Professor, Director of Graduate Studies in Composition and Applied Linguistics
亚色影库
Department of Language, Literature, and Writing
Graduate Studies in Composition and TESOL
Indiana, PA 15705-1094
Contact Information
Office: 506-S Leonard Hall
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 focus 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.
Selected Publications
Contract(s) Secured
Park, G., Webb, M., Tanghe, S., Charles, Q. (In Press). Radical inclusivity in applied linguistics and language teacher education (A Contract secured with Multilingual Matters)
Park, Henderson Lee, Moroz, & Yazan (In Preparation). Qualitative research design, methodological affordances and constraints, and researcher reflexivity (A contract secured with Routledge)
Moroz, O., Vaccino-Salvadore, S., & Park, G., (In preparation). Navigating Parenting during the Doctoral Journey: Affordances and Constraints in Managing Academics and Family Responsibilities (A Contract Secured with The Doctoral Journeys – Brill series)
Books
Park, G. (2017). Narratives of East Asian women teachers of English: Where Privilege Meets Marginalization. Cambridge, UK: Multilingual Matters, LTD (Hardcover) (Paperback released in September 2018)
Park, G., Bogdan, S., Rosa, M., & Navarro, J (2023) Critical Pedagogy in Language and Writing Classrooms: Strategies, Assignments, and Samples by teacher Scholars. New York, Routledge.
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.
Journal (Co)Editorship
Penton Herrera, L., Trinh, E., Park, G. (2023). Storytelling as an Outlet for Restoration and Peace: TESOL Responding to Global Crises. TESOL Journal Special Themed Issue for 2023-Guest Co-Editors
Park, G. (2018). (Editor). TESOL Encyclopedia of English Language Teaching: Teacher Training & Professional Development Volume. TESOL & Wiley, Inc.
Varghese, M., Motha, S., Park, G., Reeves, J., & Trent, J. (2016). Language teacher identity in (multi)lingual educational contexts. Special Themed Issue for TESOL Quarterly, www.tesol.org
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.
Refereed Journal Articles
Park, G., Vaccino-Salvadore, S., Webb, M., Tanghe, S., & Henderson Lee, S. (2024). Practicing intentional mentorship: An unfinished journey of language teacher educator and her (future) mentees. (Special Issue Journal). https://doi.org/10.1002/tesj.873
Narang, P.B., Alshehri, A., & Park, G. (2022). Three mothers in academia: Looking inwards, taking stock, and moving forward. Journal of the Motherhood Initiative for Research and Community Involvement, 13(2) 20. https://jarm.journals.yorku.ca/index.php/jarm/article/view/40663
Park, G. (2021). “I, too, am afraid for me and my son.” A mother in academia speaks out. TESOL Journal, 12(3), 1-5.
Greene, M. & Park, G. (2021). Promoting reflexivity during the COVID-19 Pandemic. American Journal of Qualitative Research, 5(1), 23-29.
Kim, K., & Park, G. (2020). “It Is More Expressive for Me”: A translingual approach to meaningful literacy instruction through Sijo poetry. TESOL Quarterly, 54(2), 281-309.
Park, G., Rinke, C., & Mawhinney, L. (2016). Exploring the interplay of cultural capital, habitus, and field in the life histories of two West African teacher candidates. Teacher Development: An International Journal of Teachers’ Professional Development, 20(5). http://dx.doi.org/10.1080/13664530.2016.1202312
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 every day”: 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.
Weinstein, D. & Park, G. (2014). Helping students connect: Architecting learning spaces for experiential and transactional reflection. Journal of Pedagogic Development, 4(3), 14-22.
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), 336-345.
Park, G. (2012). “I am never afraid of being recognized as an NNES”: One woman teacher’s journey in claiming and embracing the NNES identity. TESOL Quarterly, 46(1), 127-151.
Adubofour, I.., Park, G., & Alieva, A. (In Press, 2025). Revisiting diversity, equity, inclusion, belonging (DEIB) to anchor sustainable graduate education. Routledge
Charles, Q., Tanghe, S., Webb, M., & Park, G. (2025). Intersectionality as a duo-ethnographic process: Four transnational English language teachers (re)storying critical incidents as multilingual leaders. In E. Trinh, L. C. de Oliviera, & A. Fuad Selvi (Eds.)., Multilingual Leadership in TESOL (pp. 153-171). Routledge.
Webb, M., Charles, Q., Henderson-Lee, S., Tanghe, S., & Park, G. (2024). Reimagining women leadership in TESOL: Advocating for change, harnessing reflexivity, and humanizing practices. In D. Rashed, & D. Suarez, (Eds.), Reimagining Influence in TESOL: Global Perspectives on Female Leadership Identity (pp. 109-131). Brill.
Black, W., Liang D., & Park, G. (2022). Being critical transnational English teachers: A narrative inquiry of Fulbright pre-service English language teachers. In R. Jain, B. Yazan, S. Canagarajah’s (Eds.), Transnational Research in English Language Teaching: Critical Perspectives and Identities. (pp. 223-238). Bristol, UK: Multilingual Matters.
Park, G. (2020). Engaging in critical storytelling as a transnational immigrant woman in academy: (Un)learning from our stories and lived experiences. In L. J. Pentón Herrera & E. T. Trịnh (Eds.), Critical Storytelling: Multilingual Immigrants in the United States. Sense Publisher.
Curriculum Vitae: View Gloria Park’s vita (PDF)