Ellen Yeh is an Assistant Professor in English and Creative Writing Department and serves as a Director of English as an Additional Language Program at Columbia College Chicago. Her research interests include media literacy in teacher education, social media literacy, Computer Assisted Language Learning (CALL), intercultural communication, and family diversity in education. Her nationally recognized research has appeared in chapters and refereed journal articles. She has published a research article that is entitled “Teaching culture and language through the multiple intelligences film teaching model in the ESL/EFL classroom.” Her recent publications include peer-reviewed papers titled “A Model for Mobile Social Media Integration in Constructivist ESL Classrooms,” and “Intercultural Competence for Teachers of Young ELLs.” In addition, her peer-reviewed article “Media Literacy Education and 21st-Century Teacher Education” was accepted by the International Encyclopedia of Media Literacy. She is currently working on her scholarly projects in the field of family diversity in ELL education: “Bridging the Gaps: Parental Involvement and Asian Non-Native English Speakers’ Postsecondary Enrollment” and “Breaking the Unequal cycle: Parental Involvement in Hispanic Non-Native English Speakers’ Postsecondary Enrollment”. Her other ongoing project is in the field of CALL, titled “Voice to be heard: Using social media for digital storytelling to foster language learners’ motivation and engagement”. She is invited to serve as a reviewer/editorial board member for the Journal of Effective Teaching. She holds a Ph.D. in Curriculum and Instruction with a specialization in second language education from Ohio University. She also holds a TESOL Certificate and CALL Certificate.
Overview: I had the benefit of performing a wide range of services and teaching in Columbia College Chicago. I developed and coordinated teacher-training programs, such as working with the Global Education office to deliver training workshops for International Student Ambassadors (the Buddy Program), which prepares student mentors to assist the growing population of incoming international students in the Summer Intensive Program (SIP) and in the fall semester. I also worked with the Director of International Articulations and Special Programs. We developed and coordinated the International Student Welcome Program (ISWP) academic orientation sessions. As for experience with curriculum development and program administration, I worked with part-time EAL instructors to develop curricula that support multilingual writing pedagogy and clear learning objectives for the specific curricular enhancements for International Writing and Rhetoric II. These enhancements include blended learning instruction and practices to supplement aspects of the new Writing and Rhetoric II curriculum and replacing other elements that did not address the needs of English language learners (ELLs). I have been working on revising the current International Oral Expression course, and I requested a course name change to "Public Speaking for the Global Context" effective Fall 2019. Due to the new core curriculum, I proposed a new set of requirements and language proficiency benchmarks for incoming international students in Fall 2019. We are working on new learning objectives and developing a multimodality project for students to create an online portfolio, which allows students to acquire skills for public speaking and presentation in the 21st century. I have been working with the Global Education office to develop the new budget, courses, and curricula for the 4-week extensive SIP. I have recruited members for the SIP curriculum committee in Spring 2018 and am in the process of developing and revising four courses entitled U.S. Language and Culture; Creative Industries in Western Markets; Reading and Writing for the 21st Century; and Speaking and Listening for the 21st Century. As the director of the EAL program, I am involved in the following administrative duties: developing and coordinating EAL class schedules with the Director of Writing and Rhetoric; conducting faculty teaching evaluations to review teaching materials and observe classes; providing curricular and co-curricular support for student programming offered through the Global Education office; collaborating with the Writing Center to ensure that multilingual students receive appropriate academic support; collaborating with Admissions, the International Student Welcome Program, and the Advising Center to ensure that multilingual students receive appropriate placement and course recommendations; evaluating and hiring EAL instructors; coordinating, developing and teaching U.S. Language and Creative Industries in Western Markets courses; and serving on the Writing and Rhetoric Committee, and the committee for “The Write Class” online placement system. Courses Taught in Columbia College Chicago: • International Writing & Rhetoric I and II • International Oral Expression • U.S. Academic Language and Culture • U.S. Language and Creative Industries in Western Markets
Creative Practice and Research Interests
Overview: Recently, I published peer-reviewed papers and delivered presentations in international conferences on diverse topics within computer assisted language learning, social media literacy, media literacy in teacher education, and intercultural competence in professional development. I worked with my colleague at the University of Chicago on our peer-reviewed book chapter titled “A Model for Mobile Social Media Integration in Constructivist ESL Classrooms,” published in the fall of 2017. I also worked with my colleague at University of West Florida and published a peer-reviewed article in the fall of 2017 titled, “Intercultural Competence for Teachers of Young ELLs.” In addition, my peer-reviewed article “Media Literacy Education and 21st-Century Teacher Education” was accepted by the International Encyclopedia of Media Literacy. For my ongoing scholarly works, I have three manuscripts and one book proposal that are currently submitted and under reviewed. The three manuscripts are in the field of family diversity in ELL Education: “Bridging the Gaps: Parental Involvement And Asian Non-Native English Speakers’ Postsecondary Enrollment” is currently under review by Journal of Family Diversity in Education; “Breaking the Unequal cycle: Parental Involvement in Hispanic Non-Native English Speakers’ Postsecondary Enrollment” is under review by Journal of Family Issues; and “Parent Matters: Parental Involvement In Non-Native English Speakers’ Postsecondary Enrollment” is under review by School Community Journal. The last book proposal is in the field of CALL, titled “Voice to be heard: Using social media for digital storytelling to foster language learners’ motivation and engagement,” which is under review by Digital Storytelling in Second and Foreign Language Teaching. Furthermore, I was invited to serve as a reviewer and/or editorial board member for the Journal of Effective Teaching. Regarding conference presentations, I presented at the 2018 TESOL International Convention & English Language Expo, the largest international TESOL conference in the field. My presentation was “Social Media Literacy in Second Language Environments: Navigating Anonymous User-Generated Content.” I also presented two research presentations at the Computer Assisted Language Instruction Consortium (CALICO) Conference, titled “Mobile Social Media: Enhancing Intercultural Competence in ESL Community Engagement” and “Social Media for Social Inclusion: Barriers to Participation in Target-Language Online Communities.” The CALICO Conference is also one of the most prestigious conferences in the field of CALL. In addition, my conference proposal recently was accepted by the 2018 WorldCALL Conference at University of Concepción, Biobío Region, Chile. The research I will be presenting is “Social Engagement in The Digital Wild: Developing Intercultural Competence by Participating in Online Communities”. Research Interests: • Teacher preparation, English education and literacy emphasis • Curriculum and Instruction • Computer Assisted Language Learning (CALL) • Pre-service and in-service teacher training, TESOL and CALL emphasis • Intercultural Learning and Multicultural Education • English as a Second Language (ESL) Writing and Rhetoric • ESL Oral Expression
B.A., English Language and Literature Soochow University 2009
M.Ed., Teaching English to Speakers of Other Languages The University at Buffalo, State University of New York 2011
Ph.D., Curriculum and Instruction Ohio University 2014