Daryl M. Gordon
Education, Ruth S. Ammon School Of
Harvey Hall Room 110
Education, Ruth S. Ammon School Of
Harvey Hall Room 110
Ph.D., University of Pennsylvania, with distinction (2004)
M.S.Ed., University of Pennsylvania (1996)
B.A., Bryn Mawr College (1986)
Dr. Gordon has taught English as a Second Language courses in the U.S., Mexico, and the Lao People's Democratic Republic since 1990. From 1995-1999, she was an instructor at the University of Pennsylvania's English Language Program, where she taught courses for international teaching assistants and university students. From 2000-2007, she administered a national service learning program, which engaged students from 18 universities across the U.S. in service to immigrants and refugees.
I seek to challenge and support teacher candidates to interrogate research in second language acquisition, their own experiences as learners, and their often deeply held notions of teaching and learning. My goal is to create a learning community which engages teacher candidates to develop their intellectual curiosity and apply theoretical concepts to the practice of instructing English Language Learners.
ESL methodology, theories of second language acquisition, content-based instruction, and sociolinguistics.
Gendered second language socialization, the impact of trauma and refugee second language learning, naturalization education and national belonging, and content-based instruction for ELLs (especially science instruction),
Bauler, C. and Gordon, D. (Forthcoming). Developing Teacher Candidates’ Ability to Address ELL Academic Language Needs and Cultural Assets, In (P. Swanson and S. Hildebrandt, Eds.) Researching edTPA Problems and Promises. Charlotte, NC: Information Age Publishing
Hogan, T., Gordon, D., & Donovan, C. (2017). A Clinically Rich Teacher Education Model for Bilingual Science Teachers: Promising Practices and Lessons Learned. In Ryan Flessner (Eds.). Case Studies of Clinical Preparation in Teacher Education. Lanham, MD: Rowman & Littlefield Publishers.
Gordon, D. (2011). Literacy in Two Lands: Refugee Women’s Shifting Practices of Literacy and Labor. In F. Hult & K. King (Eds.). Applying the Local Globally and the Global Locally in Educational Linguistics. Bristol, UK, United Kingdom: Multilingual Matters.
Gordon, D., Santos, M., & Weinstein, G (2010). Reaching across Languages, Cultures and Disciplines in Service to Older Immigrants. In A. Pelham & E. Sills (Eds.). Promoting Health and Wellness in Underserved Communities: Multidisciplinary Perspectives Through Service Learning. Sterling, VA, VA: Stylus Publishing.
Serpanos, Y., Senzer, D., & Gordon, D. (2017). Interprofessional Peer-Assisted Learning (PAL) as a Model of Instruction in Doctor of Audiology Programs. American Journal of Audiology, 1-9.
Gordon, D., Long, J, Fellin, M. (2015). Co-editor of Special Issue: Education for National Belonging: Imposing Borders and Boundaries on Citizenship. Journal of Social Science Education, 14, 3.
Gordon, D., Long, J., & Fellin, M. (2015), Education for National Belonging. Journal of Social Science Education, 14, 2-8.
Hogan, T., Gordon, D., & Donovan, C. (2015). Targeted Teacher Training: Developing Bilingual Science Teachers through a Residency-Based Teacher Preparation Program. Conference Proceedings: New Perspectives in Science Education. Florence, Italy.
Gordon, D. (2011), Trauma and Second Language Learning among Laotian Refugees. Journal of Southeast Asian American Education & Advancement, 6.
Gordon, D. (2010), Disrupting the Master Narrative: Global Politics, Historical Memory, and the Implications for Naturalization Education. Anthropology & Education Quarterly, 41, 1.
Gordon, D. (2009), “She’s American Now, I Don’t Like That”: Gendered Language Ideologies in a Laotian American Community. Journal of Southeast Asian American Education & Advancement, 4.
Gordon, D. (2008), Gendered Second Language Socialization. Encyclopedia of Language and Education, 2nd ed., Volume 8, 231-243..
Gordon, D. (2004), "I'm Tired. You Clean and Cook." Shifting Gender Identities and Second Language Socialization. TESOL Quarterly, 38, 3, 437-457.
Gordon, D. (2017). Unpeeling the Onion: U.S. Naturalization Policy and the Experience of Laotian Refugees. Paper in Colloquium on Educational Linguistics at 40: Past, Present, and Future. American Association of Applied Linguistics. Portland, OR.
Donovan, C., Gordon, D., Hogan, T., and Rozga, K. (2017) Examining New Teacher Success via Clinical Pathways. American Association of Colleges of Teacher Education (AACTE) Annual Meeting. Tampa, FL.
Gordon, D. and Schwinge, D. (2015). Learning to Teach Far from Home: International Student Teacher Preparation TESOL International Convention. Toronto, Canada.
Donovan, C., Gordon, D., and Hogan, T. (2015). Case Studies of Clinical Preparation in Teacher Education. Association of Teacher Educators. Phoenix, AZ.
Gordon, D. with graduate students W. Ma, A. Pinto, and Y. Yang. (2014). Reading Materials and Strategies for ELLs. Applied Lingusitics Winter Conference. Columbia University Teachers College. New York, NY.
Gordon, D., with graduate students M. Nakayama and H. Ren. (2014). Action Research Findings: Implications for Teaching ELLs. Applied Lingusitics Winter Conference. Columbia University Teachers College. New York, NY.
Gordon, D. and Schwinge, D. (2013). Learning to Teach Far from Home: Adapting to the Needs of Chinese MA TESOL Students. International Conference on Language Teacher Education. George Washington University, Washington, DC.
Long, J., Stechel, M., Gordon, D., & Bush, M. (2012). Teaching Borders and Boundaries: Anthropological Investigations into Citizenship Education. American Anthropological Association. San Francisco, California, CA.
Gordon, D. & Schwinge, D. (2012). Action Research: Joining Theory with Practice in ESL Teacher Education. TESOL Convention. Philadelphia, PA.
Gordon, D. (2011). Trauma and Language Learning among Laotian Refugees. National Association for the Education and Advancement of Cambodian, Laotian, and Vietnamese Americans (NAFEA) Conference. California State University, Long Beach.
Gordon, D., Bateman, B., Hardman, J., & Schwinge, D. (2011). Developing Reflective Practitioners: Action Research in Preservice Teacher Education. CARLA Conference on Language Teacher Education. University of Minnesota.
Gordon, D. & Schwinge, D. (2010). Designing Action Research Courses for Preservice Teachers. TESOL Convention. Boston, MA.
Gordon, D. with graduate student Jernick, V. (2010). NOT Just for ESL Teachers Anymore!: Working with English Language Learners. Celebration of Teaching and Learning 2010. New York, New York.
Gordon, D. & Schwinge, D. (2009). Action Research in Teacher Preparation: Scaffolding Reflective Practitioners. CARLA Conference on Language Teacher Education. Washington, DC.
Weinstein, G., Gordon, D., & King, J (2009). ESL Partnerships for Immigrant Wellness: Advancing the Field. TESOL Convention. Denver, CO.
King, J., Weinstein,G., Gordon, D., & Santos, M. (2008). Healthy Collaborations: Partnerships for Immigrant Wellness. In TESOL Convention. New York City.
Weinstein, G., Gordon, D., King, J., & Santos, M. (2007). TESOL Partnerships in Health Literacy. In TESOL Convention. Seattle, WA.
Gordon, D. (2006). "It bothers your mind, cannot study nothing": Laotian refugees, trauma, and language learning. American Anthropological Association. San Jose, CA.
David, D., Gordon, D., & Bruns, C. (2006). Improving Health Communication Skills of Health Professions Students. In International Service-Learning Research Conference. Portland, OR..
Gordon, D. (2006). "She's independent, she's American now. I don't like that": Shifting gender identities among ESL Learners. In Temple University Language and Linguistics Speaker Series. Philadelphia, PA.
Gordon, D. (2005). “Even if we don’t study literacy, we can still eat rice”: Literacy in Two Lands. In American Anthropological Association. Washington, DC.
Gordon, D. (2005). Identity, Citizenship, and Ambivalence in the Age of Homeland (In)Security. In American Education Research Association. Montreal, Quebec.
Gordon, D. (2004). Shifting Gender Identities and Second Language Socialization. In American Association of Applied Linguistics. Portland, OR.
Gordon, D. & Dillon, P. (2004). Health literacy education in immigrant communities. In Atlantic Region Service-Learning Conference. Philadelphia, PA.
Gordon, D. (2004). Health literacy for ESL students. In Southeast Professional Development Center Regional Conference. Philadelphia, PA.
Gordon, D. & Hayden, L. (2003). This Land is Your Land: Using Learner Narratives in the ESL Classroom. In Pennsylvania Association for Adult and Continuing Education. Hershey, PA.
Gordon, D. (2010, October). Citizenship Education: Challenges and Opportunities in Southeast Asian American Communities. National Education Association, Washington, DC.
Gordon, D. (2008, August). Reflection Activities for Experiential and Service-Learning Courses. Arcadia University, Philadelphia, PA..
Gordon, D. (2008, May). Immigrant Health Literacy: Reaching Across Language and Culture. University of Missouri-St. Louis..
Gordon, D (2007, November). Engaging Immigrant Youth and Older Adults: Intergenerational and Intercultural Programs. Stony Brook University..
Yoshida, H. and Gordon, D. (2008) Community Treasures: Contributions of Older Immigrants and Refugees. MetLife Foundation Report.
Gordon, D. & Yoshida, H. (2006) Patient Listening: Health communication needs of older immigrants. MetLife Foundation Report.
New York State Education Dept. Co-Principal Investigator, Graduate Clinically Rich Teacher Preparation Pilot Program, $816,016., 2011-2014.
New York State Education Department Vocational and Educational Services for Individuals with Disabilities, New York City Preschool Bilingual/ESL Technical Assistance Center, $478,000., 2011-2015.
Corporation for National and Community Service. This grant provided $1.2 million over a 3-year period to engage students in 18 colleges and universities in service learning. Students provided ESL and naturalization tutoring for older immigrants and refugees.
MetLife Foundation. This grant provided $600,000 over 4 years to conduct research, develop health literacy curriculum, and engage health profession students in service to immigrants.
Research Release Awards, Fall 2010 and Spring 2012.
International Faculty Development Grant, Amman, Jordan, Summer 2010.
U.S. Department of Education Foreign Language Area Studies Fellow for Lao language study at Southeast Asian Summer Studies Institute.
Title VII Bilingual Education Graduate Fellow.
Faculty Consultant, Northeast Regional Recruitment Center for the English Language Fellows Program.
Reviewer, Anthropology & Education Quarterly, Applied Linguistics,TESL Canada Journal.
U.S. Student Fulbright National Screening Committee, English Teaching Assistantships.
Member, American Anthropological Association, Council on Anthropology and Education; Teachers of English to Speakers of Other Languages.