Middlebury Institute of International Studies at Monterey

Heekyeong Lee

Associate Professor, TESOL/TFL

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.

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.

Expertise

Second/Foreign language teacher education

Second language acquisition

Research in learner identity and agency

Second language academic literacy development

Recent Accomplishments

• Co-authored the fourth edition of Teaching by Principles (2015, published by Pearson Education) with Dr. H. Douglas Brown, which is a widely acclaimed methodology text used in language teacher education programs around the world.

• Recent refereed conference presentations:

Hedgcock, J. S., & Lee, H. (2014, August). Exploring a genre-based approach to second language teacher education. Paper presented at the AILA World Congress, Brisbane, Australia.

Hedgcock, J. S., & Lee, H. (2014, March). Building genre knowledge in reflective practice. Paper presented at the TESOL Convention, Portland, OR.

Lee, H. (2014, March). "Putting agency first": The underlying principle of language pedagogy. Paper presented at the American Association of Applied Linguistics, Portland, OR.

• Nominated for the 2011 Leslie Eliason Excellence in Teaching Award at MIIS

Previous Work

• Instructor, Fulbright English for Graduate Studies, MIIS: Taught “Graduate Writing for Specific Purposes for Engineers” and “Public 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)

Education

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 

Bibliography

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed). White Plains, NY: Pearson Education

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. 

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