Dr. Hyun-Sook Kang

Associate Professor
  • BIOGRAPHY
  • I pursue questions related to how English and Korean are learned, taught, and assessed as additional languages, in an effort to value and promote linguistic and cultural equity and diversity in a multilingual and multicultural society. In so doing, I have been taking a problem-oriented approach, drawing on my practice and experience, and contributing to solving the problem. As a consequence, my research endeavors have been transdisciplinary in nature, utilizing the varying research tools available in social sciences, e.g., (quasi)experiment, interview, matched-guise, and survey. In addition to the pursuit of linguistics applied to education, I have been actively involved in the professional community by serving as an Editorial Board member for the Journal of Language, Identity, and Education, as a Member-at-Large for the Midwestern Association of Language Testers, and as a reviewer for peer-reviewed academic journals in the field.
  • CURRENT COURSES
  • ENG 243Sec 1 Gram Struct English
  • ENG 394Sec 1 Tesol Practicum
  • ENG 344Sec 1 Tesol: Theoretical
  • TEACHING INTERESTS
  • Second Language Acquisition; TESOL Methods and Materials; Second Language Assessment and Testing; Research Methods in Applied Linguistics; Language and Identity; Introduction to Descriptive Linguistics; English Grammar
  • RESEARCH INTERESTS
  • Second language (L2) instruction, learning and assessment; bilingualism and biliteracy; individual differences in L2 learning; L2 reading and writing; language attitudes; intercultural communication
  • Ph D Educational Linguistics - 2007
  • University of Pennsylvania
  • Philadelphia, PA
  • MA Linguistics - 2001
  • McGill University
  • Montreal, Canada
  • BA English Language & Literatures - 1999
  • Pusan National University
  • Pusan, Korea
  • SELECTED PUBLICATIONS
  • Ahn, S. Y., & Kang, H. (in press). South Korean university students’ perceptions of different English varieties and their contribution to the learning of English as a foreign language. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2016.1242595
  • Kang, H., & Kim, I. (in press). Self-assessment of heritage language: The role of cultural identity and language domain. Korean Journal of Applied Linguistics.
  • Kim, I., Kang, H., Pirruccello, L., Kweon, S., & Oh, C. (in press). Motor learning theory-based approach for teaching English as a second language. Speech, Language, and Hearing. DOI: 10.1080/2050571X.2016.1213561
  • Kang, H. & Veitch, H. (2016). Mainstream teacher candidates’ perspectives on English-as-a-second-language (ESL) writing: The effects of writer identity and rater background. TESOL Quarterly. DOI: 10.1002/tesq.289
  • Kang, H. (2016). Subject-object asymmetry in the second language acquisition of English relatives and embedded wh-questions. Journal of Psycholinguistic Research. DOI: 10.1007/s10936-015-9410-2.
  • Kang, H. (2015). Korean families in America: Their family language policies and home-language maintenance. Bilingual Research Journal. 38(3), 275-291. DOI: 10.1080/15235882.2015.1092002
  • Kang, H. (2015). Heritage language learning for contesting the model minority stereotype: The case of Korean American college students. In N. Hartlep. (Ed.), Modern societal impacts of the model minority stereotype (pp. 185-204). Hershey, PA: IGI Global.
  • LaFave, J.M., Kang, H., & Kaiser, J.D. (2015). Cultivating intercultural competencies for civil engineering students in the era of globalization: Case study. Journal of Professional Issues in Engineering Education and Practice, 141(3), 05014008, DOI: 10.1061/(ASCE)EI.1943-5541.0000234.
  • Kang, H. (2015). Teacher candidates’ perceptions of non-native English-speaking teacher educators in a TESOL Program: “Is there a language barrier compensation?” TESOL Journal, 6(2), 225-251. DOI: 10.1002/tesj.145
  • Kang, H. (2014). Acquisition of English relative clauses by Korean-speaking learners of English. Language Research, 50(3), 739-766.
  • Kang, H. (2013). Korean-American college students’ language practices and identity positioning: ‘Not Korean, but not American.’ Journal of Language, Identity, and Education, 12(4), 248-261. DOI: 10.1080/15348458.2013.818473
  • Kang, H. (2013). Korean-immigrant parents’ support of their American-born children’s development and maintenance of the home language. Early Childhood Education Journal, 41(6), 431-438. DOI: 10.1007/s10643-012-0566-1
  • Kang, H. (2012). Getting learners’ attention to form in the learning of Korean as a heritage language. In A. Byon & D. Pyun. (Eds.), Teaching and learning Korean as a foreign language: A collection of empirical studies (pp.191-208). Columbus, OH: National Foreign Language Resource Center, The Ohio State University.
  • Kang, H. (2012). English-only instruction at Korean universities: Help or hindrance to higher learning? English Today, 28(1), 29-34. DOI: 10.1017/S0266078411000654
  • Kang, H., & Kim, I. (2012). Perceived and actual competence and ethnic identity in heritage language learning: A case of Korean-American college students. International Journal of Bilingual Education and Bilingualism. 15(3), 279-294. DOI: 10.1080/13670050.2011.626846
  • Hsieh, P., & Kang, H. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning, 60(3), 606-627. DOI: 10.1111/j.1467-9922.2010.00570.x
  • Kang, H. (2010). Korean as a heritage language in the U.S. university classroom. Journal of the National Council of Less Commonly Taught Languages, 8, 141-167.
  • Kang, H. (2010). Negative evidence and its explicitness and positioning in the learning of Korean as a heritage language. The Modern Language Journal, 94(4), 582-599. DOI: 10.1111/j.1540-4781.2010.01093.x
  • Kang, H. (2009). The relative efficacy of explicit vs. implicit feedback in the learning of a less-commonly-taught foreign language. International Review of Applied Linguistics, 47(4), 303- 324. DOI: 10.1515/iral.2009.013
  • Kang, H. (2008). Teaching in two languages: Elementary English programs in Korea. In S. Dogancay-Aktuna, & J. Hardman. (Eds.), Global English language teacher education: Praxis and possibility (pp. 131-143). Alexandria, VA: TESOL Inc.
  • Pica, T., Kang, H., & Sauro, S. (2006). Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition, 26(2), 305-335. DOI: 10+10170S027226310606013X
  • Sauro, S., Kang, H., & Pica, T. (2005). Information gap tasks: their roles and contribution to interaction research methodology. Working Papers in Educational Linguistics, 21(1), 1-34.
  • Kang, H. (2004). Compliment responses by Korean female speakers. The Korean Language in America, 9, 113-125.
  • Goad, H., & Kang, H. (2003). Word-final syllabification in L2 acquisition with emphasis on Korean learners of English. In Proceedings of the 6th Generative Approaches to Second Language Acquisition Conference (pp. 122-129).
  • Kang, H. (2002). What is missing in interlanguage? Acquisition of determiners by Korean learners of English. Working Papers in Educational Linguistics, 18(1), 51-66.
  • PRESENTATIONS
  • FUNDED GRANTS