Gloria Park

  • Gloria Park

    Associate Professor

    Indiana University of Pennsylvania
    Department of English
    Graduate Studies in Composition and TESOL
    Indiana, PA 15705-1094

    Contact Information:

    Office: Sutton 346
    724-357-3095
    gloria.park@iup.edu

    Overview of Teacher-Scholar Work

    As a researcher and teacher educator, I am dedicated to helping both English language learners and their teachers to come to understand themselves as knowledgeable, reflective individuals who are critical of how the English language is situated in worldwide contexts. My research and teaching focuses on educators as professional people whose personal lives outside of the classroom have powerful implications for their evolving identities and work as teachers of the English language. Both within the specific realms of TESOL and Applied Linguistics and in the field of teacher education more broadly, I am interested in understanding how all TESOL teachers’ (especially the ones from diverse linguistic, racial, and cultural backgrounds) constructs of their knowledge, identities, and pedagogies are developed and enacted.

    Current and former class syllabuses can be opened as Word documents, located here:

    Publications

    • Park, G. & Amevuvor, J. (2015). “If you learn about these issues, you’re going to learn…more about yourself and things that you come in contact with everyday”: Engaging undergraduate students in meaningful literacy in a research writing course. Journal of Pedagogic Development, 5(2), 50-68.
    • Park, G. (2015). Raising awareness of diversity and social (in)justice issues in undergraduate research writing: Understanding students and their lives via connecting teaching and research. Journal of Pedagogic Development, 5(1), 65-72.
    • Park, G. (2015). Situating the discourses of privilege and marginalization in the lives of two East Asian women teachers of English. Race, Ethnicity and Education, 18(1), 108-133.
    • Park, G., & Henderson Lee, S. (2014). Critical perspectives on World Englishes: An inquiry into our disciplinary spaces as teacher-scholars. Special Themed Issue for TESOL Journal, 5(3), 395-411. www.tesol.org.
    • Weinstein, D. & Park, G. (2014). Helping students connect: Architecting learning spaces for experiential and transactional reflection. Journal of Pedagogic Development, 4(3), 14-22.
    • Widodo, H. J., & Park, G. (2014) (Edited). Moving TESOL beyond the Comfort Zone: Exploring Criticality in TESOL. New York: NOVA Science’s Language and Linguistics Series. 
    • Park, G. (2014). Book Review of Lyn Fogle’s Second language socialization and learner agency: Adoptive family talk. Journal of Language, Identity, and Education, 13, 224-228.
    • Rinke, C., Mawhinney, L., & Park, G. (2014). Complicating the “apprenticeship of observation”: The role of modeling in the selection of a teaching career. Teachers and Teaching: Theory & Practice. 
    • Park, G. (2013b). NNEST of the month: BLOG series.
    • Park, G. (2013a). My Autobiographical Poetic Rendition: An Inquiry into Humanizing our Teacher-Scholarship. L2 Journal Special Themed Issue: L2 Writing and Personal History, 5(1), 6-18. http://escholarship.org/uc/item/2wx585r5
    • Park, G. (2013). "Writing IS a way of knowing": Writing and Identity. ELT Journal, 67, 3.
    • Park, G. (2013). Situating the discourses of Privilege and Marginalization in the lives of two East Asian women teachers of English. Race, Ethnicity and Education.
    • Park, G. (2012). Inaugural introduction to critical perspectives on English language teacher and research: A push toward interdisciplinary scholarship in the era of globalization. International Journal of Innovation in English Language Teaching and Research (IJIELTR), 1(1), 9-12.
    • Park, G. (2012). "I am never afraid of being recognized as NNES": One woman teacher's journey in claiming and embracing the NNES identity. TESOL Quarterly, 46(1), 127-151.
    • Park, G. (2011). Adult English language learners constructing and sharing their stories and experiences: The cultural and linguistic autobiography (CLA) writing project. TESOL Journal, 2 (2), 156-172. doi: 10.5054/tj.2011.250378.
    • Park, G., Widodo, H., & Cirocki, A. (Edited) (2010). Observations of teaching: Bridging theory and practice in research on teaching. Berlin, Germany: Lincom Europa Publisher.
    • Park, G. (2010). Providing Meaningful Writing Opportunities in the Community College: The Cultural and Linguistic Autobiographical Writing Project. In S. Katsen's (Ed.), TESOL Classroom Practice: Writing. (pp. 61-68). Alexandria, VA: TESOL, Inc.
    • Park, G. (2009). "I listened to Korean society. I always heard that women should be this way...": The Negotiation and Construction of Gendered Identities in Claiming a Dominant Language and Race in the U.S. Journal of Language, Identity, and Education, 8 (2), 174-190.
    • Park, G. (2008). Lived Pedagogies: Becoming a Multi Competent ESL Teacher. In J. Carmona's (Ed.), Perspectives on Community College ESL: Volume 3: Faculty, Administration, and the Working Environment (pp. 17-29). Alexandria, VA: TESOL, Inc.

    Publications Under Review and In Preparation

    • Park, G. (Accepted to Edited Collection). Mama Teacher-Scholars in Academy: Embracing our Unfinishedness to Forge Ahead as Eternal Seekers. 
    • Park, G., & Amevuvor, J. (Accepted to Edited Collection). An MATESOL Program housed in the English Department: Preparing teacher scholars to meet the demands of a globalizing world. In M. Strain’s (Ed.), MA Programs at Work (Contract with NCTE)
    • Park, G. (In Preparation).  Constructing knowledge around world Englishes: Dialogic inquiry via blogging.
    • Park, G. (In Preparation).  Mentoring novice teachers through observation of teaching as professional development. An edited book proposal and sample chapters to Rowman & Littlefield
    • Park, G. (Book due Spring 2016). Where privilege meets marginalization: East Asian women teachers of English. A book contract with Multilingual Matters, LTD. in Cambridge, UK 

      Curriculum Vita: View Gloria Park's vita (PDF)