Hyonsuk Cho

• TL 551 Second Language Acquisition for ELL Teachers
• TL 537 ELL Methods and Materials
• TL 568 Research and Advocacy for ELLs
• TL 567 Language Structure and Analysis for Teachers
• TL 514 Introduction to Multilingual Education
• TL 513 Linguistics for ELL Teachers
• TL 486 ESL Field Experience
• EFR506 Multicultural Education

• Culturally relevant/sustaining pedagogies
• English language learners and students with immigrant/refugee backgrounds
• Bilingual identity construction
• Academic language socialization
• Social-emotional development

Selected peer-reviewed publications

Cho, H., Phenow, S., Buchanan, A., & Ljevaja, I. (2024). Using ChatGPT to create a lesson plan for multilingual students. Dakota TESOL Newsletter, 14(1), 18–21. Retrieved from https://dakotatesol.org/wp-content/uploads/2024/07/Dakota-TESOL-Newsletter-2024.pdf

Christ, T., Cho, H., Chiu, M. M., Bakhoda, I., Klebba, H. (2024). Effects of emergent bilingual students’ and their teacher's talk-turns on students’ comprehension during read-aloud discussions. Journal of Research in Childhood Education. First Published Online https://doi.org/10.1080/02568543.2023.2301083

Cho, H., Christ, T., & Liu, Y. (2024). Recognizing emergent bilingual parent-child dyads’ funds of identity through their discussions about culturally relevant text. Journal of Language, Identity & Education, 23(4), 527–542. https://doi.org/10.1080/15348458.2021.2004893

* OASIS Summary: Funds of identity of emergent bilingual Parent-Child pairs

Cho, H., Chou, A., & Wiens, P. D. (2023). Teacher education students’ perceptions about bilingualism and emergent bilingual students. Action in Teacher Education, 45(2), 107–123. https://doi.org/10.1080/01626620.2023.2174203

Christ, T., & Cho, H. (2023). Emergent bilingual students’ small group read-aloud discussions. Literacy Research and Instruction, 62(3), 203–232. DOI: 10.1080/19388071.2022.2085637

Bakhoda, I., Christ, T., Chiu, M. M., Cho, H., & Liu, Y. (2022). Teacher and emergent bilingual student read-aloud mediations. Journal of Literacy Research, 54(4), 509–541. https://doi.org/10.1177/1086296X221140859

Cho, H., & Christ, T. (2022). How two emergent bilingual students from refugee families make inferences with more and less culturally relevant texts during read-alouds. TESOL Quarterly, 56(4), 1112-1135 https://doi.org/10.1002/tesq.3094 (*Full-text, Read-only: https://onlinelibrary.wiley.com/share/author/ZA9H3VZIIBUMQIH2NJIT?target=10.1002/tesq.3094)

Cho, H., & Votava, K. (2021). Family engagement of Nepali parents of dual language learners at Head Start. SN Social Sciences, 125. https://doi.org/10.1007/s43545-021-00108-7

Christ, T., & Cho, H. (2021). Sharing power in read-alouds with emergent bilingual students. The Reading Teacher, 75(3), 269–278. https://doi.org/10.1002/trtr.2021

Cho, H., & Wang, X. C. (2020). Fluid identity play: A case study of a bilingual child’s ethnic identity construction across multiple contexts. Journal of Early Childhood Research. 18(2), 200–213.

Jang, B., Cho, H., & Wiens, P. (2019). The relationship between self-efficacy and the quality of classroom interactions of EFL teachers in Niger. International Education Journal: Comparative Perspectives, 18(3), 57–73.

Christ, T., Wang, X. C., Chiu, M. M., & Cho, H. (2019). Kindergartener’s meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes. Early Childhood Research Quarterly, 47, 357–372. DOI: https://doi.org/10.1016/j.ecresq.2019.01.003

Cho, H., Wang, X. C., & Christ, T. (2019). Social-emotional learning of refugee English language learners in early elementary grades: Teachers’ perspectives. Journal of Research in Childhood Education, 33(1), 40–55. DOI: 10.1080/02568543.2018.1531449

Wang, X. C., Strekalova-Hughes, E., & Cho, H. (2019). Going beyond a single story: Experience and education of refugee children at home, school, and community. Journal of Research in Childhood Education, 33(1), 1–5. DOI: 10.1080/02568543.2018.1531670

Cho, H. (2018). Korean-English bilingual sibling interactions and socialization. Linguistics and Education, 45, 31–39.

Cho, H. (2016). Formal and informal academic language socialization of a bilingual child. International Journal of Bilingual Education and Bilingualism, 19(4), 387–407.

Cho, H., & Brutt-Griffler, J. (2015). Integrated reading-writing: A case of Korean English language learners. Reading in a Foreign Language: Special Issue on Connections between Second Language Reading and Writing, 27, 242–261.

Cho, H. (2014). What writing tasks do TESOL professors require? TESOL Journal, 5(2), 247–264.

Selected peer-reviewed conference presentations

Cho, H., & Zaman, M. (2024, April 11-14). Monolingual preschool teachers’ perceptions of linguistic and cultural pluralism. [Paper presentation]. 2024 American Educational Research Association (AERA) Annual Meeting. Philadelphia, PA.

Cho, H., & Ahn, J. (2024, April 10). Monolingual teachers’ perceptions of bilingualism and teaching emergent bilingual students in the rural and suburban contexts. [Paper presentation]. 2024 Korean-American Educational Research Association Conference. Philadelphia, PA.

Cho, H., & Ahn, J. (2023, March 18-21). Head Start teachers’ language ideologies and willingness to teach emergent bilingual students [Poster presentation]. The 2023 American Association for Applied Linguistics (AAAL) Conference. Portland, OR.

Cho, H., Christ, T., & Chiu, M. M. (2022, April). Emergent bilingual students’ vocabulary engagement during discussions of culturally relevant texts. Paper presented at the 2022 American Educational Research Association (AERA) Annual Meeting. San Diego, CA.

Christ, T., Cho, H., Chiu, M. M., Klebba, H., & Brown, H. (2022, April). Teacher and bilingual children’s talk turns during small group discussions about more/less culturally relevant texts. Paper presented at the 2022 American Educational Research Association (AERA) Annual Meeting. San Diego, CA.

Christ, T., & Cho, H. (2021, December). Emergent bilingual students’ vocabulary engagement across more and less culturally relevant books during read-aloud discussions. Paper presented at the annual conference of the Literacy Research Association, Atlanta, GA.

Bakhoda, I., Christ, T., Chiu, M. M., Cho, H., & Liu, Y. (2021, December). Teacher and student mediation in book discussions within an emergent bilingual instructional context. Paper presented at the annual conference of the Literacy Research Association, Atlanta, GA.

Cho, H., & Christ, T. (2021, April). Emergent bilingual parent-child dyads’ funds of identity expressed in their discussions about culturally relevant text. Paper presented at 2021 AERA Virtual Conference.

**This paper was funded by AERA Education Research Service Projects (ERSP) Grant.

Cho, H., & Christ, T. (2021, April). Emergent bilingual students as experts during discussions of culturally relevant texts. Paper presented at 2021 KAERA Virtual Conference.

Cho, H., & Christ, T. (2020, April). ESL students with refugee backgrounds making inferences during discussions about more/less culturally relevant texts. Paper presented at 2020 American Educational Research Association (AERA) Annual Meeting, San Francisco, CA. (Cancelled conference due to COVID 19)

Cho, H., & Votava, K. (2020, April). Engagement of nondominant families of dual language learners at Head Start. Paper presented at KAERA Conference, San Francisco, CA. (Cancelled conference due to COVID 19)   

**This paper received “Young Scholar Award”(KAERA).

Cho, H., & Christ, T. (2019, April). Culturally relevant texts for refugee English language learners. Paper presented at the 2019 American Educational Research Association (AERA) Annual Meeting. Toronto, Canada.

Cho, H., & Christ, T. (2019, April). Refugee English learner inferring and connecting with culturally relevant texts. Paper presented at KAERA Conference, Toronto, Canada.

Cho, H., Wang, X. C., & Christ, T. (2018, April). Refugee ELLs’ social-emotional learning: Teachers’ perspectives. Paper presented at the 2018 American Educational Research Association (AERA) Annual Meeting. New York, NY.

Cho, H. (2017, October). Sibling interactions and bilingual and bicultural development. Second Language Research Forum. Columbus, OH.

Jang, B., Cho, H., & Wiens, P. (2017, April). The relationship between teaching efficacy and teaching quality of EFL teachers in Niger. Presented at the 2017 American Educational Research Association (AERA) Annual Meeting. San Antonio, TX.   

**This paper received "Best Paper Award” (AERA International Studies SIG).

Cho, H., & Wang, X. C. (2017, April). An ethnographic case study of a bilingual child’s ethnic identity construction. Presented at the 2017 Korean American Educational Research Association Annual Meeting. San Antonio, TX.   

**This paper received “Young Scholar Paper Award”(KAERA).

Cho, H. (2016, April). Situational contexts affecting a bilingual child's identity construction and representation. Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Orlando, FL.

Christ, T. M., Wang, X. C., Cho, H., Pei, L., Wu, W., Gol, N. (2016, April). Kindergartener’s reading with multimodal digital texts: An analysis of patterns and texts affordances. Paper presented at the 2016 American Educational Research Association (AERA) Annual Meeting, DC.

Cho, H. (2015, April). A bilingual child’s politeness development in multiple contexts. Paper presented at the 2015 American Educational Research Association (AERA) Annual Meeting, Chicago, IL.

Cho, H. (2014, April). Bilingual child’s socialization through interactions with peers and sibling across linguistically and culturally diverse contexts. Paper presented at the 2014 American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA.

Cho, H. (2013, May). Bilingual child: Advanced student in school but slow learner in Sunday school. Paper presented at the International Congress of Qualitative Inquiry. Champaign, IL.

Cho, H. (2012, May). A bilingual ethnographer as bias or context? Paper presented at the International Congress of Qualitative Inquiry. Champaign, IL.

Cho, H. (2012, March). A bilingual child’ s individuation and language socialization: A case study. Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Boston, MA.

Cho, H. (2011, March). What writing tasks do TESOL professors assign? Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Chicago, IL.

Internal presentations

Cho, H., Votava, K., Brecklin, C., Yu, T., & Zaman, M. (2024, April). Social-emotional learning in teacher education: Syllabus review. UND CEHD Research Conference. Grand Forks, ND.

Cho, H., Ahn, J., & Zaman, M. (2023, April). Teachers’ self-efficacy and willingness to teach Young emergent bilingual students. UND CEHD Research Conference. Grand Forks, ND.

Cho, H., & Christ, T. (2022). Emergent bilingual parent-child dyads’ funds of identity expressed in their discussions about culturally relevant text. UND CEHD Research Conference. Grand Forks, ND.

Grants:

• UND EHD RFD Research Mini-Grant “Social-Emotional Learning in Teacher Education” (Internal, Funded $3,000-April, 2023-2024)
• AERA Education Research Service Projects (ERSP) Grant “Culturally Relevant Texts for English Learners with Refugee Backgrounds” (External, Funded $5,000, 2019-2020)
• UND EHD RFD Research Mini-Grant "Head Start Teachers’ Beliefs about Teaching Dual Language Learners" (Internal, Funded $3,000, 2020-2021)
• UND EHD RFD Research Mini-Grant "Culturally Relevant Texts for Refugee English Language Learners" (Internal, Funded $3,000, 2018-2019)
• UND Senate Scholarly Activities Committee New Faculty Scholar Award “Dual Language Learners Social-Emotional Language Socialization” (Internal, Funded $4,500, 2017-2018)

Awards:

• UND CEHD Danley Faculty Fellow Award, 2022-2025
• Faculty Teaching Professional Development, 2023, UND EHD 
• Young Scholar Award, 2020, Korean-American Educational Research Association
• Best Paper Award, 2017, American Educational Research Association (AERA-International Studies SIG)
• Best Young Scholar Paper Award, 2017, Korean-American Educational Research Association
• EHD RFD Faculty Travel Award (2018, 2019, 2022, 2023)

Ph.D. Foreign and Second Language Education, State University of New York at Buffalo

M.S.Ed. Teaching English to Speakers of Other Languages (TESOL), University of Pennsylvania

Link to TESOL M.Ed.  Video

Link to TESOL Certificate

Link to English Language Learner (ELL) Minor (Undergraduate)

• Editorial review committee, Journal of Research in Childhood Education, 2019 - Present
• Invited reviewer, TESOL Journal, February 2017 – Present
• Invited reviewer, Linguistics and Education, 2018 - Present
• Invited reviewer, Bilingual Research Journal, 2018 - Present
• Proposal reviewer for AERA Second Language Research SIG (2018-2022)
• Proposal reviewer for AERA Social Emotional Learning SIG (2018)
• Webmaster - AERA Second Language Research SIG (2019-2023)

• UND Diversity, Equity & Inclusion (DEI) Ambassador, 2021-2024
• College of Education Human Development, Tenure and Promotion (T&P) Committee, Fall 2022-
• College of Education Human Development, ND Social-Emotional Learning (SEL) Network Representative, Spring 2021 - Present
• College of Education and Human Development, Diversity Committee Co-Chair, Fall 2019- Spring 2020
• College of Education and Human Development, Diversity Committee, Spring 2018 - Spring 2019