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Hyun-Sook Kang

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Associate Professor, Education Policy, Organization and Leadership

Contact

371 Education Building
1310 South Sixth Street (mail code 708)
(UIUC Campus Mail) 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 and Leadership, University of Illinois, Urbana-Champaign

Associate Professor, Center for Global Studies, University of Illinois, Urbana-Champaign

Editorial activity, Journal of Language, Identity, and Education (Journal), 2019 - 2019

Membership of committee, American Association for Applied Linguistics (External organization), 2019 - 2021

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-S., & Yoon, J. H. S. (2021). Heritage Languages in Japan and Korea. In S. Montrul, & M. Polinsky (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics (pp. 111-128). (Cambridge Handbooks in Language and Linguistics). Cambridge University Press.  link >

Kang, H-S., & Pacheco, M. B. (2021). Short-term study abroad in TESOL: Current state and prospects. TESOL Quarterly, 55(3), 817-838.  link >

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

Kang, H., Shin, D., & Cimasko, T. (2020). Introduction. In H-S. Kang, D. Shin, & T. Cimasko (Eds.), Online Education for Teachers of English as a Global Language (pp. 1-15). (Routledge Studies in Applied Linguistics). Routledge.  link >

Kang, H., Shin, D., & Cimasko, T. (2020). Moving Forward. In H-S. Kang, D. Shin, & T. Cimasko (Eds.), Online Education for Teachers of English as a Global Language (pp. 210-213). (Routledge Studies in Applied Linguistics). Routledge.  link >

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

Kang, H. S., & Pacheco, M. B. (2020). Translingual competence and study abroad: shifts in sojourners’ approaches to second language learning. Language and Education, 34(5), 425-439.  link >

Wright, W. E., & Kang, H-S. (2020). Editor's Introduction. Journal of Language, Identity, and Education, 19(1), 1-2.  link >

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

Kang, H. S., Kim, N., & Christianson, K. (Accepted/In press). Grammatical aspect and world knowledge in second language reading. IRAL - International Review of Applied Linguistics in Language Teaching.  link >

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

Kang, H. (2018). Linking Task-based Language Teaching and Assessment: Practices and Possibilities. Studies in English Education, 23(4), 891-915.  link >

Shin, D. S., & Kang, H. S. (2018). Online Language Teacher Education: Practices and Possibilities. RELC Journal, 49(3), 369-380.  link >

Ahn, S. Y., & Kang, H. S. (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. S., & 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. S., Kang, H-S., 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., & Kim, I. (2016). Heritage Language Self-Assessment: The Role of Cultural Identity and Language Domain. Korean Journal of Applied Linguistics, 32(3), 27-50.  link >

Kang, H. S. (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. S. (2015). Heritage language learning for contesting the model minority stereotype: The case of Korean American college students. In N. D. Hartlep (Ed.), Modern Societal Impacts of the Model Minority Stereotype (pp. 185-204). IGI Global.  link >

Kang, H. S. (2015). Korean Families in America: Their Family Language Policies and Home-Language Maintenance. Bilingual Research Journal, 38(3), 275-291.  link >

Kang, H. S. (2015). Teacher Candidates' Perceptions of Nonnative‐English‐Speaking Teacher Educators in a TESOL Program: “Is there a language barrier compensation?". TESOL Journal, 6(2), 225-251.  link >

Lafave, J. M., Kang, H. S., & Kaiser, J. D. (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), [5014008].  link >

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

Kang, H. S. (2013). Korean-Immigrant Parents' Support of Their American-Born Children's Development and Maintenance of the Home Language. Early Childhood Education Journal, 41(6), 431-438.  link >

Kang, H. S. (2012). English-only instruction at Korean universities: Help or hindrance to higher learning? English Today, 28(1), 29-34.  link >

Kang, H. S., & Kim, I. S. (2012). Perceived and actual competence and ethnic identity in heritage language learning: A case of Korean-American college students. International Journal of Bilingual Education and Bilingualism, 15(3), 279-294.  link >

Hsieh, P. P. H., & Kang, H. S. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning, 60(3), 606-627.  link >

Kang, H. S. (2010). Negative Evidence and Its Explicitness and Positioning in the Learning of Korean as a Heritage Language. Modern Language Journal, 94(4), 582-599.  link >

Kang, H. S. (2009). The relative efficacy of explicit and implicit feedback in the learning of a less-commonly-taught foreign language. IRAL - International Review of Applied Linguistics in Language Teaching, 47(3-4), 303-324.  link >

Pica, T., Kang, H. S., & Sauro, S. (2006). Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition, 28(2), 301-338.  link >

Kang, H-S. (2004). Compliment Responses by Korean Speakers. The Korean Language in America, 9, 113-125.

Kang, H-S. (2002). What is Missing in Interlanguage? Acquisition of Determiners by Korean Learners of English. Working Papers in Educational Linguistics, 18(1), 51-65.

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.

General Field Research Seminar (EPOL 586) This course will guide doctoral students as they develop a broad and critical understanding of their general field of doctoral study. Students will conduct a synthesized and critical review of the general field literature, which will become part of their dissertation. This course may meet the doctoral requirement of the General Field Qualifying Examination.

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.

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.

Advanced 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 Research (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 Research (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.

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.

Advanced 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.

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.