Yin Lam Lee-JohnsonWebster University · Graduate Department of Education
Yin Lam Lee-Johnson
PhD
EdD Doctoral Students' Published Work and Program Updates
About
18
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Citations since 2017
Introduction
Publications
Publications (18)
This article contests the whitewashed ideologies and practices in teacher preparation programs and K–12 schools (Lee‐Johnson, 2019) with a counter‐storytelling analysis (Solorzano & Yosso, 2001, 2002). Based on the analysis of the lived experiences of two immigrant mothers of color (IMC), who had transitioned into certified English Language Learner...
This study analyzed the Just Because poems written by 57 teacher candidates who would become state‐certified for teaching English language learners (ELLs) in U.S. public schools. The ELL teacher candidates contested and disrupted the stereotypes and assumptions about teachers, and they reaffirmed their professional identities through writing Just B...
This is a study of the responses given by in-service teachers in an exit interview upon completing a grant program that prepared them to be ESL teachers in the USA. There were 28 participants in this study and they were in-service K-12 teachers who would become ESL certified. Based on Gee’s (2015) discourse analysis, the researcher analyzed their r...
Whitewashedness has been trickling down in language classrooms through assimilation and colorblind practices. These practices have irreversible effects on the psyche of immigrant and refugee learners in K-12 schools. This research study investigates 15 teacher candidates’ ideologies regarding colorblindness by empowering them to create intertextual...
This study compares and contrasts the digital literacy repertoire for academic and personal purposes among Chinese and U.S. college students. Studies have shown that there is a digital divide between Chinese and U.S. students due to differences in access rights, provision of internet services, institutional support in providing digitalized referenc...
This article is based on part of the discourse data collected from a 5-month ethnographic study about how first-year learners of English as a second language (ESL) socially interact with their native-speaking peers in a college town in the U.S. Midwest. The data were collected from participant observation at an art exhibition at the research site....
This is a five-month qualitative study of how five ESL learners and their twenty two native speaking peers socially construct learning opportunities in out-of-class settings in a college town in the Midwest in the 2009/10 academic year The study is driven by a gap in the literature about college level ESL learners’ social interaction and its relati...
Adult immigrants brought their cultural capital to our society and are invaluable assets to us. Yet little is known about how their rich life histories reflect and refract their plights as ESL learners. This study is an investigation of three adult immigrants’ English learning in an immigration center in the Midwest. The researcher spent six months...
Due to the dominance of behaviorism, applied linguistics, and cognitive psychology since 1960s, many research studies in reading focused on the accuracy and speed required for successful comprehension. There exists a research gap in understanding the individual differences among readers when reading the same text. This study aimed at investigating...
Projects
Projects (3)
Dear All,
I am conducting an online survey research about Sinophobia (fear and hate against people of Chinese descent) and Racism against Chinese and Asians in the global context due to the Covid-19 pandemic. The findings of this study will help disrupt the status quo of hate and fear that exists in schools, universities, and our communities in the global context. It is important to create allyship and advocacy for fighting against microaggression, discrimination, and hate for the betterment of humanity.
Here is the link to the anonymous survey: https://webster.co1.qualtrics.com/jfe/form/SV_b29Mz0Sy4hzutX7
Chinese version:
我现正做一项线上问卷调查，目的是收集全球由于Covid-19冠状病毒引起的针对华人和亚裔人士的仇外事件。此项调查的结论能抗衡在全球的学校，大学，及社会上反华和仇外的现况。本人认为在此时，首要任务是我们要连结起来对抗歧视及仇外的情绪，从而体现人类文明和公义。
不记名问卷链接：https://webster.co1.qualtrics.com/jfe/form/SV_b29Mz0Sy4hzutX7
Call for Proposal
JOURNAL OF ASIAN PACIFIC COMMUNICATION
John Benjamins Publishing Company, Amsterdam
Call for Papers on Preparing Teachers for Addressing the Sociocultural Issues with Asian Pacific Immigrants and Refugees
Special Issue of the Journal of Asian Pacific Communication (JAPC)
Spring 2020
Guest edited by
Yin Lam Lee-Johnson (yleejohnson31@webster.edu)
Hsiao-Chin Kuo (shguo@umail.iu.edu)
In the field of language and literacy teacher preparation, there has been a paradigmatic shift towards a sociocultural perspective which foregrounds the needs of immigrants and refugees from the Asia Pacific region. This shift is manifested in ample research studies for affirming family heritage and appropriating the students’ transnational experiences inside and outside the classroom. The uprooting and transplanting experiences of these students often bring along trauma, especially for immigrant and refugee students who had gone through war, famine, hurricane, and other natural disasters. These students often have particular learning needs and they may feel disconnected with their fellow teachers and classmates. As teacher educators, we ask what opportunities we can create for teacher candidates to have a deeper understanding of these students. What kind of teaching practices will empower and enrich these students’ and their teachers’ lives? What kind of sociocultural issues often manifest themselves in the classroom when intersection of country of origin, race, gender, class, and sexuality becomes normalized in the classroom?
This Special Issue of JAPC focuses on the preparation of language and literacy teachers for addressing the sociocultural issues when teaching immigrants and refugees from Asia Pacific. Possible manuscripts may include but they are not limited to the following areas:
● Family and community engagement
● Language and literacy practices in the multimodal era
● Dialogical approaches and translanguaging processes in the classroom
● Intersectionality and critical perspective in teacher education
● Socio-emotional aspects of learning
● Healing pedagogy for addressing the learners’ traumatic experiences
We invite contributors who worked on empirical studies related to language and literacy teacher preparation for immigrants and refugees from Asia Pacific. The studies do not have to be conducted only in a specific Western society. Manuscripts conducted in the Asia Pacific are also welcome. Studies which examine more than one migrant community are welcome. The selection of manuscripts will be based on relevancy, the depth of discussion, and significance. Please submit a brief abstract (200 words max.) stating the objective, theoretical framework, methodology, and findings by December 10, 2018. Please review the JAPC’s ethical research guidelines (https://benjamins.com/content/authors/ethics) and guidelines for contributors (https://benjamins.com/series/japc/guidelines.pdf) before writing the article.
Abstract Submission Link: https://webster.co1.qualtrics.com/CP/?ClientAction=EditSurvey&Section=SV_eOKGwRPmRkrpFXv&SubSection=&SubSubSection=&PageActionOptions=&TransactionID=1&Repeatable=0
To find out ways to improve the teaching capacity through measurement of various constructs.
