People
|  | Karen E. Johnson Department of Applied Linguistics The Pennsylvania State University 302 Sparks Bldg. University Park, PA 16802-5203 Phone: (814) 863-2346 Fax: (814) 865-1316 Email: kej1@psu.edu | |
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Karen E. Johnson (Ph.D., Syracuse University, 1989) is Liberal Arts Research Professor of Applied Linguistics in the Department of Applied Linguistics at the Pennsylvania State University, and Co-director of CALPER. Her research focuses on teacher learning in second language teacher education, the knowledge-base of second language teacher education, and the dynamics of communication in second language classrooms. She is the author of Understanding Communication in Second Language Classrooms (Cambridge, 1995), Understanding Language Teaching: Reasoning in Action (Heinle & Heinle, 1999), Teacher Education (TESOL, 2000), and co-author of Teachers' Narrative Inquiry as Professional Development (Cambridge 2002). Karen Johnson has presented papers and given workshops for second language teachers and teacher educators in Brazil, Hong Kong, Japan, New Zealand, Turkey, Singapore, South Africa, and throughout the US. She is an active member of TESOL and served on the editorial board of the TESOL Quarterly from 1997 to 2001. In the MA TESL and the Ph.D. in Applied Linguistics degree programs, she teaches courses in Applied Linguistics, Teaching English as a Second Language, Communication in Second Language Classrooms, and Theory and Research in Language Teacher Education. | |||
Project: Teaching Heritage and Domestic Language Learners in LCTL Courses
Selected Bibliography:
- Lantolf, J.P. & Johnson, K.E. (2007) Extending Firth & Wagner's Ontological Perspective to L2 Classroom Praxis and Teacher Education. The Modern Language Journal 91 (v) 875-890.
- Johnson, K.E. (2007). Tracing teacher and student learning in teacher-authored narratives. Teacher Development, 11 (2) 1-14.
- Johnson, K.E. (2006). The sociocultural turn and its challenges for L2 teacher education. TESOL Quarterly 40 (1) 235-257.
- Johnson, K.E., Jordan, S.R., & Poehner, M. (2005) "The TOEFL Trump Card: An Investigation of Test Impact in an ESL Classroom" Critical Inquiry in Language Studies 2 (2), 71-94
- Golombek, P., & Johnson, K. E. (2004). "Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second language teachers' development." Teachers and Teaching: Theory and Practice 10(2): 307-327.
- Johnson, K. E., & Golombek, P. R. (2003). "Seeing teacher learning." TESOL Quarterly 37(4): 729-738.
- Sharkey, J., & Johnson, K. E. (2003). TESOL Quarterly Dialogues: Rethinking Issues of Language, Culture, and Power. Alexandria, VA: TESOL.
- Johnson, K. E. (2002). Teachers' narrative inquiry as professional development. New York: Cambridge University Press.
- Johnson, K. E. (2000). Teacher education. Alexandria, VA: TESOL.
- Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston, MA: Heinle & Heinle.
- Freeman, D., & Johnson, K. E. (1998). "Reconceptualizing the knowledge-base of language teacher education." TESOL Quarterly 32 : 397-417.
- Johnson, K. E. (1996). "Portfolio assessment in second language teacher education." TESOL Journal 6: 11-14.
- Johnson, K. E. (1996). "The role of theory in second language teacher education." TESOL Quarterly 30: 765-771.
- Johnson, K. E. (1995). Understanding communication in second language classrooms. New York: Cambridge University Press.
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