Professor
Dr. Heekyeong Lee is a Professor of the MATESOL/MATFL Program and teaches courses such as Principles and Practices of Language Teaching, Second Language Acquisition, Applied Linguistics Research, Pedagogical Grammar in Foreign Language Teaching, and Applied Linguistics Capstone. She has also taught Public Speaking and Academic Writing for international Fulbright scholars pursuing graduate degrees in American universities.
Before joining the Institute in 2009, Professor Lee she worked as a language teacher and a language teacher educator in various linguistic, cultural, and professional environments. She began her career in Korea as a high school English teacher. In Canada, she was responsible for the in-service teacher training (43 different foreign languages) for the Canadian Foreign Service. She also worked as an English instructor as well as a tester at the University of L’Aquila in Italy following the Common European Framework of Reference (CEFR). After moving to the U.S., she worked as an English Teacher for the Family Literacy Program at the University Settlement Society of New York, as well as teaching academic listening and speaking skills for international students at the College of Saint Elizabeth in Morristown, New Jersey. She is co-author (with H. Douglas Brown) of the fourth edition of the widely acclaimed text Teaching by Principles (Pearson Education, 2015).
Currently, with Dr. H. D. Brown she is working on another major book – the 7th edition of a long-standing textbook on second language acquisition (SLA) and pedagogy, Principles of Language Learning and Teaching (PLLT) (Pearson Education).
EDUC 8502
Principls/Practcs Lang Tchng ICourse Description
Principles & Practices in Language Teaching 1
Along with Principles and Practices 2, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include an introduction to the field and its expectations, course/syllabus design, needs assessment, and unit design. Students will engage in a variety of real-world performance tasks, such as creating needs assessment instruments, summative language assessments, and unit plans. Students will also deepen their understanding of course concepts by conducting classroom observations.
Terms Taught
EDUC 8503
Principls/Practcs LangTchng IICourse Description
Principles & Practices in Language Teaching 2
Along with Principles and Practices 1, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include (but are not limited to) skills-based lesson planning, authentic texts use, summative and formative assessment, differentiation, classroom discussion strategies, and oral corrective feedback. Students will engage in a variety of real-world performance tasks, such as creating curricular documents (e.g., unit plans, lesson plans, assessments) and performing teaching events.
Terms Taught
EDUC 8661 Upcoming
Language Teacher SupervisionCourse Description
This seminar provides language teachers with the skills and knowledge necessary to meet the challenges of becoming language teacher supervisors. It examines current models of, and research on, language teacher supervision. Students practice observing teachers and conducting post-observation conferences, developing their ability to provide professional feedback, differentiate between evaluative and developmental supervision, and examine the variables related to working with teachers in a variety of specific contexts.
Terms Taught
EDUC 8670
Practicum CapstoneCourse Description
The Practicum Capstone combines reflective practice and professional development in preparing students for a career in language education. Participants integrate theory, research, and conceptual foundations into a coherent and well-informed approach to planning and executing lessons. They also incorporate these three components when developing and deploying instructional materials and assessment instruments. Activities and products prepare participants for entering the language teaching professional and performing admirably therein.
Practicum Capstone Student Learning Outcomes (SLOs):
Articulate their approach to language learning and teaching with explicit reference to sound pedagogical principles
Demonstrate their expert knowledge of language, learning, and teaching
Select appropriate materials for effective language instruction
Plan productive instructional units and lessons to maximize second language learning in all skill areas
Assess student learning meaningfully using a range of formative and summative tools
Reflect critically on their teaching practice in order to build on their strengths and address areas for improvement
Terms Taught
LING 8531
Pedagogical Grammar in FLTCourse Description
This course is designed to provide teachers of different languages with opportunities to investigate and practice pedagogical subject matter knowledge and grammar teaching strategies in the language that they teach. There will be a number of different languages represented in the class, which will afford multiple opportunities to explore, investigate, and share a variety of pedagogical perspectives and linguistic experiences.
The course will combine a focus on recent theoretical approaches to grammar (cognitive grammar, construction grammar, systemic – functional grammar) with innovative and practical approaches to teaching and learning in an authentic, action-based and interaction-rich setting.
Terms Taught
LING 8630 Upcoming
Second Language AcquisitionCourse Description
Surveys, in seminar format, research in second-language learning relating to language teaching and learning. Discusses the role of affective variables, interaction, learner strategies, and learner factors in the language acquisition process. Prerequisite: Language Analysis
Terms Taught
LING 8670 Upcoming
Applied Linguistics CapstoneCourse Description
The Applied Linguistics Capstone is designed to help TESOL/TFL students refine their skills as applied linguistics professionals. Course participants will develop either a curriculum project, a, empirical research report, or an assessment tool, using original data that they have collected and analyzed. The course also aims to induce students to reflect on their previous coursework, as well as explore and clarify their future plans for careers as language teaching professionals.
Applied Linguistics Capstone Student Learning Outcomes (SLOs):
Understand processes of inquiry relevant to language education
Plan research activities for designing curriculum and language instruction, assessment, or empirical investigation
Execute data collection procedures
Analyze data using appropriate quantitative and qualitative methods
Synthesize and report findings clearly, convincingly, and creatively for a professional audience
Apply research skills in educational settings
Terms Taught
MIIS 8509
Principls/Practcs Lang Tchng ICourse Description
Principles & Practices of Language Teaching I
Along with Principles and Practices 2, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include an introduction to the field and its expectations, course/syllabus design, needs assessment, and unit design. Students will engage in a variety of real-world performance tasks, such as creating needs assessment instruments, summative language assessments, and unit plans. Students will also deepen their understanding of course concepts by conducting classroom observations. The dates of this course are SEPTEMBER 6 through DECEMBER 16. Registering for this course signals your interest in taking the course. You will be notified via email on August 21 whether you can officially enroll in the course.
Terms Taught
MIIS 8520
Pedagogical Grammar in FLTCourse Description
Pedagogical Grammar in FLT
"This course is designed to provide teachers of different languages with opportunities to investigate and practice pedagogical subject matter knowledge and grammar teaching strategies in the language that they teach. There will be a number of different languages represented in the class, which will afford multiple opportunities to explore, investigate, and share a variety of pedagogical perspectives and linguistic experiences.
The course will combine a focus on recent theoretical approaches to grammar (cognitive grammar, construction grammar, systemic – functional grammar) with innovative and practical approaches to teaching and learning in an authentic, action-based and interaction-rich setting." (Open to Junior and Seniors only) (Open to students who have taken Language Analysis or equivalent, you must contact Kathi Bailey from Monterey (kb@middlebury.edu) for review of MIDD course background.) The dates of this course are JANUARY 31 through MAY 20. Registering for this course signals your interest in taking the course.
Terms Taught
As a native of Korea, Dr. Heekyeong Lee’s research interests have been shaped by the challenges she experienced as a learner, a teacher, and a researcher in various multilingual and multicultural places around the world. Her research interests center on how to facilitate second/foreign language students’ literacy development by understanding various challenges the students and instructors face. Her specific interests focus on learner identity and agency, language teacher development, cultural humility, as well as socialization process of North Korean refugee students in South Korea. Her specific interests focus on learner identity and agency, language teacher development, cultural humility, as well as socialization process of North Korean refugee students in South Korea.
Professor Lee has been teaching at the Institute since 2009.
| by Mark C. Anderson
Educator Kara Mollano is taking what she’s learning in her TESOL courses at the Middlebury Institute and not only putting them to work in her classroom, but sharing them in a learning circle with her colleagues.
