Department of Teaching and Learning
Foreign Language Education/ESOL Faculty
Dr. Deoksoon Kim
(813) 974-3837 Fax
College of Education
Department of Teaching and Learning
University of South Florida
4202 East Fowler Ave., EDU105
Tampa, FL 33620-5650
Dr. Deoksoon Kim, associate professor of Teaching and Learning, teaches in the program of Foreign Language Education, ESOL, and Second Language Acquisition/Instructional Technology (SLA/IT).
Ph.D. Language, Literacy, and Sociocultural Studies
University of New Mexico
Specialization: TESOL and Literacy
M.A. Language, Literacy, and Sociocultural Studies
University of New Mexico
Specialization: Secondary Education and TESOL
Graduated with Distinction
Dr. Kim has various levels of ESL/EFL and higher education teaching and research experience in Canada, Korea, the U.K. and the United States. She promotes and establishes diversity, innovation, and excellence, as well as engagement in innovative activities. Her teaching always reflects her research and vice versa. To this end, she publishes research on her own teaching, and she also asks her students to research their own practice. As a consequence of her instructional efforts, she awarded the 2012 Florida Outstanding Educator Award from the Florida TESOL Association. The award highlighted her engagement, professionalism, professional service, and teaching excellence. She was also awarded the 2008 Outstanding Undergraduate Teaching Award from the University of South Florida.
She has been a leader in Scholarship of Teaching and Learning (SoTL), a USF professional-development activity, since 2011. SoTL fosters systematic scholarly inquiry about student learning. As a fellow of SoTL, she and members of her committee have developed effective teaching methods for faculty and students across the campus. She also served as an iTeach fellow in the College of Education, promoting innovative instructional technologies among her colleagues while integrating them into her own teaching and research. She also received numerous awards such as iTunes U Initiative Award, the Laptop Initiative Award, an innovative Teaching Opportunity Award, and COEDU mini grants.
Florida Outstanding Educator Award
Dr. Deoksoon Kim (Secondary Education Department) was recognized as a recipient of the 2012 Florida Outstanding Educator by the Florida TESOL Association on May 11, 2012. Dr. Kim’s achievements were honored by TESOL/Bilingual Education professionals considered outstanding by their colleagues. Florida’s TESOL Association highlighted her achievements as Dr. Kim has (a) motivated and inspired students and other professionals in the field, (b) engaged others in learning, (c) offered exceptional professional service, (d) engaged with professional colleagues and organizations, and (e) pursued continuing professional development for herself and her colleagues.
Dr. Kim teaches six courses:
FLE 7367: Sociocultural Theory in Second Language Acquisition
EDG 7931: Applications of Technology in Foreign Language Instruction
SLA 7776: SLA IT Research Courses
FLE 6932: L2 Reading and Literacy
TSL 5086: Second Language and Literacy Acquisition in Children and Adolescents
TSL 4081: Second Language and Literacy Acquisition in Children and Adolescents
Courses Dr. Kim has taught
SLA 7983-001: Advanced Seminar in SLA
FLE 5430-901: Theory and Practice of Language Learners
FLE 4364-002: Applying Linguistics to ESOL Teaching and Testing
Dr. Kim’s work has focused on three strands: (a) language learning and literacy education, (b) integrating instructional technology in second-language learning and language learning in general, and (c) technology and teacher education. These main foci are closely interrelated and interwoven in her research agenda to support language learners.
Developing her scholarship around these three strands to support language learners, Dr. Kim has been able to obtain an in-depth, systematic inquiry to understand these students’ lived experiences, strategies, challenges, and how these threads connect to teacher education. In addition, her work has encouraged second-language literacy researchers, teachers, students, and their parents to support English learners. Consequently, she also explores how teacher education can be re-formed to serve new digital-native language learners with innovative instructional technology.
Dr. Kim’s initial work used sociocultural theory to explore primary-grade English language learners’ literacy learning as they engaged in various reading strategies and writing practices. This work demonstrates how certain second-language reading strategies are crucial for English language learners, and provides suggestions for how literacy teachers can help students develop such strategies. She has since extended her investigation to adult learners’ online reading strategies and further extended her work to the writing process. In more recent years, she has studied how English language learners learn scientific concepts in high school science classrooms and their learning strategies when engaging in authentic science tasks.
In the second strand of her research, Dr. Kim is examining applications of instructional technologies in language and literacy education. She has both done research on and applied various types of Web 2.0 instructional technologies teaching and learning language and literacy, including blogging, podcasting, Facebook, and Second Life.
Her most recent work examines how preservice and in-service teachers use such instructional technology as podcasting, blogging, social media, and Second Life. She has explored how to incorporate innovative educational technology in language-teacher education. She has also examined teacher professional development, the development of teachers’ professional identities, and tools to help them reflect on their learning.
Dr. Kim has always been committed to bringing the benefit of her own and others’ scholarship to practitioners through professional development, as well as to serving the research community through professional organizations. She has diligently served various capacities at the departmental, college, university, and national and international levels. Here are a few among many of her service appointments: Departmental Ad-Hoc Committee member, Diversity Committee member, Undergraduate Program Council, USF Publication Council, NBC Learn Pilot, Provost’s Award Committee for Outstanding Teaching by a Graduate Teaching Assistant, University Course Instruction Evaluation Feedback Team , Faculty Focus Group, and reader of the “I Have a Dream Speech” of the 21st Annual Martin Luther King, Jr. Celebration.
Selected professional services
2013–2015: Standing Committee Member of TESOL Book Publication of the international TESOL Association
2014–2015: Secretary/Treasurer of the Second Language Research SIG of the American Educational Research Association
2011–2013: Newsletter Editor of the Research on the Education of Asian and Pacific Americans SIG of the American Educational Research Association
2007–2008: Newsletter Coeditor at Teachers of English to Speakers of Other Languages with Bilingual Education.
2007–2008: Chair of University Credit Committee for the National Association of Bilingual Education Association
2007–2008: TESOL Quarterly Editor Search Committee
Wortham, S. & Kim, D. (Eds.) (in press). Encyclopedia of Education: Volume 3, Discourse and Education, NY: Springer.
Li, M. & Kim, D. (2016). One wiki, two groups: Dynamic patterns of interaction in ESL collaborative writing. Journal of Second Language Writing, 31, 25-42.
Kim, D. & Vorobel, O. (in press). Discourse communities: From origins to social media. Encyclopedia of Education: Volume 3, Discourse and Education, Publisher Springer.
Wortham, S. & Kim, D. (in press). Introduction. Encyclopedia of Education:
Volume 3, Discourse and Education, Publisher Springer.
Park, H. & Kim, D. (in press). English language learners’ strategies for reading
computer–based texts at home and in school. CALICO Journal.
Park, H. & Kim, D. (2015). Using culturally and linguistically diverse electronic
storybooks in ESL teacher education. In P. Smith & A. Kumi–Yeboah (Eds.) Handbook of research on cross–cultural approaches to language and literacy development (pp. 209–237). Hershey, PA: IGI Global.
Kim, D. & Jang, S. (2014). Dialogic practices in using podcasting and blogging tools for teachers seeking ESOL certificate. Journal of Educational Computing Research, 51(1), 205–232.
Wang, S. & Kim, D. (2014). Incorporating Facebook in an intermediate–level
Chinese language course: A case study. IALLT, 44, 38–78.
Kim, D. & Celedon–Pattichis, S. (2014). Empowering presesrvice teachers to advocate for English language learners. In B. Cruz, A. Vasquez, C. Ellerbrock, & E. Howes (Eds.), Talking diversity with teachers and teacher educators: Exercises and critical conversations across the curriculum (pp. 147–155), Teachers College Press.
Kim, D. & Blankenship, R. (2013). Using Second Life as a virtual collaborative tool for preservice teachers. Journal of Educational Computing Research, 48, 19–43.
Fisher, L. & Kim, D. (2013). Two approaches to the use of blogs in pre–service
foreign language teachers’ professional development: A comparative study in the context of two universities in the U.K. and the U.S. Language Learning Journal, 41, 142–160.
Vorobel, O. & Kim, D. (2013). Focusing on content: Discourse in L2 peer–review groups, TESOL Journal, 1–23. DOI: 10.1002/tesj.126
Smith, G., Li, M., Drobisz, J., Park, H.–R., Kim, D., & Smith, S. (2013). Play games or study? Computer games in eBooks to learn English vocabulary. Computers & Education, 69, 274–286.
Vorobel, O. & Kim, D. (2012) Language teaching at distance: A comprehensive
overview of research. CALICO Journal, 29, 548–562.
Blankenship, R. & Kim, D. (2012). Revealing the authentic teacher professional
development using situated learning in virtual environment as a teaching tool. International Forum of Teaching and Studies, 8, 36–53.
Kim, D. (2011). Incorporating podcasting and blogging into a core task for ESOL
teacher candidates. Computers and Education, 56, 632–641.
Kim, D. (2011). A young English learner’s L2 literacy practice through dialogue journal. Journal of Reading Education, 36, 27–34.
Kim, D. (2011). Dialogic meaning construction and reading domains among four
young English learners in second–language reading. Multilingual Education, 1, 1–21.
Park, H.–R., & Kim, D. (2011). Reading–strategy use by English as a second language learners in online reading tasks. Computers and Education, 57, 2156–2166.
Kim, D. & King, K. (2011). Implementing podcasts with ESOL teacher candidates’ preparation: Interpretations and implications. International Forum of Teaching and Studies, 7(2), 5–19.
Vorobel, O. & Kim, D. (2011). Upper–intermediate students’ summarizing process in L2. TESOL Journal, 2, 330–354.
Kim, D. (2011). L2 learners’ literacy practice through dialogue journals. National Association of Bilingual Education News, 33, 14–15.
Kim, D. (2010). Asian American English language learners’ identity formation and dynamic transformation. National Association of Bilingual Education News, 32, 10–11.
Kim, D. (2009). Using sociocultural perspectives of literacy and culturally relevant pedagogy to empower beginning ELLs as readers. English Leadership Quarterly, 31, 9–11.
Kim, D. (2009). Innovative educational technology in your classroom in a global context. Essential Teacher, 6, 37–39.
Kim, D. (2009). Asian American students’ second–language literacy development in engaging literacy events. In C. Park, R. Endo, & X. L. Rong (Eds.), Research anthology: New perspectives on Asian American parents, students, and teacher recruitment (pp. 80–111). Northridge, CA: Information Age.
Kim, D. (2009). Working with texts to develop ESOL reading strategies. In L. Savova (Ed.), Effective use of textbooks (pp. 109–117). Alexandra, VA: TESOL.
Kim, D. (2009). Podcasting and online journals: ESOL resources. In G. Strong & A. Smith (Eds.), Adult learners: Context and innovation (pp. 31–38). Alexandra, VA: TESOL.
Kim, D. (2009). Constructing meaning: Four English language learners’ portrayals. In M. Lengeling (Ed.), Articles from the Second International Conference of Qualitative Research (pp. 111–123). Guanajuato: University of Guanajuato Press.