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Associate Professor

Heekyeong Lee
McCone Building M109
(831) 647-6427

Dr. Heekyeong Lee is an associate professor of applied linguistics in 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).

Courses Taught

Courses offered in the past two years.

  • Current term
  • Upcoming term(s)

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.

Spring 2018 - MIIS

View in Course Catalog

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

Spring 2017 - MIIS, Fall 2017 - MIIS, Spring 2018 - MIIS

View in Course Catalog

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

Fall 2017 - MIIS, Spring 2018 - MIIS

View in Course Catalog

Provides an overview of language teaching and learning principles from both historic and current perspectives. Illustrates application of teaching principles through practical examples.

Spring 2017 - MIIS

View in Course Catalog

Requires original research to be conducted by the student on issues such as language attitudes, cultural variables, language learning, or other topics from sociolinguistics and second language acquisition. Introduces a range of research methods, including exposure to various data collection and analysis procedures in both the qualitative and quantitative research traditions.

Spring 2017 - MIIS

View in Course Catalog

Areas of Interest

As a native of Korea, Dr. Heekyeong Lee’s research interests have been shaped by the challenges she experienced as an international student in Canada. Her research interests center on how to facilitate second/foreign language students’ literacy development by focusing on understanding various challenges the students and instructors face. Her specific interests focus on learner identity and agency, genre-oriented approaches to language teacher education, as well as discourse socialization of North Korean refugee students in South Korea.

Academic Degrees

  • Ph.D. in Second Language Education, McGill University, Montreal, Canada
  • M.A. in Applied Linguistics, Carleton University, Ottawa, Canada
  • B.A. in English Language Education, Chung-Ang University, Seoul, Korea 

Professor Lee has been teaching at the Institute since 2009.


  • Role of the first language. In The TESOL Encyclopedia of English Language Teaching. Wiley & TESOL International, Lee, H. (2018).
  • An exploratory study of academic literacy socialization: Building genre awareness in a teacher education program. Journal of English for Academic Purposes, 26, 17-28, Hedgcock, J. S., & Lee, H. (2017).
  • Adjusting to contextual constraints: Methodological shifts in local research projects. In J. McKinley & H. Rose (Eds.), Doing Research in Applied Linguistics (pp. 61-71). New York, NY: Routledge, Hedgcock, J. S., & Lee, H. (2017).
  • Teaching by principles: An interactive approach to language pedagogy (4th ed). White Plains, NY: Pearson Education, Brown, H. D., & Lee, H. (2015).
  • Review of Language teaching research and language pedagogy, by Rod Ellis (2012), Studies of Second Language Acquisition, 35 (3), 562-564, Lee, H. (2013).
  • International students and identity: Resisting dominant ways of writing and knowing in academe. In D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, & L. Yousoubova (Eds.), Writing in knowledge societies (pp.351-370). West Lafayette, IN: Parlor Press and WAC Clearinghouse, Lee, H. & Maguire, M.H. (2011).
  • A sociocultural analysis of Korean siblings’ English literacy development. The Journal of the Research Institute of Korean Education, 27(1), 51-70, Lee, H. (2010).
  • Learner agency and identity in second language writing. ITL International Journal of Applied Linguistics, 156, 109-128, Lee, H. (2008).
  • Korean students’ perceptions of identities and cultural capital. Sociolinguistic Studies, 1(1), 107-129, Lee, H. (2007).