic, and also found chunking parts of the research project more effective for understanding the research process. Although engaging students in research and course activ...

‘If you learn about these issues, you're going to learn...more about yourself and things that you come in contact with every day’: Engaging undergraduate students in meaningful literacy in a research writing course

Journal of pedagogic development, 2015

This study explores the experiences of undergraduate students enrolled in a required research wri... more This study explores the experiences of undergraduate students enrolled in a required research writing class that focused on the topics of social (in)justice and diversity and which allowed students to conduct their own empirical research. In order to investigate their experiences with the topics and with the empirical research project, we employed the use of interviews and analyzed the data by organizing it by themes. Short narrative profiles of eight of the participants that we focus on for this study are provided. From the participants’ experiences, we also explore two themes: students’ engagement with social (in)justice in a required undergraduate writing course and incorporating empirical research in a required research writing course. Finally, we provide implications for teaching and teaching writing.

In This Issue [of TESOL Quarterly , on Language Teacher Identity]

If the commitment to identity is not just a metaphysical proposition but a serious recognition th... more If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) Our decision to propose a special issue of TESOL Quarterly on language teacher identity (LTI) grew out of our growing recognition of the profound embeddedness of LTI within the research, teaching, and policy practices of (multi)lingual professionals and the immense interest generated by LTI work within the disciplines that engage with language education. We use (multi) in (multi)lingual to underscore our desire to move beyond a monolingual lens in TESOL and to highlight potential extensions to the notion of multilingualism, such as (pluri), (trans), (ethno), and (racio). This allows us to complicate the digitalcommons.unl.edu

Helping students connect: architecting learning spaces for experiential and transactional reflection

Journal of pedagogic development, 2014

Given the complex and varied contexts that inform students’ consciousness and occasion their lear... more Given the complex and varied contexts that inform students’ consciousness and occasion their learning, learning spaces are more than physical and virtual spaces. Learning spaces are also a range of situations sedimented in our continuum of experiences that shape our philosophical orientations. As such, this article, written from the perspectives of two faculty members in an English department at a four-year public university, describes our efforts to do the following. First, to draw upon models of instructional design we have experienced in our own educational backgrounds; and equally importantly, to develop learning spaces that support learning that is continuous, situated, and personal. Specifically, we critique the ways in which learning has been segregated from the rest of our life contexts for us throughout our educational histories. The irony is that this de-segregation has motivated us to create diverse learning spaces that provide our students with a more realistic set of to...

[JLIE_783BR] Review of Fogle's (2012) Second Language Socialization

Journal of Language Identity and Education, 2014

“I, too, am afraid for my son and myself …”: A mother in academia speaks out

TESOL Journal, 2021

Promoting Reflexivity During the COVID-19 Pandemic

American Journal of Qualitative Research, 2021

Reflexivity is a concept that is pivotal in understanding and conducting qualitative inquiry but ... more Reflexivity is a concept that is pivotal in understanding and conducting qualitative inquiry but can be relevant to the teacher identities as they shuttle between what they do as teachers and how they engage with participants in conducting research. In the Notes from the Field article, the authors, Maribel Greene and Gloria Park (a doctoral student working on a research project with doctoral program peers and a graduate faculty member teaching the qualitative research course, respectively) focus on a research-oriented concept of reflexivity to bring about more awareness around their roles and responsibilities as an emerging qualitative researcher (Greene) and a graduate faculty member (Park) working with individuals from diverse contexts. In addition to highlighting reflexivity in their respective roles and responsibilities, the authors document the unprecedented influence the COVID-19 pandemic has had on their work. In this collaborative reflective piece, they discuss their positionalities and reflect on the role of reflexivity not just in their research but as a tool to navigate their experiences during the COVID-19 pandemic. The authors highlight the importance of (1) being vulnerable; (2) looking more inward in what they do as a researcher and a graduate faculty member; and (3) taking risks in being reflexive to better understand their respective roles. The authors conclude with a list of critical questions and insights inviting readers to find ways to carry on the commitment to integrate reflexivity in working with individuals from diverse backgrounds in both teaching and research contexts.

“It Is More Expressive for Me”: A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry

TESOL Quarterly, 2019

Storytelling as an outlet for restoration and peacebuilding: An introduction to the Special Issue

TESOL Journal

Exploring the Interplay of Cultural Capi

This paper captures the life histories of two West African pre-service teachers pursuing their ed... more This paper captures the life histories of two West African pre-service teachers pursuing their education in the United States. Based on a larger study examining the life histories of 45 undergraduate pre-service teachers, these narratives focus specifically on international student experiences in the US. Grounded in Bourdieu's theory of habitus, capital, and field, the life histories of Bakar and Selma illustrate how their capital and habitus become contingent on the field(s) (i.e. sites, time, and agents within a specific context) in which they are situated. The narratives of Bakar and Selma captured their early educational experiences, teacher preparation practices, and future possibilities as they moved in and out of different fields where the exchange of capital occurred, which then led to restructuring and/or de-valuerization of certain habitus. The experiences of Bakar and Selma heighten our awareness of the capital and habitus deployed in a variety of contextsfieldsin the US and elsewhere. We conclude by incorporating discussion focused on working with international teacher candidates.

Critical Pedagogy in the Language and Writing Classroom

Routledge eBooks, Mar 6, 2023

$Research paper thumbnail of In This Issue [of \u3ci\u3eTESOL Quarterly\u3c/i\u3e, on Language Teacher Identity]$

In This Issue [of \u3ci\u3eTESOL Quarterly\u3c/i\u3e, on Language Teacher Identity]

Our decision to propose a special issue of TESOL Quarterly on language teacher identity (LTI) gre... more Our decision to propose a special issue of TESOL Quarterly on language teacher identity (LTI) grew out of our growing recognition of the profound embeddedness of LTI within the research, teaching, and policy practices of (multi)lingual professionals and the immense interest generated by LTI work within the disciplines that engage with language education. We use (multi) in (multi)lingual to underscore our desire to move beyond a monolingual lens in TESOL and to highlight potential extensions to the notion of multilingualism, such as (pluri), (trans), (ethno), and (racio). This allows us to complicate the ever-changing, situated, and fluid nature of LTI beyond the essentialist categories often associated with the profession. These extensions, in particular, acknowledge language teachers (LTs) as denizens and creators of conversational borderlands (Anzaldúa, 1987). As such, each of us came to our individual understandings of this embeddedness in our personal and professional lives by d...

Critical Perspectives on English Language Teaching and Research: Apush toward Interdisciplinary Scholarship in the Era of Globalization

There is an urgent need to examine how the emergence of globalization is influencing the ways the... more There is an urgent need to examine how the emergence of globalization is influencing the ways the English language is perceived, learned, and taught across multiple disciplines as multilingual students and their multilingual identities become the norm. This urgency goes beyond the walls of TESOL since working with multilingual students becomes interdisciplinary work of language education, teacher education, composition, and writing center education. One area of teaching and scholarship that is burgeoning is World Englishes (WEs) and how issues connected to WEs help us to (re)conceptualize what we teach and how we teach English as an international language (Bolton, 2005; Canagarajah, 2006; Downs and Wardle, 2007; Horner and Trimbur, 2002; Jenkins, 2009; Kachru and Nelson, 2006; Seargeant, 2008). Another area of growth in teaching and scholarship is how specific disciplines deconstruct 'best practices and best methods.' What constitutes 'best practices and best methods&#39...

“Build[ing] something which alone we could not have done”: International collaborative teaching and learning in language teacher education

System, 2016

Abstract Building on calls to internationalize teacher education and recognizing the under-explor... more Abstract Building on calls to internationalize teacher education and recognizing the under-explored value of international collaboration, we discuss an international collaborative project (ICP) developed and facilitated by two teacher-educators in South Korea and the United States. The study focuses on the teacher-educators' implementation of the ICP as well as four graduate students' experiences with the collaboration. Data from graduate students' written reflections, individual interviews, e-mail messages, course blogs, and teacher-educators' observation reflection journals inform the study. Positioning theory is utilized as an analytical framework to explore the graduate students' intergroup interactions in the project and how these cooperative experiences and positioning patterns facilitated co-construction of meanings. Results indicate the international collaboration enhanced graduate students' intercultural competences and stimulated perspective transformations. Based on findings which emerged from the collaboration, pedagogical considerations for teacher-educators interested in implementing international collaborations are provided.

Introduction to Teacher Training and Professional Development

The TESOL Encyclopedia of English Language Teaching, 2018

Gender and NNESTs

The TESOL Encyclopedia of English Language Teaching

13 Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Preservice English Language Teachers

Transnational Research in English Language Teaching

Complementary and Contradictory Visions of Epistemic Justice in World Englishes Graduate Seminars: A Dialogue

Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction, 2017

This chapter begins with a dialog between two educators and their experiences teaching a World En... more This chapter begins with a dialog between two educators and their experiences teaching a World Englishes seminar in a Composition & TESOL graduate program. The dialog examines complementary and conflicting visions for how concepts in World Englishes can promote epistemic justice and social equity. The authors consider how their identities as a female “non-native” English speaker of color and a White, male, “native” English speaker impacted their beliefs, goals, and approaches to teaching a World Englishes course. In the second half of the chapter, the first author offers reflections on his efforts to facilitate direct engagement with linguistic and cultural difference and the ways that a sensory-based pedagogy might extend classical and contemporary depictions of language variation. The authors conclude by considering the relationship between “critical” and “sensory” practices in the classroom in light of larger epistemological, disciplinary, and institutional realities in twenty-first century academia.

UC Berkeley L2 Journal Title My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our Teacher Scholarship Publication Date My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our Teacher Scholarship

In this paper, I highlight four distinct but interconnected areas of my life history that I refer... more In this paper, I highlight four distinct but interconnected areas of my life history that I refer to as autobiographic poetic waves. These waves are layered with the complex underpinning of racial, linguistic, gendered, classed, and professional identity politics that continue to not only liberate but also subjugate me at times. These autobiographic poetic waves highlight my experiences as a hyphenated Korean-American woman living in the midst of discourses that continue to privilege dominant ideologies that contradict my lived experiences, yet permeate through every fiber of my being as a member of the academic community. Hence, I focus on two questions: In what ways, do I perceive and understand my lived experiences as a Korean-American, second language writer, English teacher, teacher-scholar, and Mama PhD? And, how can my understanding of these lived experiences further influence the work I do as a teacher-educator? Learning from and moved by the work of Hanauer (2012a, 2012b, 2013), my autobiographical-poetic rendition is an epistemological and ontological revolution that involves understanding my life history as four distinct but interconnected waves: (1) Immigration and Emergence of Hyphenated Identities; (2) Legitimization of the Hyphenated Identities in Higher Education; (3) Epistemological and Ontological Revolution; (4) Perception of Mama PhDs. These waves are interspersed with an extended version of the poem, Untitled, I wrote in 1984. I focus on the loss, divide, privileges, disenfranchisement, and identity that have permeated my life history since my family's immigration. I conclude with implications for the field of TESOL teacher education. _______________ Untitled 1 There is a garden Full of beautiful Chrysanthemums Different colors And heights There is another garden Full of red roses As red as the loss of love I have walked The path between these 1 This is a poem I wrote in 1984 as part of a course assignment.

4. Where Privilege Meets Marginalization in Han Nah's Lived Experiences: Navigating her Multiple Gendered Identities

Raising awareness of diversity and social (in)justice issues in undergraduate research writing: understanding students and their lives via connecting teaching and research

Journal of pedagogic development, 2015

Inspired by my own experiences as an undergraduate writing student who did not see a connection b... more Inspired by my own experiences as an undergraduate writing student who did not see a connection between my life and the topics of the courses, this article details my first ventures into designing and teaching sections of a research writing class, entitled Researching Writing: Raising Awareness of Diversity and Social Justice Issues within and Beyond our Lives . The purpose of this course was to promote issues of diversity and social (in)justice in a required liberal studies course. Interview data from undergraduate women students who participated in this research writing course from 2009-2011 were explored in order to uncover their experiences in the class and understand what they found effective or ineffective. The findings indicated that most of the students appreciated being able to choose their own research topic, and also found chunking parts of the research project more effective for understanding the research process. Although engaging students in research and course activ...

‘If you learn about these issues, you're going to learn...more about yourself and things that you come in contact with every day’: Engaging undergraduate students in meaningful literacy in a research writing course

Journal of pedagogic development, 2015

This study explores the experiences of undergraduate students enrolled in a required research wri... more This study explores the experiences of undergraduate students enrolled in a required research writing class that focused on the topics of social (in)justice and diversity and which allowed students to conduct their own empirical research. In order to investigate their experiences with the topics and with the empirical research project, we employed the use of interviews and analyzed the data by organizing it by themes. Short narrative profiles of eight of the participants that we focus on for this study are provided. From the participants’ experiences, we also explore two themes: students’ engagement with social (in)justice in a required undergraduate writing course and incorporating empirical research in a required research writing course. Finally, we provide implications for teaching and teaching writing.

In This Issue [of TESOL Quarterly , on Language Teacher Identity]

If the commitment to identity is not just a metaphysical proposition but a serious recognition th... more If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) Our decision to propose a special issue of TESOL Quarterly on language teacher identity (LTI) grew out of our growing recognition of the profound embeddedness of LTI within the research, teaching, and policy practices of (multi)lingual professionals and the immense interest generated by LTI work within the disciplines that engage with language education. We use (multi) in (multi)lingual to underscore our desire to move beyond a monolingual lens in TESOL and to highlight potential extensions to the notion of multilingualism, such as (pluri), (trans), (ethno), and (racio). This allows us to complicate the digitalcommons.unl.edu

Helping students connect: architecting learning spaces for experiential and transactional reflection

Journal of pedagogic development, 2014

Given the complex and varied contexts that inform students’ consciousness and occasion their lear... more Given the complex and varied contexts that inform students’ consciousness and occasion their learning, learning spaces are more than physical and virtual spaces. Learning spaces are also a range of situations sedimented in our continuum of experiences that shape our philosophical orientations. As such, this article, written from the perspectives of two faculty members in an English department at a four-year public university, describes our efforts to do the following. First, to draw upon models of instructional design we have experienced in our own educational backgrounds; and equally importantly, to develop learning spaces that support learning that is continuous, situated, and personal. Specifically, we critique the ways in which learning has been segregated from the rest of our life contexts for us throughout our educational histories. The irony is that this de-segregation has motivated us to create diverse learning spaces that provide our students with a more realistic set of to...

[JLIE_783BR] Review of Fogle's (2012) Second Language Socialization

Journal of Language Identity and Education, 2014

“I, too, am afraid for my son and myself …”: A mother in academia speaks out

TESOL Journal, 2021

Promoting Reflexivity During the COVID-19 Pandemic

American Journal of Qualitative Research, 2021

Reflexivity is a concept that is pivotal in understanding and conducting qualitative inquiry but ... more Reflexivity is a concept that is pivotal in understanding and conducting qualitative inquiry but can be relevant to the teacher identities as they shuttle between what they do as teachers and how they engage with participants in conducting research. In the Notes from the Field article, the authors, Maribel Greene and Gloria Park (a doctoral student working on a research project with doctoral program peers and a graduate faculty member teaching the qualitative research course, respectively) focus on a research-oriented concept of reflexivity to bring about more awareness around their roles and responsibilities as an emerging qualitative researcher (Greene) and a graduate faculty member (Park) working with individuals from diverse contexts. In addition to highlighting reflexivity in their respective roles and responsibilities, the authors document the unprecedented influence the COVID-19 pandemic has had on their work. In this collaborative reflective piece, they discuss their positionalities and reflect on the role of reflexivity not just in their research but as a tool to navigate their experiences during the COVID-19 pandemic. The authors highlight the importance of (1) being vulnerable; (2) looking more inward in what they do as a researcher and a graduate faculty member; and (3) taking risks in being reflexive to better understand their respective roles. The authors conclude with a list of critical questions and insights inviting readers to find ways to carry on the commitment to integrate reflexivity in working with individuals from diverse backgrounds in both teaching and research contexts.

“It Is More Expressive for Me”: A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry

TESOL Quarterly, 2019