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Karen E. Johnson

Karen E. Johnson

Kirby Professor in Language Learning and Applied Linguistics

302 Sparks Building
Email:
Office Phone: (814) 863-2346

Curriculum Vitae

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Biography:

Education

  • Ph.D. , English Education, Syracuse University

Areas of Specialization

  • Communication in Second Language Classrooms
  • Sociocultural Perspectives on L2 Teacher Professional Development
  • Narrative Inquiry as Professional Development

Recent Courses

  • APLNG 587 Theory and Research in L2 Teacher Education
  • APLNG 572 Communication in L2 Classrooms
  • APLNG 412 Teaching L2 Writing
  • APLNG 493 Teaching English as a Second Language

Selected Publications

BOOKS

Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 Teacher Education: A        
           SocioculturalPerspective on Cultivating Teachers’ Professional Development.

           New York: Routledge

Johnson, K. E., & Golombek, P.R. (Eds.) (2011). Research on Second Language
           Teacher Education: A Sociocultural Perspective on Professional Development.

           New York: Routledge.

 Johnson, K. E. (2009). Second Language Teacher Education: A Sociocultural Perspective.
           New York: Routledge.

 ARTICLES

Johnson, K.E., Verity, D.P., & Childs, S.S. (forthcoming 2020) Praxis-oriented pedagogy and the development of L2 novice teacher expertise. The European Journal of Applied Linguistics and TEFL 9(2)

Johnson, K. E. & Golombek, P. (2020). Informing and transforming language teacher education pedagogy. Language Teaching Research 24(1) 116-127.

Johnson, K.E. (2019). The relevance of a transdisciplinary framework for SLA in language teacher education. The Modern Language Journal 103, 167-174.

Johnson, K. E. (2018). Studying language teacher cognition: Understanding and enacting theoretically consistent instructional practices.  Language Teaching Research, 22(3) 259-263.

Golombek, P. R. & Johnson, K. E. (2017) Re-conceptualizing teachers’ narrative inquiry as professional development. PROFILE: Issues in Teacher Professional Development, 19(2)15-28.

Johnson, K. E. (2015). Reclaiming the relevance of L2 teacher education. The Modern Language Journal. 99(3), 515–528.

Johnson, K. E., & Worden, D. (2014). Cognitive/emotional dissonance as growth points in learning to teach. Language and Sociocultural Theory, 2(1) 125-150.

Johnson, K. E., & Dellagenlo, A. (2013). How 'sign meaning develops': Strategic mediation in learning to teach. Language Teaching Research. 17(4) 409-432.

CHAPTERS IN EDITED BOOKS

Golombek, P. & Johnson, K. E. (2019). Envisioning and materializing a Vygotskian-inspired language teacher education pedagogy.  In S. Mann & S. Walsh (Eds). The Routledge Handbook of Language Teacher Education, (pp. 25-37) NY: Routledge.

Johnson, K. E. & Golombek, P. R. (2018). Making L2 teacher education matter through   Vygotskian-inspired pedagogy and research. In J. Lantolf & M. Poehner (Eds). Handbook of Sociocultural Theory and Second Language Development. (pp. 443-456) NY: Routledge.

Johnson, K. E. (2016). Language teacher education.  In G. Hall (Ed.) The Routledge Handbook of English Language Teaching. (pp. 121-134). London: Routledge.

Professional Awards and Achievements

Kirby Professor in Language Learning and Applied Linguistics (2010)

Liberal Arts Research Professor of Applied Linguistics (2007)

College of Liberal Arts Outstanding Teaching Award, The Pennsylvania State University (1996)