Ph.D., Foreign and Second Language Education

Dr. Cathryn Crosby, Ph.D.

525 W 120th Street

New York, NY 10025

212-678-3713

Education

Ph.D., Foreign and Second Language Education

The Ohio State UniversityColumbus, OH

Areas of Specialization: Academic Literacies; Technologies

Dissertation: The academic literacies of Generation 1.5 learners: How three Generation 1.5 learners negotiated the worlds of academic literacies in their first year of university study

Dissertation Committee Co-Chairs: Dr. Alan Hirvela & Dr. George Newell

MA-Ed., TESOL

University of ToledoToledo, OH

Thesis: Portfolio Implementation in the EFL Classroom: A Proposed Portfolio Assessment System for the EFL Writing Classroom of Chinese, Ph.D. Non-English Major Students

Dr. Douglas Coleman, chair

BA, English literature

Purdue UniversityWest Lafayette, IN

Research Interests

TESOL Teacher Education, Community-Engagement, Generation 1.5 Learners, English language learners (ELLs), Academic Literacies, Mixed Methods Research

Teaching Interests

Second Language Writing (SLW), Sociolinguistics, Introduction to Linguistics, Teaching English language learners for all teachers, English composition, research writing, English as a Second Language (ESL), technology in the language classroom, methods of L2 teaching, research methods in TESOL, TESOL teaching practicum

Academic Employment

Lecturer FacultyAugust 2015 to present

TESOL/AL Program

Teachers College, Columbia University

New York, NY

English for Academic Purposes FacultyJanuary 2015 to August 2015

English Language Institute

University of Delaware

Newark, DE

Assistant Professor, SLSAugust 2012 to December 2014

University of Cincinnati

Cincinnati, OH

Associate Professor, TESOL & Linguistics August 2007 to May 2012

West Chester University of Pennsylvania

West Chester, PA

Adjunct TESOL ProfessorAugust 2006 to July 2007

Ohio Dominican University, Columbus, OH

Taught courses on techniques and research methods in MA-TESOL and licensure program
Chose textbook, materials for and facilitated required course on materials development and technology to familiarize candidates with standards-based resources to provide or enhance ESOL and content area instruction and to offer practice in developing materials and in using appropriate technologies for TESOL for pre- and in-service P-K-12, adult education ESL/EFL teachers

TESOL Teacher EducatorJuly/August 2006, 2007

The Ohio State University – Pusan National UniversityPusan, South Korea

Participated with 4 other teachers in setting up a joint TESOL certificate program for pre- and in-service teachers at Pusan National University
Designed and taught spoken English component of the curriculum, including materials and assessment

Teacher Education Writing Workshop InstructorMay 6, 2006

The Ohio State UniversityColumbus, OH

Designed curriculum for a writing workshop on working with ESL writers in the classroom that focused on literacy acquisition of Generation 1.5 learners, reading/writing sample analysis, technology and language learning, and language learning strategies and materials
Presented and facilitated writing workshop for 12 in-service P-K-12 ESL teachers from area schools that included small group discussion and demonstrations of hands-on activities

TESOL Teacher EducatorSeptember – December, 2001

Canal Winchester Public SchoolsCanal Winchester, OH

Designed curriculum, including assessments and materials, for a 10-week teacher education course to provide understanding of ESL children, strategies for working with them in the ESL or mainstream classroom and professional development in second language acquisition, culture, teaching methodologies, language skill development, parental involvement and assessment of ESL instruction
Taught and facilitated a 10-week teacher education course on teaching ELLs to 30 in-service P-K-12 content area teachers

ESL InstructorFall 2008

Pennsylvania State University BrandywineMedia, PA

Taught one section of academic reading for first year undergraduate Generation 1.5 students across various fields and disciplines at the university
Taught various reading strategies to help students develop their academic reading skills

Second Language Writing Intern and GTA
ESL Composition & Spoken English Programs Columbus, OH
The Ohio State UniversitySeptember 2002 to July 2007

Taught three course levels of second language writing to undergraduate and graduate students across various fields and disciplines at the university
Taught genres such as evaluative summary, synthesis, argument, annotated bibliography, critical review, research proposal, research report
Conducted weekly one-to-one writing tutorials with undergraduate and graduate students in writing courses at the beginning, intermediate and advanced levels
Developed course materials for all course levels of second language writing at the undergraduate and graduate levels
Administered and evaluated placement tests three times a year for up to 200 international undergraduate and graduate students at the university
Shadow coordinated an undergraduate course in the program to develop course coordinating skills
Advised undergraduate and graduate international students in second language writing and content-area course selection

Graduate Teaching Assistant
American Language Program Columbus, OH
The Ohio State UniversityJune 2002 to August 2004

Taught intermediate grammar, pronunciation and communication to international pre-admission undergraduate students in an intensive English language program

Writing Tutor
Teaching and Learning Center Columbus, OH
Franklin University May 2002 to September 2003

Tutored native and non-native speaking undergraduate students with various academic writing assignments across the curriculum
Worked on research project on plagiarism to produce a plagiarism guide for students at the university

Fulbright Exchange Teacher Hamburg, Germany
St. Pauli WirtschaftsgymnasiumAugust 1999 to July 2000

Taught business English course to 4 classes of 25 German insurance apprentices
Taught English grammar course to 2 classes of 25 German high school students
Taught beginning German to high school students who were non-native speakers of German
Attended quarterly faculty meetings to deliver (in German) progress reports for students
Collaborated with 2 German faculty members on various pedagogical issues, such as language assessment and oral presentations

ESL Instructor

INTERLINK Language CenterValparaiso, IN

Valparaiso UniversityAugust 1997 to July 1999

Taught communication skills, pronunciation, academic writing and reading to international university students
Prepared students for the American university/college
Launched contact with the campus writing center
Coordinated e-mail key pals
Constructed web pages
Coordinated social activities
Coordinated conversation partner program
Tested and placed students
Advised students on university/college, major, course selection

ESL InstructorHuntingdon, PA
Juniata CollegeJune 1997 to August 1997

Taught speaking, listening, reading, writing, grammar and vocabulary to undergraduate international university students
Facilitated listening lab
Tested and placed students

EFL Instructor Seoul, Korea
Sisa English InstituteJanuary 1996 to December 1996

Taught beginning to advanced conversational English and listening comprehension skills course to Korean businessmen, undergraduate university students, and housewives
Designed and implemented an academic writing seminar to prepare Korean undergraduate university students to learn the basics of academic writing, from the sentence to essay level, including various writing genres, for entrance into American universities/colleges

ESL Composition GTA and InstructorToledo, OH
University of ToledoMarch 1994 to May 1994, April 1997 to June 1997

Taught ESL composition to 15 undergraduate international university students at beginning, intermediate and advanced levels using writing simulations
Conducted one-to-one writing tutorials with students in the courses taught

First-year Composition Instructor
Community and Technical CollegeToledo, OH

University of ToledoSeptember 1995 to December 1995

Taught 18 native speaking undergraduate university students basic genres of academic writing such as descriptive writing, comparison/contrast, and argumentative writing
Conducted one-to-one writing tutorials with students in the courses taught

Composition Tutor
Community and Technical CollegeToledo, OH

University of Toledo September 1995 to December 1995

Tutored native and non-native speaking undergraduate students with various academic writing assignments across the curriculum

ESL Teaching Assistant

American Language Institute Toledo, OH
University of Toledo August 1994

Assisted in teaching reading, writing, listening and speaking to Korean businessmen from Ssangyoung Corp., Seoul, Korea
Participated in educational field trips with the students

ESL Teaching Assistant

American Language InstituteToledo, OH
University of ToledoSeptember 1993 to March 1994

Assisted in teaching International Teaching Assistants about the American university classroom and how to give lectures and presentations

EFL Instructor Wuhan, China
Huazhong University of Science and TechnologyAugust 1992 to July 1993,

September 1994 to June 1995

Taught beginning to advanced English reading, writing, listening and speaking skill courses to 100 Chinese Ph.D. students to better prepare them to participate in the English speaking world of research and academia
Tested and placed 100 Chinese Ph.D. students in one of four English language courses
Trained undergraduate students for employment positions with joint ventures
Assisted 100 Ph.D. students in preparing for participation at international conferences
Gave lectures on various topics of American culture to 100 Ph.D. students to increase their understanding of various cultural issues, such as the American educational system
Presented as an invited lecturer on various cultural topics to hundreds of students at the university
Participated in informal conversations with undergraduate students at the weekly English conversation hour to help students improve their English

Collaborated with a Chinese professor on designing a mock international conference for the Ph.D. students to provide them an opportunity to present their research in English to the university community

TESOL Teaching Experience

TESOL Courses Taught – for Pre-Service Teachers – Face-to-Face

Teaching English Language Learners (ELLs) PK-12 – Includes teaching a study of issues and the application of techniques, strategies, & materials for meeting the needs of English Language Learners in inclusive classrooms. To meet the State of Pennsylvania’s Chapter 49 requirement for ELL training.

English Language Development, Analysis, and Pedagogy - This course provides a comprehensive survey of language development, acquisition, and use, as related to young children and adolescent development. Its foci include theories of language acquisition, various approaches to language analysis, major semantic, syntactic, and auditory systems of language, and a wide range of variations in language use based on historical, social, cognitive, linguistic, and contextual factors.

TESOL Courses Taught – for In-Service Teachers - Online

First and Second Language Acquisition – Includes teaching theoretical foundations required for successful and thoughtful teaching, historical developments in the field, including key concepts related to First and Second Language Acquisition.

College ES/FL: Reading and Writing– Includes current theories and approaches to ESL reading and writing. Multiple perspectives address issues relevant to researchers, teacher educators, in-service ESL educators, curriculum designers, program administrators, and mainstream composition and reading teachers.

PK-12 Methods of Teaching ESL - Provided a conceptual and an educationally applied understanding of: (1) effective English as a second language (ESL) philosophical, theoretical, and pedagogical principles and strategies; and (2) the implementation of methodology and curriculum planning for PK-12 students.

TESOL Courses Taught – for In-Service Teachers – Face-to-Face

Teaching Reading and Writing for ELLs – Includes teaching major theories and processes of L2 reading/writing, reading/writing difficulties and strategies, print-based and new media literacies

Curriculum & Materials Development – Includes teaching needs assessment, curriculum development, materials selection and development, textbook selection and review, assessment

Teaching with Technology in the Language Classroom – Includes teaching various technologies, challenges and opportunities presented by teaching and learning in digital environments, gives teacher candidates hands-on training in learning different technologies.

Research in Second Language Education – Includes acquainting candidates with the basic principles and practices of doing TESOL research, both qualitative and quantitative, and help candidates begin to design their own research.

Developing Expertise in Language Teaching with Case Study Analysis – Includes teaching what expertise in language teaching is, what a case study is and the benefit it has for developing teaching expertise, knowing what beliefs and methods of language teaching are and how these play a role in developing expertise

TESOL Practicum – Includes teacher candidates gaining insight and experience in matching ESL teaching actions with beliefs about professional trends, personal teaching philosophy, and personal values, and developing skills in communicating with other stakeholders

Sociolinguistics – Includes teaching social factors affecting language use, the social roles of gendered language, the concepts concerning speech communities, and language varieties.

Applied Grammar for Second Language Instruction – Includes teaching different perspectives of teaching grammar, trains teacher candidates to make informed decisions and pedagogical choices for grammar teaching, and provides them with the opportunity to compare, evaluate and critically analyze materials for grammar teaching.

Introductory Linguistics – Includes teaching terminology of linguistics, including phonetics, phonology, morphology, semantics, syntax, sociolinguistics, and language acquisition, and the relation of language to culture and of language to the individual, society and the world

Resources for ESOL and Content Area Instruction – Included familiarizing teaching candidates with standards-based resources that they may use to provide or enhance ESOL and content area instruction. It also includes an opportunity for candidates to practice developing materials and use appropriate technologies for TESOL. Finally, it includes a forum through which candidates may share their knowledge and use of ESOL and content area resources.

TESOL Research Methods – Included acquainting teaching candidates with the basic principles and practices of doing TESOL research, both qualitative and quantitative. It also includes opportunity for candidates to begin to design their own research. The final goal is for candidates to develop confidence in their ability to address problems in TESOL through research.

TESOL Courses Taught – for Doctoral Students – Face-to-Face

Advanced Seminar in TESOL: Multiple Literacies and Research Methods - This course provides a forum for reading and discussing contemporary research on multiple literacies and literacy research methods in school and out-of-school contexts.

TESOL Courses Developed

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Peer-Reviewed Publications

Books -

Crosby, C. & Brockmeier, R. (in preparation). Community-Engagement across 21st Century Educational Contexts. IGI-Global Publishing.
Crosby, C. & Brockmeier, R. (in preparation). Students’ Experiences, Outcomes and Support in Community-Engagement Based Education. IGI-Global Publishing.

Journal Articles -

Crosby, C. (Spring 2015). Service-eLearning in TESOL Teacher Preparation. Ohio TESOL Journal.
Lamb Kistler, S. & Crosby, C. (Fall 2014). Integrating Service-Learning into a Course on Teaching English Language Learners and Looking at Preliminary Data. PACTE Journal.
Crosby, C. (September 2012). Re-Imagining Teacher Education in the 21st Century: Shifting and Widening the Lens of Teacher Training for Mainstream and TESOL Teacher Candidates of Linguistically and Culturally Diverse Learners. In the International Journal of Innovation in English Language Teaching and Research, 1, 2, 119-132.
Bloch, J. & Crosby, C. (September 2006). Creating a space for virtual democracy, Essential Teacher, 3, 38-41.

Book Chapters -

Crosby, C., Goldschmidt, M., & Ousey, D. (June 30, 2015). Teaching U.S-Educated Multilingual Writers across Classrooms and Institutions. In M. Roberge, K. Losey, and M. Wald (Eds.). Teaching U.S.-Educated Multilingual Writers: Practices from and for the Classroom. University of Michigan Press.
Crosby, C. (31 August 2014). Developing Global Literacy Skills of K-12 Content-Area Teachers of English Language Learners (ELLs) through Service-Learning. In S. Keengwe (Ed.), Promoting Global Literacy Skills through Technology-Infused Teaching and Learning, pp. 188-204, IGI-Global Publishing.
Crosby, C. (December 2013). Effective Teaching Practices for Academic Literacy Development of Young Immigrant Learners. In S. Keengwe (Ed.), Cross-Cultural Considerations in the Education of Young Immigrant Learners,pp. 130-144, IGI-Global Publishing.
Crosby, C. (2011). Reading Habits Survey. In M. Goldschmidt and D. Ousey, Teaching Developmental Immigrant Students in Undergraduate Programs: Challenges and Solutions, (p. 93). Ann Arbor, MI: University of Michigan Press.
Crosby, C. (2011). Academic Literacy Practices of Developmental L1, ESL, and Developmental Immigrant Students. In M. Goldschmidt and D. Ousey, Teaching Developmental Immigrant Students in Undergraduate Programs: Challenges and Solutions, (p. 14). Ann Arbor, MI: University of Michigan Press.
Crosby, C. (2011). Foreword to M. Goldschmidt and D. Ousey, Teaching Developmental Immigrant Students in Undergraduate Programs: Challenges and Solutions, (pp. v-viii). Ann Arbor, MI: University of Michigan Press.
Crosby, C. (Spring 2010). Academic Identities under Construction: Academic Literacies and Identities of Developmental Immigrant Students. Research and Teaching in Developmental Education, 26, 2, 30-45.
Crosby, C. (2009). Academic reading and writing difficulties and strategies of Generation 1.5 learners. In M. Roberge et al. (Eds.), Generation 1.5 in college composition: Teaching academic writing to U.S.-educated learners of ESL, Routledge, pp. 105-119.
Bloch, J. & Crosby, C. (2008, February). Blogging and academic writing development. In the Handbook of Research on Computer-Enhanced Language Acquisition. (Eds. F. Zhang & B. Barber). IGI-Global Publishing, pp. 36-47.

Book Reviews -

Crosby, C. (2011, January). Review of the book Connecting speaking & writing in second language writing instruction by Robert Weissburg. In English for SpecificPurposes: An International Journal, 30, 1, 75-78.
Crosby, C. (2008, June). Review of the book An introduction to applied linguistics: From theory to practice by Alan Davies. In English for Specific Purposes: An International Journal, 27, pp. 363-365.

Conference Proceedings -