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).
Courses offered in the past two years.
- Current term ●
- Upcoming term(s) ○
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.
Fall 2019 - MIIS, Fall 2020 - MIIS
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 2019 - MIIS, Fall 2020 - MIIS
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 2019 - MIIS, Spring 2020 - MIIS
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 essentials of lesson planning, authentic texts use, formative assessment, differentiation, and high leverage teaching practices. Students will engage in a variety of real-world performance tasks, such as creating lesson plans and performing microteaching. Students will also deepen their understanding of course concepts by conducting classroom observations.
Spring 2019 - MIIS
Areas of Interest
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.
- 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).