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 additional languages are really fascinating to me.

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

Other Professional Work

  • Consultation for the Center for Teaching & Learning, Korea Institute for Curriculum & Evaluation (KICE) (KICE is a Korean government organization in which conducts and reports various research projects for educational policy making and implementation of the policies)
  • Consultation for Camp Hokulea, an English camp for children (ages between 7-12) located at Hawaii Pacific University, Honolulu, Hawaii (Developed a language curriculum for the summer program)
  • Visiting Professor, Department of English Language Education, Chung-Ang University, Seoul, Korea (Taught ‘Teaching of Speaking’ and ‘Principles of Foreign Language Teaching)
  • 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)


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


Lee, H. (forthcoming). Role of the first language. In The TESOL Encyclopedia of English Language Teaching. Wiley & TESOL International.

Hedgcock, J. S., & Lee, H. (2017). An exploratory study of academic literacy socialization: Building genre awareness in a teacher education program. Journal of English for Academic Purposes, 26, 17-28.

Hedgcock, J. S., & Lee, H. (2017). Adjusting to contextual constraints: Methodological shifts in local research projects. In J. McKinley & H. Rose (Eds.), Doing Research in Applied Linguistics (pp. 61-71). New York, NY: Routledge.

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.

Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

EDUC 8500 - Principls/Practcs Lang Tchng I      

Provides an overview of language teaching and learning principles from both historic and current perspectives. Illustrates application of teaching principles through practical examples.

Spring 2017 - MIIS

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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 2018 - MIIS

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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

Spring 2017 - MIIS, Fall 2017 - MIIS, Spring 2018 - MIIS

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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.

Spring 2017 - MIIS

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LING 8670 - Applied Linguistics Capstone      

The Applied Linguistics Capstone is designed to help TESOL/TFL students refine their skills as applied linguistics professionals. Course participants will develop either a curriculum project, a, empirical research report, or an assessment tool, using original data that they have collected and analyzed. The course also aims to induce students to reflect on their previous coursework, as well as explore and clarify their future plans for careers as language teaching professionals.

Applied Linguistics Capstone Student Learning Outcomes (SLOs):

Understand processes of inquiry relevant to language education

Plan research activities for designing curriculum and language instruction, assessment, or empirical investigation

Execute data collection procedures

Analyze data using appropriate quantitative and qualitative methods

Synthesize and report findings clearly, convincingly, and creatively for a professional audience

Apply research skills in educational settings

Fall 2017 - MIIS, Spring 2018 - MIIS

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