Assistant Professor of Teacher Education
Ph. D., University of Tennessee, Knoxville
M. Ed., Korea National University of Education, South Korea
B.A., Chungnam National University, South Korea
Founders Hall 306
Areas of Expertise
External Professional Affiliations
TESOL (Teachers of English to Speakers of Other Languages)
NYSTESOL (New York State Teachers of English to Speakers of Other Languages)
AERA (American Education Research Association)
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, Yaoying, & Rhodes, J. A. (September 2010). Examining English language learners’ motivation of, and engagement in in reading: A qualitative study. Reading Matrix,10 (2), 205-220.
Cho, S. & Christenbury, L (2010). Perceptions of Virginia high school English teachers
regarding instruction for English language learners. Virginia English Bulletin. 59 (2), 20-37.
Cho, S. (2009). 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). 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). 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 through publishing in English: Perspectives of nonnative-speaking doctoral students in the United States of America. Journal of Language, Identity, and Education. 3, 47-72.