Grace Jue Yeon Kim
Dados Biográficos
| ID | 6521050 |
|---|---|
| NOME | Grace Jue Yeon Kim |
| PRENOMES | Grace Jue Yeon |
| SOBRENOME | Kim |
| ASSINATURA | KIM G J Y |
| AFILIAÇÕES | Bucknell University |
| ORCID | 0000-0003-0603-2081 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2022 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Bilingual teacher advocacy, agency, and leadership
Research has examined bilingual teachers’ work and their experiences through the theoretical lens of teacher advocacy, teacher agency, and teacher leadership. This research synthesis analyzes the current research on the three frameworks in bilingual education and examines how they intersect. Bilingual teachers advocated for educational change to address the needs of emergent bilinguals. Despite various context-specific constraints, bilingual teac…
Early career language teacher educators’ intersectional identities and practices across diverse contexts
This collaborative autoethnography (CAE) aims to explore our lived experiences as four female language teacher educators (LTEs) in tertiary-level education across different contexts (U.S., China, and Indonesia). Drawing upon the concepts of intersectionality, we report on our constructed identities at the intersections of diverse backgrounds (e.g. cultural, linguistic, gendered) and the impact of the intersectional identities on our practices in …
Language Teacher Agency of Dual Language Bilingual Education Teachers
Collaborative autoethnography in examining online teaching during the pandemic
The COVID-19 pandemic outbreak forced universities to immediately shift to online teaching, and the transition presented unprecedented challenges. This paper reports our findings from a collaborative autoethnography study with a special focus on the challenges we encountered and our agentive responses in teaching online. Data reveal four major challenges (1) unpredictable situations, (2) shifting teacher roles in online context, (3) issues on cou…
‘Somos bilingües’
After the COVID-19 pandemic outbreak, the disruption of in-person schooling has significantly affected many students including emergent bilingual students. Designed as an ethnographic study, this research study examines two Spanish-English dual language bilingual education teachers’ implementation of translanguaging pedagogies and language socialization during the pandemic through the following research questions: (1) What adjustments did the tea…
Affordances and constraints
Teacher leadership for social change in Bilingual and bicultural education
The number of emerging bilinguals has increased in the US, but teachers and teacher educators in bilingual/bicultural contexts still lack resources to meet the needs and communities to collaborate
Affordances and constraints
Collaborative autoethnography in examining online teaching during the pandemic
The COVID-19 pandemic outbreak forced universities to immediately shift to online teaching, and the transition presented unprecedented challenges. This paper reports our findings from a collaborative autoethnography study with a special focus on the challenges we encountered and our agentive responses in teaching online. Data reveal four major challenges (1) unpredictable situations, (2) shifting teacher roles in online context, (3) issues on cou…
Teacher leadership for social change in Bilingual and bicultural education
The number of emerging bilinguals has increased in the US, but teachers and teacher educators in bilingual/bicultural contexts still lack resources to meet the needs and communities to collaborate
‘Somos bilingües’
After the COVID-19 pandemic outbreak, the disruption of in-person schooling has significantly affected many students including emergent bilingual students. Designed as an ethnographic study, this research study examines two Spanish-English dual language bilingual education teachers’ implementation of translanguaging pedagogies and language socialization during the pandemic through the following research questions: (1) What adjustments did the tea…
Language Teacher Agency of Dual Language Bilingual Education Teachers
Bilingual teacher advocacy, agency, and leadership
Research has examined bilingual teachers’ work and their experiences through the theoretical lens of teacher advocacy, teacher agency, and teacher leadership. This research synthesis analyzes the current research on the three frameworks in bilingual education and examines how they intersect. Bilingual teachers advocated for educational change to address the needs of emergent bilinguals. Despite various context-specific constraints, bilingual teac…
Early career language teacher educators’ intersectional identities and practices across diverse contexts
This collaborative autoethnography (CAE) aims to explore our lived experiences as four female language teacher educators (LTEs) in tertiary-level education across different contexts (U.S., China, and Indonesia). Drawing upon the concepts of intersectionality, we report on our constructed identities at the intersections of diverse backgrounds (e.g. cultural, linguistic, gendered) and the impact of the intersectional identities on our practices in …
Multilingual Education and Policy (5 obras) · EFL/ESL Teaching and Learning (4 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Second Language Learning and Teaching (4 obras) · Sociology (4 obras) · Autoethnography (3 obras) · Bilingual education (3 obras) · Neuroscience of multilingualism (3 obras) · Teacher Education and Leadership Studies (3 obras)