Faculty Name:Seonhee Cho, PhD

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• researchgate.net
• Google Scholar

Courses

• EDUC 506 Language, Cognitive Development, and Cultural Diversity
• EDUC 507 Linguistic Analysis
• EDUC 602 Research for Classroom Teachers
• EDUC 725 Teaching across Content-areas: Methods of TESOL
• EDUC 752 Supervised Student Teaching in TESOL (PreK-12)

Professional Affiliations

• American Education Research Association
• New York State Teachers of English to Speakers of Other Languages
• Teachers of English to Speakers of Other Languages

Refereed Journal Articles

• Yi, Y., & Cho, S. (2025). From multilingual writers to multilingual leaders in the publishing communities of TESOL: Autoethnographic accounts. In E. Trinh, L. Oliveira, A. F. Selvi (Eds). Multilingual Leadership in TESOL. Routledge. Doi:10.4324/9781003396079.
• Yi, Y., Cho, S., & Jang, J. (2022). Methodological innovations in examining digital literacies in applied linguistics research. TESOL Quarterly, 56(3), 1052-1062. https://doi.org/10.1002/tesq.3140
• Cho, S., Lee, H., & Herner-Patnode, L. (2022). Mathematics lesson design for English learners versus non-English learners from perspectives of equity and intersection. Journal of Urban Mathematics Education, 15(1), 31-53. https://jume-ojs-tamu.tdl.org/JUME/article/view/427
• Lee, H., Herner-Patnode, L., & Cho, S., (2021). Preservice teachers’ culturally responsive teaching approaches in teaching mathematics to diverse learners. The Ohio Journal of Teacher Education, 35(2), 24-39.
• Cho, S., & Clark-Gareca, B. (2020). Approximating and innovating field experiences of ESOL preservice teachers: The effects of COVID-19 and school closures. TESOL Journal, 11(3). https://doi.org/10.1002/tesj.548.
• Cho, S., Lee, H., & Herner-Patnode, L. (2020). Factors influencing preservice teachers’ self-efficacy in addressing cultural and linguistic needs of diverse learners. The Teacher Educator, doi: 10.1080/08878730.2020.1805835.
• Cho, S. (2019). Secondary content-area teachers’ perceptions of English learner accommodations in classroom assessments. NYSTESOL Journal, 6 (1), 42-52.
• Cho, S., & Yi, Y. (2018). Funds of knowledge and cultural capital: Working toward diversity and equity of knowledges. Applied Linguistics, doi:10.1093/applin/amy062.
• Cho, S., and Yi, Y. (2018). Intersecting identities and positionality of U.S.-based transnational scholars in second language studies. International Journal of Research and Method in Education, 41 (4).  doi: 10.1080/1743727X.2018.1496416
• Davis-Wiley, P., and Cho, S. (2018). International sojourning in the U.S.: Perceptions of children of a visiting scholar. International Journal for Innovation Education and Research, 6 (6), 97-106.
• Cho, S. (2016-2017). A Personal Touch of Advocacy to My Profession: Counter-Narratives of Immigrant Latina Teachers in English as a Second Language Education. Ethnic Studies Review, 39 and 40, 19-35.
• Cho, S. (2013). Disciplinary enculturation experiences of three Korean students in U.S.-based MATESOL programs. Journal of Language, Identity, and Education, 12 (2),136-151.
• Cho, S., Xu, Y., & Rhodes, J. A. (2010 a). Examining English language learners’ motivation of, and engagement in reading: A qualitative study. The Reading Matrix 10 (2), 205-220.
• Cho, S., & Christenbury, L (2010 b). Perceptions of Virginia high school English teachers regarding instruction for English language learners. Virginia English Bulletin, 59 (2), 20-37.
• Cho, S. (2009 a). Finding and creating a space: Disciplinary enculturation experiences of five east Asian doctoral students in second language studies. Asia Pacific Journal of Education, 29 (3), 295-310.
• Cho, S., & McDonnough, J.T. (2009 b). Meeting the needs of high school science teachers in English language learner instruction. Journal of Science Teacher Education, 20 (4), 385-424.
• McDonnough, T. J., & Cho, S. (2009 c).  Strategies for connecting to English language learners in the science classroom. The Science Teacher, 76, 34-37.
• Cho, S., & Reich, G. A. (2008). New immigrants, new challenges: High school social studies teachers in English language learner instruction. The Social Studies, 99, 235-242.
• Cho, S. (2008). Beyond language skills: International teaching assistants’ experiences in U.S.-based ESL programs. Journal of Graduate Student Teaching and Professional Development, 11, 90-108.
• Cho, S. (2004). Challenges of entering discourse communities by publishing in English: Perspectives of Non-native speaking doctoral students. Journal of Language, Identity and Education, 3(1), 47-72.

Refereed Book Reviews

• Cho, S. (2015). Crafting Critical Stories: Toward Pedagogies and Methodologies of Collaboration, Inclusion, and Voice [Review of the book Crafting Critical Stories: Toward Pedagogies and Methodologies of Collaboration, Inclusion, and Voice]. Journal of Latinos and Education, 14, 222-223.
• Cho, S. (2011). Academic writing in a global context [Review of the book Academic Writing in a Global Context]. Critical Inquiry in Language Studies.
• Cho, S. (2004). Geopolitics of academic writing [Review of the book Geopolitics of Academic Writing]. English for Specific Purposes, 24, 111-117.

Refereed Professional Presentations

• Cho, S. (March, 2022). Teachers’ Perceptions of Poetry Instruction for ELs and Their Practice. Paper Presentation at TESOL International Convention, Pittsburgh, PA.
• Cho, S., & Yi, Y. (March, 2022). Collaborative Autoethnography Toward Inclusion and Equity in Knowledge Construction. Paper Presentation at Applied Linguistics Convention, Pittsburgh, PA
• Chansingh, A., & Cho, S. (March, 2022). Strategies to promote Individual cultural identity in the classroom that  impact  language learning and social emotional wellness. Paper Presented at 2022 Long Island Teachers’ Institute.
• Cho, S., and Smith, M. (2018). Writing strategies and their impact on ENLs’ content-specific writing. Paper presentation at 47th NYS TESOL Conference, Huntington, NY.
• Cho, S. (April, 2017) A Personal Touch of Advocacy to My Profession: Counter-Narratives of English Language Learner Latina Teachers. Paper presented at American Educational Research Association (AERA) conference. San Antonio, TX.
• McKenzie, C., Sullivan, A., & Cho, S. (March, 2017) Funds of knowledge, cultural capital, and academic engagement of Inner City English as a new language students. Round table session at American Applied Linguistics Conference. Portland, OR.
• Cho, S., & Yi, Y. (April, 2016). Intersectional identities of international scholars of second language studies in the U.S., and their knowledge construction. Paper presented at American Educational Research Association (AERA) conference. Washington.D.C.
• Sullivan, A., & Cho, S. (April, 2016). Inner City Elementary ELLs’ unconventional out-of-school literacy practices. Poster session at TESOL conference. Baltimore, MA.
• Sullivan, A., & Cho, S. (November, 2015). Funds of knowledge of urban ELLs and their literacy practices. Paper presented at NYSTESOL conference. Albany, NY.
• Cho, S. (March, 2015). Content-area teachers’ compulsory ESL practicum experiences: Perils and promises. Round Table session at TESOL conference. Toronto, CA.
• Vitez, S., & Cho, S. (November, 2014). Perceptions on Accents: Don’t judge a book by its cover. Poster session at NYSTESOL conference. Albany, NY
• O’Conner, K., & Cho, S. (March, 2014).  A view from the other side: Self-portrayals of Secondary ELLs. Poster session at TESOL conference. Portland, OR.
• Brady, B., Cho, S., Reis, D., & Xu, K. (March, 2014). Towards a more inclusive TESOL profession: Diverse contexts, collaborative endeavors. Colloquium session at TESOL conference. Portland, OR.
• Cho, S., & Bongiovanni. L. (November, 2013). ESL writing of 1.5 generation college students and instructional strategies. Paper presented at NYSTESOL Conference. White Plains, NY.
• Cho, S. (March, 2013). From ELLs to ESL teachers: Latina teachers’ experiences. Paper presented at international TESOL convention, Dallas, TX.
• Cho, S. (March, 2013). A case of New York bilingual and ESL education. Paper presented at international TESOL convention, Dallas, TX.
• Cho, S., & Yi, Y. (March, 2013). Border crossing or third space? Situated knowledges of international scholars of second language studies in U.S. Roundtable presented at AAAL (American Association for Applied Linguistics), Dallas, TX.
• Cho, S. (November, 2012). Voices from Latina teachers: Becoming ESL teachers from ELLs. Paper presented at NYSTESOL conference, Albany NY.
• Cho, S. (October, 2011). Secondary content-area teachers’ perceptions of fairness regarding assessing English language learners. Paper presented at SETESOL conference, Richmond, VA.
• Cho, S. & Bohon, L. (March, 2011). How do secondary content-area teachers implement SIOP in their classrooms? Paper presented at TESOL conference, New Orleans, LA.
• Cho, S. (March, 2011). Academic enculturation experiences of Non-native English speaking students in MATESOL programs. Poster session at TESOL conference, New Orleans, LA.
• Cho, S. (November, 2010). Effectiveness of SIOP  training application in secondary mainstream classroom. Paper presented at 40th NYSTESOL conference, Albany, NY.
• Cho, S. (April, 2010). Secondary content-area teachers’ perceptions of mainstreaming of English language learners, resources, and policies. Paper presented at AERA Conference, Denver, CO.
• McDonnough J. T., & Cho, S. (March, 2010). Making Science Accessible to ELLs: Instructional Strategies for 6-12 teachers. Paper presented at VAST conference, Philadelphia, PA.
• Bohon, L., & Cho, S. (October, 2009). Improving scaffolding techniques and increasing student interaction. Paper presented at VATESOL Conference, Virginia Beach, VA.
• Cho, S., & McKelvey, S. (September, 2009). Impact of professional development program regarding English language learner instruction on secondary content-area teachers. Paper presented at VERA Conference, Charlottesville, VA.
• Cho, S. (April, 2009). Disciplinary enculturation experiences of East Asian doctoral students in second language studies. Presented at the AERA Conference, San Diego, CA.
• Rhodes, J. A., Xu, Y., & Cho, S. (December, 2008). The impact of a response to intervention model on the prediction and comprehension ability of English language learners and native English-speaking remedial readers. Presented at the National Reading Conference, Orlando, FL.
• Cho, S., & Bohon, L. (September, 2008). Summer institute for secondary-content teachers: Success and Challenges. Poster session at the Southeast TESOL, Birmingham, AL.
• Cho, S. (October, 2007). Current practices, issues, and needs of content-area teachers in ELL education in central Virginia. Paper presented at the VATESOL (Virginia Teachers of English to the Speakers of Other Languages). Richmond, VA.
• Cho, S. (September, 2007). Current practices, issues, and needs of content-area teachers in ELL education in central Virginia. Paper presented at the VERA (Virginia Educational Research Association). Charlottesville, VA.
• Cho, S. (April, 2007). International students’ practicum/internship and questions of equity. Paper presented at the AERA conference, Chicago, IL.
• Cho, S. (March, 2007). NNS (Non-native English Speaking Students) practicum and questions of equity. Paper presented at the 41th international TESOL, Seattle, WA.
• Cho, S. (October, 2006). Different expectations of ESOL and content-area teachers: Who is responsible for what? Paper presented at the VATESOL, Roanoke, VA.
• Cho, S. (October, 2005). Outsiders or legitimate participants? International students’  academic socialization processes in TESOL Education. Paper presented at the VA TESOL, Charlottesville, VA.
• Davis-Wiley, P., & Cho, S. (March, 2005). “But, it wasn’t like this in American movies!”—Personal challenges and triumphs of two young Korean students reflecting back on their year abroad in East Tennessee. Paper presented at the TNTESOL, Clarksville, TN.
• Davis-Wiley, P., & Cho, S. (October, 2004). She says/he says: Conversations with two young Korean students transplanted to the wilds of East Tennessee. Paper presented at the Southeast TESOL, Nashville, TN.
• Cho, S. (April, 2004). Challenges of Entering Discourse Communities by Publishing. Paper presented at the 38th international TESOL, Long Beach, CA.
• Cho, S., & Tankersley, J. (September, 2002). Case Studies on the Experiences of Native EFL Teachers in East Asia. Paper presented at the Southeast TESOL, Atlanta, GA.