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Satomi Abe
Satomi Abe
Satomi Abe is an English Language Instructor at the American Language Institute at San Francisco State University, where she teaches oral communication skills and academic grammar to university-bound international students. Having a B.A. in English literature, she earned a TESOL certificate (CELTA) and tutored university students as a reading/writing/study skills tutor at Tutoring and Academic Support Center. Her various teaching experiences made her interested in several research fields: Process approach in academic writing, Community Service Learning integration into Second Language classrooms, and English language learners' identity development.
Satomi Abe is an English Language Instructor at the American Language Institute at San Francisco State University, where she teaches oral communication skills and academic grammar to university-bound international students. Having a B.A. in English literature, she earned a TESOL certificate (CELTA) and tutored university students as a reading/writing/study skills tutor at Tutoring and Academic Support Center. Her various teaching experiences made her interested in several research fields: Process approach in academic writing, Community Service Learning integration into Second Language classrooms, and English language learners' identity development.
Shanna Cooper
Shanna Cooper
Shanna Cooper is an Instructional Aide II at Skyline College’s The Learning Center and a lecturer at the College of San Mateo. She has taught a variety of composition classes: both face-to-face and asynchronously online, and she has enjoyed adapting and constructing her students’ virtual classroom. Her most recent position as an Instructional Aide II at Skyline College involves mentoring workshop facilitators, leading the Embedded Tutoring Program, and co-leading the Writing and Reading and ESOL tutoring lab. Shanna has a Master’s of Art in Literature, and she is currently finishing her Master’s of Arts in Composition. Her academic interests and research focus on dialogic feedback, instructional design and hospitality in education. She is combining many of these interests as well as her personal experience in her master’s capstone project, which focuses on using hospitality as a lens to create welcoming environments in the asynchronous, virtual classroom.
Shanna Cooper is an Instructional Aide II at Skyline College’s The Learning Center and a lecturer at the College of San Mateo. She has taught a variety of composition classes: both face-to-face and asynchronously online, and she has enjoyed adapting and constructing her students’ virtual classroom. Her most recent position as an Instructional Aide II at Skyline College involves mentoring workshop facilitators, leading the Embedded Tutoring Program, and co-leading the Writing and Reading and ESOL tutoring lab. Shanna has a Master’s of Art in Literature, and she is currently finishing her Master’s of Arts in Composition. Her academic interests and research focus on dialogic feedback, instructional design and hospitality in education. She is combining many of these interests as well as her personal experience in her master’s capstone project, which focuses on using hospitality as a lens to create welcoming environments in the asynchronous, virtual classroom.
Kourosh Ghaderi
Kourosh Ghaderi
The next generation of a Japanese-Persian immigrant family, Kourosh has more than a decade of experience in academic, globalized STEM disciplines. He has an earned BS in Physics at UCLA and MS in Mathematics at CSUEB; he additionally has completed some PhD work in Mathematics at UCI. Pedagogically, Kourosh has tutored in many contexts across the K-14 curricular ecology, including in after-school detention as a high school resource teacher, as a content and English teaching, Japanese “Katei-Kyoshi” in the rural Kirishima-City (Kagoshima Prefecture), and more recently at a community college tutoring center. A pentalingual who is self taught in academic Japanese and world history, Kourosh invites you to join in this landmark moment of his pedagogical journey: “Let's bridge the content area divide and discuss how to support the development of culturally sustaining content literacies for multilingual, community college tutoring!”
The next generation of a Japanese-Persian immigrant family, Kourosh has more than a decade of experience in academic, globalized STEM disciplines. He has an earned BS in Physics at UCLA and MS in Mathematics at CSUEB; he additionally has completed some PhD work in Mathematics at UCI. Pedagogically, Kourosh has tutored in many contexts across the K-14 curricular ecology, including in after-school detention as a high school resource teacher, as a content and English teaching, Japanese “Katei-Kyoshi” in the rural Kirishima-City (Kagoshima Prefecture), and more recently at a community college tutoring center. A pentalingual who is self taught in academic Japanese and world history, Kourosh invites you to join in this landmark moment of his pedagogical journey: “Let's bridge the content area divide and discuss how to support the development of culturally sustaining content literacies for multilingual, community college tutoring!”
Yun-Jung Lee
Yun-Jung Lee
Yun-Jung Lee, currently a teaching assistant for a non-credit ESL class at City College of San Francisco (CCSF), is graduating with an MA TESOL degree at San Francisco State University. She has also worked in a college-level composition classroom for multilingual writers. For more than 2 years, she has been a part of the leadership team running Project SHINE, a community service program that connects SF State volunteer coaches with non-credit ESL classes at CCSF. Her major interests include working with immigrant ESL learners in the community. Her capstone project on learner perspectives about peer review reflects her passion for harnessing the power of peer interaction in L2 learning.
Yun-Jung Lee, currently a teaching assistant for a non-credit ESL class at City College of San Francisco (CCSF), is graduating with an MA TESOL degree at San Francisco State University. She has also worked in a college-level composition classroom for multilingual writers. For more than 2 years, she has been a part of the leadership team running Project SHINE, a community service program that connects SF State volunteer coaches with non-credit ESL classes at CCSF. Her major interests include working with immigrant ESL learners in the community. Her capstone project on learner perspectives about peer review reflects her passion for harnessing the power of peer interaction in L2 learning.
Taylor Myers
Taylor Myers
After earning his B.A. in International Studies and B.A in Environmental Earth Science from Miami University, Taylor Myers began his TESOL career teaching English language and American/British culture courses at Sun Yat-sen University in China. Currently, he teaches academic reading and writing for university-bound international students in the American Language Institute at San Francisco State University. His experiences working with students in San Francisco and abroad have informed his current research interests in incorporating English as a Lingua Franca concepts into ESL classrooms, developing a community of practice in online learning environments, and better understanding ESL learner identity formation.
After earning his B.A. in International Studies and B.A in Environmental Earth Science from Miami University, Taylor Myers began his TESOL career teaching English language and American/British culture courses at Sun Yat-sen University in China. Currently, he teaches academic reading and writing for university-bound international students in the American Language Institute at San Francisco State University. His experiences working with students in San Francisco and abroad have informed his current research interests in incorporating English as a Lingua Franca concepts into ESL classrooms, developing a community of practice in online learning environments, and better understanding ESL learner identity formation.
Sujung Nam
Sujung Nam
After earning a B.A. in Liberal Studies from San Francisco State University in 2017, Sujung Nam decided to pursue an M.A. in Linguistics, and expects to graduate in December, 2020. Early in her graduate studies at State, she joined the Experimental and Computational Linguistics Lab (ECOLE), where she gained experience with research on language development, adjectival word order, and search query language. She has explored programming languages such as Python as a tool for linguistic research. She is primarily interested in Natural Language Processing, Second Language Acquisition, Multilingualism, and Conceptual Metaphor Theory. She plans to continue her studies in the computational linguistics field after graduation.
After earning a B.A. in Liberal Studies from San Francisco State University in 2017, Sujung Nam decided to pursue an M.A. in Linguistics, and expects to graduate in December, 2020. Early in her graduate studies at State, she joined the Experimental and Computational Linguistics Lab (ECOLE), where she gained experience with research on language development, adjectival word order, and search query language. She has explored programming languages such as Python as a tool for linguistic research. She is primarily interested in Natural Language Processing, Second Language Acquisition, Multilingualism, and Conceptual Metaphor Theory. She plans to continue her studies in the computational linguistics field after graduation.
John Rodgers
John Rodgers
John Rodgers currently attends San Francisco State University, pursuing an MA degree in TESOL, and expects to graduate in December, 2020. He has served as a teaching assistant at City College of San Francisco, Mission Campus, for two beginning-level adult non-credit English courses in 2019-2020 and at the English Center in Oakland, California, for various level courses in 2013-2014. For nearly a decade, he worked as a public health researcher for the Department of Veterans Affairs and for nonprofit organizations. He was the research and editorial associate for an annual publication entitled To Improve Health and Health Care: The Robert Woods Johnson Foundation Anthology. He has long been committed to advocating for social justice and helping disadvantaged groups gain self-empowerment.
John Rodgers currently attends San Francisco State University, pursuing an MA degree in TESOL, and expects to graduate in December, 2020. He has served as a teaching assistant at City College of San Francisco, Mission Campus, for two beginning-level adult non-credit English courses in 2019-2020 and at the English Center in Oakland, California, for various level courses in 2013-2014. For nearly a decade, he worked as a public health researcher for the Department of Veterans Affairs and for nonprofit organizations. He was the research and editorial associate for an annual publication entitled To Improve Health and Health Care: The Robert Woods Johnson Foundation Anthology. He has long been committed to advocating for social justice and helping disadvantaged groups gain self-empowerment.
Alfia Wallace
Alfia Wallace
Alfia Wallace currently attends San Francisco State University, pursuing an M.A. degree in Teaching English to Speakers of Other Languages (TESOL). She has over 20 years of experience working in Internet technology including web development and e-Learning, 15 years working in educational technology, and over 15 years in teaching and tutoring students of all ages in technology, programming, English, and foreign languages. Her research interests include genre theory, corpus linguistics, and pre-vocational English.
Alfia Wallace currently attends San Francisco State University, pursuing an M.A. degree in Teaching English to Speakers of Other Languages (TESOL). She has over 20 years of experience working in Internet technology including web development and e-Learning, 15 years working in educational technology, and over 15 years in teaching and tutoring students of all ages in technology, programming, English, and foreign languages. Her research interests include genre theory, corpus linguistics, and pre-vocational English.
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