The Ethnicity, Race and Multilingualism Committee (ERM) is committed to supporting and promoting the work of scholars from diverse backgrounds. This year, the ERM awarded four doctoral student or early career scholars of color the ERM Travel Award.
Read more about one of our award winners below.
Dr. Chaehyun Lee is Assistant Professor in Elementary and ESL/Bilingual Education in Educational Instruction and Leadership at Southeastern Oklahoma State University. She earned her doctorate in Curriculum and Instruction with a focus on Elementary Literacy and Bilingual Education from the University of Illinois, Urbana-Champaign.
She teaches undergraduate courses on teaching reading and writing, language arts, and social studies for elementary/middle-school pre-service teachers. She teaches graduate courses in English as a Second Language (ESL) and Bilingual Education for in-service teachers working with culturally and linguistically diverse students. Dr. Lee also works with emergent bilingual students as a Korean heritage language teacher at a local elementary Korean language school. Her research interests include bilingualism, biliteracy development, heritage language learning, multicultural education, and teacher education.
Dr. Lee’s research advances the field of multilingual/multicultural education. Dr. Lee’s recent study demonstrated how multilingual and transnational individuals build, construct, and negotiate their hybrid, sophisticated, and multifaceted social and cultural identities through translanguaging and translingual practices as they reflect their funds of knowledge, ideologies, and social/cultural practices. Her work assists teachers in culturally and linguistically diverse classroom settings to value the presence of students’ culture and language abilities and to enhance their educational experiences. Her overall research supports educators becoming well-versed and trained in inspiring multilingual students to reflect on their unique life experiences and multiple identity construction through transnational positioning and translingual writing. Her findings further provide teaching implications for transnational families to better support their children’s language learning, literacy development, and multifarious identity construction.
이교수의 연구는 다언어 및 다문화 교육 발전에 이바지 하고 있다. 이교수의 최근 연구는 다언어를 사용하는 학생들의 탈언어 사용 및 연습을 통하여 어떻게 학생들이 자신의 복합적이고 다면적인 정체성을 형성하고 타협하는지를 보여주었다. 연구 결과는 문화적으로 언어적으로 다양한 교실에서 학생들을 가르치는 교사들에게, 학생들의 언어와 문화의 다양성을 존중하고 그들의 포괄적인 경험을 포용할 것을 권장 한다. 이교수의 전반적인 연구는 학생들의 복합적이고 다면적이지만, 특별하고 고유의 정체성 형성과 문식성 발달을 위하여 숙련된 교사들의 필요성과 가족들의 지지의 중요성을 시사한다.
Cover Photo by John Schaidler on Unsplash