Faculty Directory

Deoksoon Kim

Associate Professor, Teacher Education, Special Education, Curriculum & Instruction


TESpECI Teacher Education, Special Education, Curriculum & Instruction


  • Kim, D. (2018-in press). Elementary English learners’ use of reading strategies with culturally relevant and culturally distant stories. Journal of Language, Identity and Education.
  • Kim, D. Vorobel, O., & King, B. (2018). Students’ use of Second Life in learning Spanish as a foreign language, Journal of Second Language Teaching and Research, 6, 109-142.
  • Wortham, S. Kim, D., May, S. (Eds.) (2017). Encyclopedia of Education: Volume 3, Discourse and Education, NY: Springer.
  • Kim, D. & Vorobel, O. (2017). Digital practices, social media and discourse
  • communities. In S. Wortham, D. Kim , and S. May, Encyclopedia of Education: Volume 3, Discourse and Education (pp. 267-282), NY: Springer.
  • Wortham, S. & Kim, D. (2017). Introduction to Volume “Discourse and Education.” In S. Wortham, D. Kim, and S. May, Encyclopedia of Education: Volume 3, Discourse and Education (pp. ix-xxi), NY: Springer.
  • Park, H.-R. & Kim, D. (2017). English language learners' strategies for reading online texts: Influential factors and patterns of use at home and in school. International Journal of Educational Research, 81(2), 63-74. 
  • Vorobel, O. & Kim, D. (2017). Adolescent ELLs' Collaborative Writing Practices in Face-to-Face and Online Contexts: From Perceptions to Actions. System, 65, 78-89.
  • 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.
  • Park, H.–R. & Kim, D. (2016). English language learners’ strategies for reading computer–based texts at home and in school. CALICO Journal, 33(3), 380–409
  • Park, H.–R. & 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.
  • 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.
  • Wang, S. & Kim, D. (2014). Incorporating Facebook in an intermediate–level Chinese language course: A case study. IALLT Journal, 44, 38–78.
  • 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. (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.