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Hyun-Sook Kang

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Associate Professor, Education Policy, Organization and Leadership

Contact

371 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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Hyun-Sook Kang

Biography

Hyun-Sook Kang earned her Ph.D. in Educational Linguistics from the University of Pennsylvania’s Graduate School of Education in 2007, and prior to her post in EPOL, she was on the faculty in the Linguistics Department at Illinois, Illinois State University, and the University of Texas at San Antonio. She is currently serving as Co-Editor of Journal of Language, Identity, and Education.


Key Professional Appointments

Associate Professor, Education Policy, Organization & Leadership, University of Illinois at Urbana-Champaign, 2020 - present

Co-Editor, Journal of Language, Identity, & Education, 2019 - present

Visiting Professor, English Language and Literature, Pusan National University, 2020 - 2021

Teaching Associate Professor, Linguistics Department, University of Illinois at Urbana Champaign, 2018 - 2019

Professor, English Department, Illinois State University, 2017 - 2017

Associate Professor, English Department, Illinois State University, 2013 - 2017

Assistant Professor, English Department, Illinois State University, 2007 - 2013

Visiting Lecturer, Bicultural Bilingual Studies, University of Texas at San Antonio, 2006 - 2007

Education

Ph.D., University of Pennsylvania, 2007

M.A., Linguistics, McGill University, 2001

B.A., Pusan National University, 1999

Awards, Honors, Associations

List of Teachers Ranked as Excellent by Their Students University of Illinois at Urbana-Champaign, University of Illinois, 2020 - 2020

List of Teachers Ranked as Excellent by Their Students, University of Illinois at Urbana-Champaign, 2018 - 2019

Research & Service

Hyun’s research interests center on language learning and practice in relation to cross-border mobility, such as immigration and study abroad. Her works have appeared in international peer-reviewed journals, such as Bilingual Research Journal, Journal of Multilingual and Multicultural Development, International Journal of Bilingual Education and Bilingualism, Language Awareness, Modern Language Journal, and TESOL Quarterly. Her research has been supported by the Academy of Korean Studies, Cambridge Michigan Language Assessment, Language Learning Small Grant Program, and U of I GATE Program.

Publications

Kang, H., & Pacheco, M. (2021). Short-Term Study Abroad in TESOL: Current State and Prospects. TESOL QUARTERLY.  link >

Jadallah , M., Kang, H., Hund, A., & Kirby , E. (2020). The indexical nature of classroom discourse: The role of technology integration. Classroom Discourse, 11 (1), 41-60.  link >

Kang, H., & Pacheco, M. (2020). Translingual competence and study abroad: shifts in sojourners' approaches to second language learning. LANGUAGE AND EDUCATION, 34 (5), 425-439.  link >

Kang, H., Shin , D., & Cimasko, T. (2020). Online Education for Teachers of English as a Global Language. Routledge.  link >

Wright, W., & Kang, H. (2020). Editor's Introduction. ( 1 ed vol. 19, pp. 1-2). JOURNAL OF LANGUAGE IDENTITY AND EDUCATION.  link >

Chen, J., & Kang, H. (2019). Tiger moms or cat dads: Parental role in bilingualism among Asian and Latino Americans. Social Science Quarterly, 100 (4), 1154-1170.  link >

Kang, H., & Ahn, S. (2019). Broadening learners' perspectives on World Englishes: A classroom-based study. Language Awareness, 28 (4), 268-290.  link >

Kang, H., Kim, N., & Christianson, K. (2019). Grammatical aspect and world knowledge in second language reading. International Review of Applied Linguistics in Language Teaching.  link >

Pacheco, M., Kang, H., & Hurd, E. (2019). Scaffolds, signs, and bridges: Language ideologies and translanguaging in student-teaching experiences. Bilingual Research Journal, 42 (2), 194-213.  link >

Shin, D., & Kang, H. (2018). Online language teacher education: Practices and possibilities. RELC Journal, 49 (3), 369-380.  link >

Ahn, S., & Kang, H. (2017). South Korean university students' perceptions of different English varieties and their contribution to the learning of English as a foreign language. Journal of Multilingual and Multicultural Development, 38 (8), 712-725.  link >

Kang, H., & Veitch, H. (2017). Mainstream teacher candidates' perspectives on ESL writing: The effects of writer identity and rater background. TESOL Quarterly, 51 (2), 249-274.  link >

Kim, I., Kang, H., Pirruccello, L., Kweon, S., & Oh, C. (2017). Motor learning theory-based approach for teaching English as a second language. Speech, Language, and Hearing, 20 (2), 63-70.  link >

Kang, H. (2016). Subject-object asymmetry in the second language acquisition of English relatives and embedded wh-questions. Journal of Psycholinguistic Research, 45 (6), 1389-1406.  link >

Kang, H. (2015). Korean families in America: Their family language policies and home-language maintenance. Bilingual Research Journal, 38 (3), 275-291.  link >

Kang, H. (2015). Teacher candidates’ perceptions of non-native English-speaking teacher educators in a TESOL Program: “Is there a language barrier compensation?”. TESOL Journal, 6 (2), 225-251.  link >

LaFave, J., Kang, H., & Kaiser, J. (2015). Cultivating intercultural competencies for civil engineering students in the era of globalization: Case study. Journal of Professional Issues in Engineering Education and Practice, 141 (3), 05014008.  link >

Kang, H. (2013). Acquisition of English relative clauses by Korean-speaking learners of English. Language Research, 50 (3), 739-766.

Kang, H. (2013). Korean-American college students’ language practices and identity positioning: ‘Not Korean, but not American.’. Journal of Language, Identity, & Education, 12 (4), 248--261.  link >

Kang, H. (2018). Task-based language learning and assessment: Practices and possibilities. Studies in English Education, 23 (4), 891-915.

Kang, H., & Kim, I. (2016). Self-assessment of heritage language: The role of cultural identity and language domain Korean Journal of Applied Linguistics, 32 (3), 27-50.  link >

Kang, H. (2015). Heritage language learning for contesting the model minority stereotype: The case of Korean American college students. ( pp. 185-204). Modern societal impacts of the model minority stereotype.  link >

Kang, H. (2012). Getting learners’ attention to form in the learning of Korean as a heritage language. Teaching and learning Korean as a foreign language: A collection of empirical studies ( pp. 191-208). National Foreign Language Resource Center.

Kang, H., & Shin, D. Technology use in short-term study abroad.

Kang, H., & Yoon, J. Heritage languages in Japan and Korea. The Cambridge Handbook of Heritage Languages Cambridge University Press.

Kang, H. (2010). Korean as a heritage language in the U.S. university classroom. Journal of the National Council of Less Commonly Taught Languages, 8 141-167.

Kang, H. (2008). Teaching in two languages: Elementary English programs in Korea. Global English language teacher education: Praxis and possibility ( pp. 131--143). TESOL Inc.

Kang, H. (2004). Compliment responses by Korean female speakers. The Korean Language in America, 9 113-125.

Presentations

Online education for teachers of English as a global language (2020). TESOL International: Denver, CO [Conference cancelled].

Online language teacher education: Current practices and prospects (2020). AERA: San Francisco, CA [Conference cancelled].

Online language teacher education for L2 teacher development: Current trends and possibilities (2020). AAAL: Denver, CO [Conference cancelled].

Technology integration in study abroad: Use of a mobile application (2020). AAAL: Denver, CO [Conference cancelled].

Study Abroad for Preservice Teachers: Global or Local (2019). Department of Bicultural and Bilingual Studies, College of Education and Human Development, University of Texas at San Antonio: San Antonio, TX.

Study abroad in teacher development: A glocal perspective (2019). AAAL: Atlanta, GA.

Tense and aspect in bilingual development: The role of narrative structure (2019). AAAL: Atlanta, GA.

The indexical nature of inquiry-based classroom talk: The role of technology integration (2018). AERA: New York City, NY.

Grammatical aspect and world knowledge in second language reading (2018). AAAL: Chicago, IL.

Investigating the effects of translanguaging practices on learners’ willingness-to-communicate and foreign language anxiety in the EFL context (2018). AAAL: Chicago, IL.

Preparing for the possible: Student-teacher practices and perspectives on languages other than English in bilingual and sheltered-immersion classrooms (2018). AAAL: Chicago, IL.

Exploring Korean college students’ attitudes towards World Englishes (2017).: Syracuse, NY.

Korean-American family language policies and practices (2017).: Toronto, ON.

Uncovering Korean EFL learners’ awareness of and attitude towards World Englishes (2016). WU Vienna: Austria.

Mainstream teacher candidates’ evaluation of ESL writing: The effects or writer identity and rater backgrounds (2016). Illinois State University: Normal, IL.

Mainstream teacher candidates’ evaluation of ESL writing: The effects or writer identity and rater backgrounds (2016). AERA: Washington DC.

Study Abroad in Teacher Education: Global or Local? (2019). UIUC College of Education EPOL.

Short-term Study Abroad in Teacher Education (2019). School of Teacher Education, College of Education, Florida State University: Tallahassee, FL.

Grants

Principal Investigator, Illini Abroad: The Motivations and Benefits of Short-Term Study Abroad, Campus Research Board, 2020 - 2021

Services

Applied Psycholinguistics, 2020 - 2020

International Journal of Bilingual Education and Bilingualism, 2020 - 2020

Language, Culture, & Curriculum, 2020 - 2020

Journal of English for Specific Purposes, 2019 - 2020

Strand Coordinator for American Association for Applied Linguistics, 2019 - 2020

International Journal of Bilingualism, 2019 - 2019

TESOL Quarterly, 2019 - 2019

Applied Linguistics Review, 2018 - 2019

Member at Large, The Midwestern Association of Language Testers, 2015 - 2019

Journal of Language, Identity & Education, 2012 - 2019

Language Teaching Research, 2017 - 2018

TESOL Journal, 2017 - 2018

Asian Ethnicity, 2017 - 2017

Language Education and Assessment, 2017 - present

Early Childhood Education Journal, 2016 - 2017

Language Learning, 2016 - 2017

Language and Education, 2015 - 2017

World Englishes, 2016 - 2016

Bilingual Research Journal, 2007 - present

Courses

Researching Global Education (EPOL 528) Introduces education research methodology and consider the cultural, political and ethical implications of engaging in education research in cross-cultural, global contexts. Students will learn to select an appropriate topic for research, effectively navigate and use an academic research library, conduct a literature review, and craft a literature review portion of a larger research project.

Researching Global Education (EPOL 528) Introduces education research methodology and consider the cultural, political and ethical implications of engaging in education research in cross-cultural, global contexts. Students will learn to select an appropriate topic for research, effectively navigate and use an academic research library, conduct a literature review, and craft a literature review portion of a larger research project. Synchronous attendance required. Moodle LMS.

Special Field Research Seminar (EPOL 587) This course will guide doctoral students as they develop a broad and critical understanding of their special field of doctoral study. Students will conduct a synthesized and critical review of the special field literature, which will become part of their dissertation.This course may meet the doctoral requirement of the Special Field Qualifying Examination.

Qualitative Methods (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. ONL Student Section.

Mixed Methods (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. Taking a pluralistic approach to the complex nature of a social world, this course is intended to introduce students to different mixed methods research approaches, consider the epistemological and paradigmatic implications of mixed-methods designs, and help students critique, design, and conduct mixed methods research within educational and other social scientific research. Rather than focusing on ways to mix methods, this course will extend to the entire inquiry process.

Mixed Methods ONL (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

Qualitative Methods (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

Mixed Methods (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. ONL Student Section. Taking a pluralistic approach to the complex nature of a social world, this course is intended to introduce students to different mixed methods research approaches, consider the epistemological and paradigmatic implications of mixed-methods designs, and help students critique, design, and conduct mixed methods research within educational and other social scientific research. Rather than focusing on ways to mix methods, this course will extend to the entire inquiry process.

Thesis Seminar (EPOL 591) Designed to take students through the entire process of proposal development, this course is intended for masters or doctoral students who are ready to prepare a thesis or dissertation proposal. Students will learn to use a systematic and comprehensive approach to develop the research proposal and how each step in the research process is related.

Thesis Research (EPOL 599) Individual direction of research and thesis writing.

Intro to Qualitative Methods (EPS 500) Seminar on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty members.

Researching Global Education (EPS 580)

Mixed Methods (EPS 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. EPS 590 is an introduction to quantitative methods. Students will (1) develop conceptual understandings of the types of problems and questions best addressed using quantitative methods, (2) become informed consumers of the range of quantitative analyses used in education research, across a broad survey of disciplines, (3) conduct and explain basic statistical analyses using free statistical software, and (4) identify (without conducting) appropriate quantitative approaches to answering a range of research questions. Assignments will include short problem sets, exams, and a final data analysis project.

Qualitative Methods (EPS 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. This course aims to provide foundations in designing and conducting qualitative research in education. Included in the topics are formulating research questions, conducting document analysis, observations, and interviews, taking field notes, analyzing and interpreting qualitative data, and writing up qualitative findings. Readings for this course will cover the practical aspects of conducting qualitative research, as well as theoretical frameworks and researcher reflexivity.