Gloria Park

Professor, Director of Graduate Studies in Composition and Applied Linguistics

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

Contact Information

Office: 506-S Leonard Hall

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.

Download Gloria's Journey

Current and Former Class Syllabuses (Word documents):

Selected Publications

  • Kim, K. M., & Park, G. (in press). "It Is More Expressive for Me": A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry. TESOL Quarterly.
  • Park, G. (2017). Narratives of East Asian women teachers of English: Where privilege meets marginalization. Multilingual Matters.
  • Park, G. & Amevuvor, J. (2015). "If you learn about these issues, you're going to learnmore 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). 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. TESOL website.
  • Weinstein, D. & Park, G. (2014). Helping students connect: Architecting learning spaces for experiential and transactional reflection. Journal of Pedagogic Development, 4(3), 14-22.
  • 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. (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.
  • Park, G. (2013). "Writing IS a way of knowing": Writing and Identity. ELT Journal, 67, 3.
  • 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. (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.

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