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Sujin Kim

George Mason University, Advanced Professional Teacher Development and International Education, Faculty Member

University of Missouri - St. Louis, Educator Preparation, Innovation and Research, Faculty Member

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University of Missouri Columbia

Bond University

University of York

Jean-Marc Dewaele

University College London

Ines Ben Messaoud Lamari

University of Calabria

Birkbeck College, University of London

Queen Mary, University of London

Sharif University of Technology

Michał Bilewicz

University of Warsaw

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Papers by Sujin Kim

I won't talk about it here in America:" Sociocultural Context of Korean English Language Learners' Emotion Speech in English

This article examines the relationship between language and emotion, especially drawing attention... more This article examines the relationship between language and emotion, especially drawing attention to the experiences and perspectives of second language (SL) learners. Informed by the sociocultural perspective on the construction of emotion and its representation, this study highlights the intertwined relationship among emotions, cultural contexts, perceived identities, and languages. Using a qualitative case study approach, we examined challenges and strategies of emotion speech in one group of second language learners: Korean adult English learners (ELs) in the United States. Analyses of two surveys with seventeen Korean ELs and interviews with four selected participants demonstrate: (1) A full communication of emotions across cultures and languages was challenging because of the lack of shared cultural contexts among speakers. (2) However, the acquisition of one's second language included learning new cultural maps with which learners developed intercultural capacities to cod...

Preparing and Enriching Linguistically and Culturally Responsive Educators Through Professional Development

Beyond Language Learning Instruction, 2020

This chapter examined a cohort of 12 in-service teachers' and three administrators' views... more This chapter examined a cohort of 12 in-service teachers' and three administrators' views in regards to areas of successes, challenges, and priorities in working with immigrant and refugee students and their families as a result of three professional development (PD) sessions that were offered as part of a federal grant-based research project. Qualitative data included field notes through participant observation of group discussions, informal conversations with the participants, PD activity materials, online reflective surveys after each PD session, a background and demographic checklist, and a final questionnaire of overall learning. The results showed the participants' growing sensitivity towards their students' and families' contexts, including academic and social supports, with a desire to promote and implement more linguistically and culturally responsive strategies within their practices and school districts.

Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools

International Perspectives on Modern Developments in Early Childhood Education, 2020

This chapter examined the development of a classroom community through a case study of a kinderga... more This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging the creation of classroom communities within their schools. The results revealed both the administrators and the case teacher in the kindergarten classroom supported practices of drawing from their own and students' cultural identities and resources to create a culturally responsive learning and social environment, in partnership with students and families. Recommendations for future studie...

School District Responses to Cultural and Linguistic Change: Competing Discourses of Equity, Competition, and Community

Journal of Language, Identity & Education, 2020

Framed by theories and methods from critical discourse analysis and social semiotics, this compar... more Framed by theories and methods from critical discourse analysis and social semiotics, this comparative case study of six Missouri school systems asked: How do school districts represent and address their changing communities? Discourses of equity, language, identity, and demographic change were examined across school system websites, mission statements, and policies. Analyses showed that all cases except for one White rural district highlighted the value of diversity through their mission statements, homepage photos, and hyperlinks to policies and resources for changing communities. However, four districts also presented deficit perspectives about racially, culturally, and linguistically minoritized students and highlighted neoliberal educational reform values of marketable competitiveness and accountability. Only one highlighted social equity and inclusivity. Deeper analyses focused on three cases demonstrate how competing discourses reflect ideological debates in education, which can shape community engagement and perceptions of students.

Culturally Responsive, Transformative Pedagogy in the Transnational Era: Critical Perspectives

Educational Studies, 2015

This article addresses challenges of multicultural education in the context of increasing transna... more This article addresses challenges of multicultural education in the context of increasing transnational mobility and growing diversity in schools, and suggests ways to convert these challenges into new resources in education. We start with a brief overview of the contemporary transnationalism and new understanding of space and culture (Levitt & Glick-Schiller, 2004), and how they pose special challenges in multicultural pedagogy. Specifically, we examine the misleading conceptualizations and practices of culture and identity in multicultural education (Hoffman, 1996). Then, we redefine the culturally responsive, transformative pedagogy with focuses on its multidimensional and empowering aspects. Multiliteracy practices (New London Group, 1996) of students from culturally and linguistically diverse families are acknowledged as a new pathway to allow a wider range of learning opportunities, transform the interactive patterns between students and teachers, and empower students to critically reflect on, and share their identities.

Intercultural Conversations

Kappa Delta Pi Record, 2014

Abstract Building a culturally responsive learning community begins with global awareness and cul... more Abstract Building a culturally responsive learning community begins with global awareness and cultural responsiveness. Preservice and PreK–12 practicing teachers can use the interactive questions showcased here to enhance their intercultural competence by drawing on the knowledge, skills, and experiences of international faculty and colleagues.

“No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs

International Journal of Multicultural Education, 2021

This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Tw... more This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.

Conceptualizing community translanguaging through a family literacy project

International Multilingual Research Journal

ABSTRACT This article examines translanguaging that occurs in and as a community. Expanding the n... more ABSTRACT This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize community translanguaging as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual’s and across diverse sign systems; this was demonstrated both in the process and as the product of family storybooks. Taking an ecological approach and drawing from the notions of spatial repertoires, assemblages, and distributed/collaborative agency, the analysis shows that languaging is inherently social, intertextual, multimodal, and contingent on the dynamic of the semiotic ecology. Families collaborated, cross-culturally, metalinguistically, multimodally, and across generations, to discuss, write, draw, and digitize their family stories. This expanded concept of community translanguaging counters the coded notion of language and resulting separatist paradigm of language education with pedagogical implications. Leveraging community repertoires provides new opportunities to create educational space(s) where more/various semiotic resources can be drawn upon to maximize creativity in teaching and learning. It also can engage families and communities from diverse backgrounds in ways that empower, rather than marginalize, diverse ways with words and beyond.

“No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs

by Sujin Kim and Lauren Rea Preston

International Journal of Multicultural Education, 2021

This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Tw... more This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.

Kim, S., Song, H. K., & Coppersmith, S. (2018). Creating an interactive virtual community of linguistically and culturally responsive content teacher-learners to serve English learners. Contemporary Issues in Technology and Teacher Education, 18(2), 442-466.

Creating an interactive virtual community of linguistically and culturally responsive content tea... more Creating an interactive virtual community of linguistically and culturally responsive content teacher-learners to serve English learners. This qualitative case study was framed by an experiential learning approach organized around video resources and linguistically and culturally responsive content teaching. The study explored an overarching research question: How did teacher-learners in a grant project interact with a multimedia learning platform that combined teaching video and VoiceThread presentation, called VT project, designed to enhance their linguistically and culturally responsive content teaching (LCRCT) for English learners (ELs)? Data included participants' VT projects, online and face-to-face class discussions, survey results, and final reflective papers in two TESOL courses as part of a National Professional Development grant program in a Midwestern University. Analyses demonstrated that the technology-assisted course design generally promoted a critical habit of mind among teacher-learners through opportunities to attentively notice and critically reflect on one's own and others' teaching practices. Teacher-learners demonstrated a shared ownership over their teaching processes while establishing a reflective discourse community, where the LCRCT framework guided their learning and practices of LCRCT for ELs. Study implications include ways for the teacher-learners to transfer their learning from this reflective multimedia-supported TESOL program into their classrooms, schools, and districts, as well as the challenges. The research was conducted by the three instructors who designed and implemented the course.

Kim, S. (2018). Migrant youth identity work in transnational Mediascape: A case study of what it means to be Korean for migrant adolescents. Journal of Asian Pacific Communication, 28(2), 281-302.

This paper argues that transnational new media space is an important developmental context for mi... more This paper argues that transnational new media space is an important developmental context for migrant youth who have multiple social networks across geographical and cultural locations. Informed by the ecological model of development and literacy studies, this paper examines Korean migrant adolescents’ sense of self and belonging in relation to the three intertwined identity categories – nationality, race, and ethnicity; and the role of new media in youth’s identity negotiation and representation. Using an ethnographic case study design, this paper analyzes adolescents’ identity work reflected in their verbal interviews and multimodal new media literacy practices. Findings suggest that despite the complexity of youths’ identity as seen in their shifting meaning of being Korean across national, ethno-cultural, and racial contexts, youths actively reconstructed and shared a fuller range of their identity constructs drawing on the resources and linguistic tools in transnational new media.

Kim, S. (2018). “It was kind of a given that we were all multilingual”: Transnational youth identity work in digital translanguaging. Linguistics and Education, 43, 39-52.

tDrawing from the framework of translanguaging, this case study counters the notion of separatism... more tDrawing from the framework of translanguaging, this case study counters the notion of separatism inone’s multilingual competency as developing separate monolingual capacities in different languages.Building from definitions and integration of theories from translanguaging and digital literacies in thecontext of transnational connectivity, and using the methodological tools of discourse analysis, thisethnographic case study examined how the case youth drew upon her entire semiotic repertoire indigital spaces to materialize relationships and identities across her local and transnational social fields.Specifically, analyses of the three translanguaging examples demonstrate how the youth progressivelyexpanded her translanguaging scope across contexts of classroom, transnational family, and multilingualyouth community, endorsing how the translanguaging approach affords a more comprehensive look intothe transnational youth’s literacy development and identity work.

Dorner, L., Kim, S., Floros, A., & Mujanovic, M. (2017). “Everyone kind of looked at me like I was from Mars:” Findings and reflections from qualitative service-research projects with undergraduate teacher education candidates. International Journal of Qualitative Studies in Education.

Skills developed through qualitative research and community partnerships can be essential for dev... more Skills developed through qualitative research and community partnerships
can be essential for developing education students’ cultural competency
and understandings about diverse student populations. Toward this end,
we developed a qualitative ‘service-research’ project in a teacher education
course focused on child development, whereby undergraduate students
examined the racial, linguistic, religious, and migration experiences of
youth in St. Louis, Missouri. This paper provides a snapshot of this work by
defining service-research and showcasing one student research team that
developed and analyzed three case studies of young women from Bosnian
Muslim families in partnership with a local organization. Through an analysis
and discussion of service-research and the students’ results, we argue for the
integration of qualitative research skills, service projects, and community
partnerships into educator preparation programs.

"Culturally Responsive, Transformative Pedagogy in the Transnational Era: Critical Perspectives

Sujin Kim, & Dorner, Lisa M. (2014). “Everything is a spectrum:” Korean migrant youth identity work in the transnational borderland. In S. Spyrou, & M. Christou (Eds.), Children and Borders (pp. 277-294). London: Palgrave Macmillan.

Book Review, Digital Literacies by Julia Gillen

Intercultural Conversations

by Sujin Kim and Alina Slapac

Kappa Delta Pi Record

Building a culturally responsive learning community begins with global awareness and cultural res... more Building a culturally responsive learning community begins with global awareness and cultural responsiveness. Preservice and PreK-12 practicing teachers can use the interactive questions showcased here to enhance their intercultural competence by drawing on the knowledge, skills, and experiences of international faculty and colleagues.

“I won’t talk about it here in America:” Sociocultural Context of Korean English Language Learners’ Emotion Speech in English

by Sujin Kim and Lisa Dorner

This article examines the relationship between language and emotion, especially drawing attention... more This article examines the relationship between language and emotion, especially drawing attention to the experiences and perspectives of second language (SL) learners. Informed by eScholarship provides open access, scholarly publishing services to the University of California and delivers a dynamic research platform to scholars worldwide. the sociocultural perspective on the construction of emotion and its representation, this study highlights the intertwined relationship among emotions, cultural contexts, perceived identities, and languages. Using a qualitative case study approach, we examined challenges and strategies of emotion speech in one group of second language learners: Korean adult English learners (ELs) in the United States. Analyses of two surveys with seventeen Korean ELs and interviews with four selected participants demonstrate: (1) A full communication of emotions across cultures and languages was challenging because of the lack of shared cultural contexts among speakers.

I won't talk about it here in America:" Sociocultural Context of Korean English Language Learners' Emotion Speech in English

This article examines the relationship between language and emotion, especially drawing attention... more This article examines the relationship between language and emotion, especially drawing attention to the experiences and perspectives of second language (SL) learners. Informed by the sociocultural perspective on the construction of emotion and its representation, this study highlights the intertwined relationship among emotions, cultural contexts, perceived identities, and languages. Using a qualitative case study approach, we examined challenges and strategies of emotion speech in one group of second language learners: Korean adult English learners (ELs) in the United States. Analyses of two surveys with seventeen Korean ELs and interviews with four selected participants demonstrate: (1) A full communication of emotions across cultures and languages was challenging because of the lack of shared cultural contexts among speakers. (2) However, the acquisition of one's second language included learning new cultural maps with which learners developed intercultural capacities to cod...

Preparing and Enriching Linguistically and Culturally Responsive Educators Through Professional Development

Beyond Language Learning Instruction, 2020

This chapter examined a cohort of 12 in-service teachers' and three administrators' views... more This chapter examined a cohort of 12 in-service teachers' and three administrators' views in regards to areas of successes, challenges, and priorities in working with immigrant and refugee students and their families as a result of three professional development (PD) sessions that were offered as part of a federal grant-based research project. Qualitative data included field notes through participant observation of group discussions, informal conversations with the participants, PD activity materials, online reflective surveys after each PD session, a background and demographic checklist, and a final questionnaire of overall learning. The results showed the participants' growing sensitivity towards their students' and families' contexts, including academic and social supports, with a desire to promote and implement more linguistically and culturally responsive strategies within their practices and school districts.

Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools

International Perspectives on Modern Developments in Early Childhood Education, 2020

This chapter examined the development of a classroom community through a case study of a kinderga... more This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging the creation of classroom communities within their schools. The results revealed both the administrators and the case teacher in the kindergarten classroom supported practices of drawing from their own and students' cultural identities and resources to create a culturally responsive learning and social environment, in partnership with students and families. Recommendations for future studie...

School District Responses to Cultural and Linguistic Change: Competing Discourses of Equity, Competition, and Community

Journal of Language, Identity & Education, 2020

Framed by theories and methods from critical discourse analysis and social semiotics, this compar... more Framed by theories and methods from critical discourse analysis and social semiotics, this comparative case study of six Missouri school systems asked: How do school districts represent and address their changing communities? Discourses of equity, language, identity, and demographic change were examined across school system websites, mission statements, and policies. Analyses showed that all cases except for one White rural district highlighted the value of diversity through their mission statements, homepage photos, and hyperlinks to policies and resources for changing communities. However, four districts also presented deficit perspectives about racially, culturally, and linguistically minoritized students and highlighted neoliberal educational reform values of marketable competitiveness and accountability. Only one highlighted social equity and inclusivity. Deeper analyses focused on three cases demonstrate how competing discourses reflect ideological debates in education, which can shape community engagement and perceptions of students.

Culturally Responsive, Transformative Pedagogy in the Transnational Era: Critical Perspectives

Educational Studies, 2015

This article addresses challenges of multicultural education in the context of increasing transna... more This article addresses challenges of multicultural education in the context of increasing transnational mobility and growing diversity in schools, and suggests ways to convert these challenges into new resources in education. We start with a brief overview of the contemporary transnationalism and new understanding of space and culture (Levitt & Glick-Schiller, 2004), and how they pose special challenges in multicultural pedagogy. Specifically, we examine the misleading conceptualizations and practices of culture and identity in multicultural education (Hoffman, 1996). Then, we redefine the culturally responsive, transformative pedagogy with focuses on its multidimensional and empowering aspects. Multiliteracy practices (New London Group, 1996) of students from culturally and linguistically diverse families are acknowledged as a new pathway to allow a wider range of learning opportunities, transform the interactive patterns between students and teachers, and empower students to critically reflect on, and share their identities.

Intercultural Conversations

Kappa Delta Pi Record, 2014

Abstract Building a culturally responsive learning community begins with global awareness and cul... more Abstract Building a culturally responsive learning community begins with global awareness and cultural responsiveness. Preservice and PreK–12 practicing teachers can use the interactive questions showcased here to enhance their intercultural competence by drawing on the knowledge, skills, and experiences of international faculty and colleagues.

“No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs

International Journal of Multicultural Education, 2021

This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Tw... more This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.

Conceptualizing community translanguaging through a family literacy project

International Multilingual Research Journal

ABSTRACT This article examines translanguaging that occurs in and as a community. Expanding the n... more ABSTRACT This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize community translanguaging as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual’s and across diverse sign systems; this was demonstrated both in the process and as the product of family storybooks. Taking an ecological approach and drawing from the notions of spatial repertoires, assemblages, and distributed/collaborative agency, the analysis shows that languaging is inherently social, intertextual, multimodal, and contingent on the dynamic of the semiotic ecology. Families collaborated, cross-culturally, metalinguistically, multimodally, and across generations, to discuss, write, draw, and digitize their family stories. This expanded concept of community translanguaging counters the coded notion of language and resulting separatist paradigm of language education with pedagogical implications. Leveraging community repertoires provides new opportunities to create educational space(s) where more/various semiotic resources can be drawn upon to maximize creativity in teaching and learning. It also can engage families and communities from diverse backgrounds in ways that empower, rather than marginalize, diverse ways with words and beyond.

“No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs

by Sujin Kim and Lauren Rea Preston

International Journal of Multicultural Education, 2021

This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Tw... more This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.

Kim, S., Song, H. K., & Coppersmith, S. (2018). Creating an interactive virtual community of linguistically and culturally responsive content teacher-learners to serve English learners. Contemporary Issues in Technology and Teacher Education, 18(2), 442-466.

Creating an interactive virtual community of linguistically and culturally responsive content tea... more Creating an interactive virtual community of linguistically and culturally responsive content teacher-learners to serve English learners. This qualitative case study was framed by an experiential learning approach organized around video resources and linguistically and culturally responsive content teaching. The study explored an overarching research question: How did teacher-learners in a grant project interact with a multimedia learning platform that combined teaching video and VoiceThread presentation, called VT project, designed to enhance their linguistically and culturally responsive content teaching (LCRCT) for English learners (ELs)? Data included participants' VT projects, online and face-to-face class discussions, survey results, and final reflective papers in two TESOL courses as part of a National Professional Development grant program in a Midwestern University. Analyses demonstrated that the technology-assisted course design generally promoted a critical habit of mind among teacher-learners through opportunities to attentively notice and critically reflect on one's own and others' teaching practices. Teacher-learners demonstrated a shared ownership over their teaching processes while establishing a reflective discourse community, where the LCRCT framework guided their learning and practices of LCRCT for ELs. Study implications include ways for the teacher-learners to transfer their learning from this reflective multimedia-supported TESOL program into their classrooms, schools, and districts, as well as the challenges. The research was conducted by the three instructors who designed and implemented the course.

Kim, S. (2018). Migrant youth identity work in transnational Mediascape: A case study of what it means to be Korean for migrant adolescents. Journal of Asian Pacific Communication, 28(2), 281-302.

This paper argues that transnational new media space is an important developmental context for mi... more This paper argues that transnational new media space is an important developmental context for migrant youth who have multiple social networks across geographical and cultural locations. Informed by the ecological model of development and literacy studies, this paper examines Korean migrant adolescents’ sense of self and belonging in relation to the three intertwined identity categories – nationality, race, and ethnicity; and the role of new media in youth’s identity negotiation and representation. Using an ethnographic case study design, this paper analyzes adolescents’ identity work reflected in their verbal interviews and multimodal new media literacy practices. Findings suggest that despite the complexity of youths’ identity as seen in their shifting meaning of being Korean across national, ethno-cultural, and racial contexts, youths actively reconstructed and shared a fuller range of their identity constructs drawing on the resources and linguistic tools in transnational new media.

Kim, S. (2018). “It was kind of a given that we were all multilingual”: Transnational youth identity work in digital translanguaging. Linguistics and Education, 43, 39-52.

tDrawing from the framework of translanguaging, this case study counters the notion of separatism... more tDrawing from the framework of translanguaging, this case study counters the notion of separatism inone’s multilingual competency as developing separate monolingual capacities in different languages.Building from definitions and integration of theories from translanguaging and digital literacies in thecontext of transnational connectivity, and using the methodological tools of discourse analysis, thisethnographic case study examined how the case youth drew upon her entire semiotic repertoire indigital spaces to materialize relationships and identities across her local and transnational social fields.Specifically, analyses of the three translanguaging examples demonstrate how the youth progressivelyexpanded her translanguaging scope across contexts of classroom, transnational family, and multilingualyouth community, endorsing how the translanguaging approach affords a more comprehensive look intothe transnational youth’s literacy development and identity work.

Dorner, L., Kim, S., Floros, A., & Mujanovic, M. (2017). “Everyone kind of looked at me like I was from Mars:” Findings and reflections from qualitative service-research projects with undergraduate teacher education candidates. International Journal of Qualitative Studies in Education.

Skills developed through qualitative research and community partnerships can be essential for dev... more Skills developed through qualitative research and community partnerships
can be essential for developing education students’ cultural competency
and understandings about diverse student populations. Toward this end,
we developed a qualitative ‘service-research’ project in a teacher education
course focused on child development, whereby undergraduate students
examined the racial, linguistic, religious, and migration experiences of
youth in St. Louis, Missouri. This paper provides a snapshot of this work by
defining service-research and showcasing one student research team that
developed and analyzed three case studies of young women from Bosnian
Muslim families in partnership with a local organization. Through an analysis
and discussion of service-research and the students’ results, we argue for the
integration of qualitative research skills, service projects, and community
partnerships into educator preparation programs.

"Culturally Responsive, Transformative Pedagogy in the Transnational Era: Critical Perspectives

Sujin Kim, & Dorner, Lisa M. (2014). “Everything is a spectrum:” Korean migrant youth identity work in the transnational borderland. In S. Spyrou, & M. Christou (Eds.), Children and Borders (pp. 277-294). London: Palgrave Macmillan.

Book Review, Digital Literacies by Julia Gillen

Intercultural Conversations

by Sujin Kim and Alina Slapac

Kappa Delta Pi Record

Building a culturally responsive learning community begins with global awareness and cultural res... more Building a culturally responsive learning community begins with global awareness and cultural responsiveness. Preservice and PreK-12 practicing teachers can use the interactive questions showcased here to enhance their intercultural competence by drawing on the knowledge, skills, and experiences of international faculty and colleagues.

“I won’t talk about it here in America:” Sociocultural Context of Korean English Language Learners’ Emotion Speech in English

by Sujin Kim and Lisa Dorner

This article examines the relationship between language and emotion, especially drawing attention... more This article examines the relationship between language and emotion, especially drawing attention to the experiences and perspectives of second language (SL) learners. Informed by eScholarship provides open access, scholarly publishing services to the University of California and delivers a dynamic research platform to scholars worldwide. the sociocultural perspective on the construction of emotion and its representation, this study highlights the intertwined relationship among emotions, cultural contexts, perceived identities, and languages. Using a qualitative case study approach, we examined challenges and strategies of emotion speech in one group of second language learners: Korean adult English learners (ELs) in the United States. Analyses of two surveys with seventeen Korean ELs and interviews with four selected participants demonstrate: (1) A full communication of emotions across cultures and languages was challenging because of the lack of shared cultural contexts among speakers.