Languages and Cultures
West Chester University
Dr. Jerome Williams
224 Mitchell Hall
West Chester, PA 19383
|Assistant Professor of TESOL
Ph.D., University of California, Los Angeles
M.A., University of California, Los Angeles
B.A., Seoul National University
Language and Social Interaction; Conversation Analysis; Pedagogical Discourse; Pragmatics; Writing Instruction; ITA Training and Assessment.
Recent Scholarly Activities:
Park, I. (2014). Stepwise advice negotiation in writing center peer tutoring. Language and
Education, 28(4), 362-382.
Park, I. & Kim, H. (co-authors). (2014). What we can learn from high-proficient test takers’
resumption strategy. TESOL Applied Linguistics Forum.
Park, I. (2007). Co-construction of Word Search Activities in Native and Non-native Speaker Interaction. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 7(2).
“I want you to read it”: Requests in Writing Tutoring. Language and Social Interaction Working Group. Teachers College, Columbia University, New York City, October 2014.
Advice Negotiation in Writing Center Peer Tutoring. American Association of Applied Linguistics,Portland, OR, March 2014.
The use of conjunction “or” in student questions. Linguistic Association of the Southwest, New
Brunswick, NJ, September 2013.
Low and high proficiency test takers’ resumption strategies in an English oral proficiency exam (co-presenter). American Association of Applied Linguistics, Dallas, TX, February 2013.
Non-Type Conforming Responses to Alternative Questions in Writing Conferences. Applied Linguistics Association of Korea, Seoul, Korea, October 2012.
Keeping the flow of the presentation during an English oral proficiency exam (co-presenter). Applied Linguistics Association of Korea, Seoul, Korea, October 2012.
Discussion or Conclusion?: Students’ use of alternative questions in writing conferences. American Association of Applied Linguistics, Boston, MA, March 2012.
Test taker-initiated repairs in an English oral proficiency exam for ITAs (co-presenter). American Association of Applied Linguistics, Boston, MA, March 2012.
Asking Different Types of Polar Questions: The Interplay between Context, Turn, and Sequence in Writing Conferences. National Communication Association. New Orleans, Louisiana, November 2011.
Repetition vs. Reformulation: Test taker-initiated repairs in the test of oral proficiency (co-presenter). Second Language Research Forum, Ames, IA, October 2011.
Questioning Teachers: Students’ Epistemic downgrades as questions. Language and Social Interaction Working Group. Teachers College, Columbia University, New York City, October 2011.
Language Skills for International Teaching Assistants. TA Conference. UCLA Office of Instructional Development. September 2011.
Well-prefaced responses to alternative questions: An examination on question-answer sequences in writing conferences. National Communication Association. San Francisco, California, November 2010.
A Conversation Analytic Study on Student Initiated Question-Answer Sequences in Writing Conferences. American Association of Applied Linguistics, Atlanta, GA, March 2010.
Classes taught (only WCU listed):
Teaching English Language Learners
Sociolinguistics (Conversation/Discourse Analysis)