Monthly Archives: May 2013

Immaculée Harushimana

Immaculée Harushimana is Assistant Professor of TESOL and Language and Literacies Acquisition in Secondary Classrooms at Lehman College, City University of New York. Formerly a lecturer at the University of Burundi, Harushimana came to the United States in 1993 on a Fulbright scholarship to pursue her graduate studies. Her major area of inquiry is in critical linguistics and its implications for literacy instruction for urban adolescents. Her research interests include immigrant and refugee youth’s school integration, multilingual identity, and alternative discourses. Harushimana’s research on the education and adaptation of African-born immigrant and refugee youth has been published in edited volumes and refereed professional journals, including the Journal of Border Educational Research, the Journal of Urban Teaching and Learning Research, The Journal of Praxis in Multicultural Education, and the Journal of Peace and Justice Studies. Her most recent publication, Reprocessing race, language and ability: African-born educators and students in transnational America (2013), brings together the experiences of African-born teacher educators, k-12 teachers and secondary youth in the USA and Canada. |  June Interviewer: Ana Solano-Campos

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Gloria Park

Gloria Park is an Assistant Professor in the Department of English at the Indiana University of Pennsylvania (IUP). As a researcher and teacher educator, she is 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. Her 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, she is 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. [] | May Interviewer: Davi S. Reis

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