What is it that you are most passionate about?
I am passionate about understanding what language means and does to the individuals in a globalizing world. Conversing and exploring most effective ways of learning and teaching language are even more fascinating.
What do you enjoy most about teaching and/or what excites you about being a professor at MIIS?
I enjoy greatly working with the students at MIIS because their eyes light up when I talk about what I am passionate about (above mentioned). It is cool to be a professor in a place like MIIS where all students, faculty, and staff truly embrace and cherish diversity, peace, and international citizenship.
Second/Foreign language teacher education
Second language acquisition
Research in learner identity and agency
Second language academic literacy development
• Working with Dr. Douglas H. Brown as a co-author to write the 4th edition of Teaching by principles: An interactive approach to language pedagogy, Pearson Education, Inc. which is the textbook of EDUC 8500 Principles and Practices of Language Teaching. The manuscript is in preparation to be released in 2015.
• Served as a reviewer of 2013 TESOL Award for Distinguished Research Review
• Recent refereed conference presentations:
Hedgcock, J. S. & Lee, H. (2013, May). Building genre knowledge in reflective practice: Literacy socialization in an MATESOL program. Paper presented at the CELC Symposium at the National University of Singapore, Singapore.
Lee, H. (2013, March). Rethinking writing struggles in study abroad context: Two international students’ narratives. Paper presented at the American Association of Applied Linguistics, Dallas, TX.
• Nominated for the 2011 Leslie Eliason Excellence in Teaching Award at MIIS
• Instructor, Fulbright English for Graduate Studies, MIIS: Taught Graduate Writing for Specific Purposes for Engineers and Publish Speaking for Academic Purposes
• Instructor, Custom Language Service (CLS), MIIS: Taught Korean language course
• Adjunct Faculty, Department of English and Communication, College of Saint Elizabeth, New Jersey, USA: Taught academic listening and speaking skills for international students (Levels 2 and 3)
• English Teacher, Family Literacy Program, University Settlement Society of New York, New York, USA: Taught intensive ESL courses to adult immigrants (ages between 20 to 65) in the Lower East Side of Manhattan in NY as a part of Family Literacy Program of University Settlement
• English Instructor/Tester, Language Centre at the University of L’Aquila, L’Aquila, Italy: Taught English language courses (level B1, B1+, B2) based on the Common European Framework of Reference (CEFR) for Languages of the European Council; Conducted English level tests such as PET (Preliminary English Test) and FCE (First Certificate in English) following CEFR
• Pedagogy Consultant/Language Teacher Trainer, Foreign Language Institute of Ottawa (FLIO), Ottawa, Ontario, Canada: Supervised instructors of Arabic, Asian and African languages at FLIO: FLIO offers 43 different foreign language training programs for the diplomatic corps and Members of Parliament of Canada collaborating with the Canadian Foreign Service Institute (CFSI)
• Korean Instructor/Tester, Foreign Language Institute of Ottawa, Ottawa, Ontario: Taught Korean language and culture to Canadian diplomats at CFSI; Designed training plans for Korean language courses; Administered two major language tests of CFSI (the social integration proficiency test & the professional proficiency test)
Ph.D. in Second Language Education, McGill University, Montreal, Canada
M.A. in Applied Linguistics, Carleton University, Ottawa, Canada
B.A. in English Language Education, Chung-Ang University, Seoul, Korea
Brown, H. D. & Lee, H. (Forthcoming). Teaching by principles: An interactive approach to language pedagogy (4rded). Pearson, ELT. Manuscript in preparation.
Lee, H. (2013). Review of Language teaching research and language pedagogy, by Rod Ellis (2012), Studies of Second Language Acquisition, 35 (3), 562-564.
Lee, H. & Maguire, M.H. (2011). International students and identity: Resisting dominant ways of writing and knowing in academe. In D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, & L. Yousoubova (Eds.), Writing in knowledge societies (pp.351-370). West Lafayette, IN: Parlor Press and WAC Clearinghouse.
Lee, H. (2010). A sociocultural analysis of Korean siblings’ English literacy development. The Journal of the Research Institute of Korean Education, 27(1), 51-70.
Lee, H. (2008). Learner agency and identity in second language writing. ITL International Journal of Applied Linguistics, 156, 109-128.
Lee, H. (2007). Korean students’ perceptions of identities and cultural capital. Sociolinguistic Studies, 1(1), 107-129.
Courses offered in the past four years.
▲ indicates offered in the current term
▹ indicates offered in the upcoming term[s]
EDUC 8500 - Principls/Practices Lang Tchng ▹
Provides an overview of language teaching and learning principles from both historic and current perspectives. Illustrates application of teaching principles through practical examples.
Spring 2012 - MIIS, Fall 2012 - MIIS, Spring 2014 - MIIS, Spring 2015 - MIIS
EDUC 8620 - Practicum
Provides students with an opportunity for supervised teaching experience in ESL or foreign language classes. Discusses classroom-centered research; reading, writing, listening, and speaking activities; professional development; materials development; and reflective teaching.
Fall 2010 - MIIS, Spring 2012 - MIIS
EDUC 8650 - Portfolio Seminar
Consists of a series of workshops leading to the integration of issues and ideas in the MA program, and to the development of a portfolio of work.
Fall 2010 - MIIS, Spring 2011 - MIIS, Summer 2013 - MIIS, Spring 2014 - MIIS
LING 8531 - Pedagogical Grammar in FLT ▹
This course is designed to provide teachers of different languages with opportunities to investigate and practice pedagogical subject matter knowledge and grammar teaching strategies in the language that they teach. There will be a number of different languages represented in the class, which will afford multiple opportunities to explore, investigate, and share a variety of pedagogical perspectives and linguistic experiences.
The course will combine a focus on recent theoretical approaches to grammar (cognitive grammar, construction grammar, systemic – functional grammar) with innovative and practical approaches to teaching and learning in an authentic, action-based and interaction-rich setting.
Spring 2013 - MIIS, Spring 2014 - MIIS, Spring 2015 - MIIS
LING 8630 - Second Language Acquisition
Surveys, in seminar format, research in second-language learning relating to language teaching and learning. Discusses the role of affective variables, interaction, learner strategies, and learner factors in the language acquisition process. Prerequisite: Language Analysis
Fall 2010 - MIIS, Spring 2011 - MIIS, Fall 2011 - MIIS, Fall 2012 - MIIS, Spring 2013 - MIIS, Fall 2013 - MIIS, Fall 2014 - MIIS
LING 8640 - Applied Linguistics Research
Requires original research to be conducted by the student on issues such as language attitudes, cultural variables, language learning, or other topics from sociolinguistics and second language acquisition. Introduces a range of research methods, including exposure to various data collection and analysis procedures in both the qualitative and quantitative research traditions.
Fall 2011 - MIIS, Spring 2012 - MIIS, Fall 2013 - MIIS
LING 8670 - Applied Linguistics Capstone ▹
Spring 2015 - MIIS