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Jayoung Choi

Clinical Assistant Professor    
Education
Ph.D. in Teaching and Learning-Language and Literacy (ESOL) Education, Georgia State University, 2009
Master of Arts in Applied Linguistics and English as a Second Language, Georgia State University, 2003
Bachelor of Arts in English Language and Literature, University of Incheon, South Korea, 2001
Specializations
Adolescent English language learners
Multilingual/Multimodal Literacy Practices and Identity
ESOL/Language Teacher Education
Biography

Jayoung Choi is currently a clinical assistant professor of ESOL/Literacy education in the College of Education at Georgia State University. She coordinates teacher education (non-)degree programs in reading and ESOL through Georgia OnMyLine (GOML). As a M.A. in Applied Linguistics/ESL and a Ph.D. in Teaching and Learning with a concentration in Language and Literacy Education, she is passionate about three areas. These are adolescent English language learners’ (ELLs) literacy practices and their identity negotiation, multimodal literacies taken up and practiced by ELLs and ESOL teachers, and heritage and foreign language learners’ literacy practices. Her work has been published in Foreign Language Annals, TESL Canada Journal, and Journal of Asian Pacific Communication.

Prior to joining GSU as faculty, she had taught English as a second language at various (post) secondary schools and Korean as a foreign/ heritage language at the university level. She also directed a Korean language program, including a faculty-led study abroad program at the Georgia Institute of Technology.

Publications

Angay-Crowder, T., Choi, J., and Yi, Y. (2013). “Multimodal literacies and technology: Digital storytelling for multilingual adolescents in a summer program.” TESL Canada Journal, 30(2), 36-45.
Choi, J., and Yi, Y. (2012). “The use and role of pop culture in heritage language learning: A study of advanced learners of Korean.” Foreign Language Annals, 45(1), 110-129.
Choi, J. (2009). “Asian English language learners’ identity construction in an after school literacy site.” Journal of Asian Pacific Communication, 19, 130-161.

 
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