top of page

Home > Who We Are > Leading Faculty: Dr. Kim


Who I am


Deoksoon Kim is a professor at the Lynch School of Education at Boston College. Deoksoon Kim’s research focuses on understanding the needs of immigrant students in order to help them learn English and succeed in school. She also investigates how to use instructional technology to facilitate language learning and teacher education. She has done researches on gender and immigration, social and emotional development, and STEM teaching and learning.





Wortham, S. & Kim, D. (Eds.) (2017). Encyclopedia of Language and Education: Volume 3, Discourse and Education, NY: Springer.


Kim, D., Kim, S., & Barnett, M. (2021). “That makes sense now!”: Bicultural middle school students’ learning in a culturally relevant science classroom. International Journal of Multicultural Education, 23(2), 145-172.

Kim, D., Wortham, S., Borowiec, K., Yatsu, K., Ha, S., Carroll, S., Kim, J., & Wang, L. (2021). Formative education online: Teaching the whole person during the global COVID-19 pandemic. AERA Open.

Zhang, H., Jackson, D., Kiel, J., Estabrooks, L., Kim, S. L., Kim, D., & Barnett, M. (2021). Heat Reinvented: Using a Lunchbox-Design Project to Apply Multidisciplinary Knowledge and Develop Invention-Related Practices. Science Scope.

**Kim, S. & Kim, D. (2021). English learners’ Science-literacy practice through explicit writing instruction in invention-based learning. International Journal of Educational Research Open.

**Kim, D., Long, Y. & Zhao, Y.. Zhou, S. & Alexander, J. (2020). Teacher professional identity development through digital stories. Computers & Education.

Vorobel, O., Kim, D., & Park, H.-R., (2020). An adolescent English learner’s expression of self and identity negotiation through multiliteracy practices. Journal of Educational Research. 

Kim, D., & Jia, F. (2020). “Ever wondered what schizophrenia was?”: Students’ digital storytelling about mental disorders. Journal Of Curriculum Studies Research, 2(2), 144-169. 

Kim, D. & Li, M. (2020). Digital storytelling: facilitating learning and identity development. Journal of Computers in Education. 

Kim, D. (2020). Learning language, learning culture: Teaching language to the whole student. ECNU Review of Education.

Shirley, D., Wortham, S., & Kim, D. (2020). Introduction to the special issue: “Beyond well-being: Educating for wholeness and purpose.” ECNU Review of Education.

Park, H., Kim, D. & Vorobel, O. (2020). International students’ reading digital texts on tablets: Experiences and strategies. Journal of Computing in Higher Education, 1-29. 10.1007/s12528-019-09242-x

Smith, P. Kim, D., Vorobel, O., & King, J. (2019). Verbal Reports in the reading processes of language learners: A methodological review. Review of Education, 1-78. DOI: 10.1002/rev3.3170


Kim, D. Cho, E., Couch, S., & Barnett, M. (2019). Culturally relevant science: Incorporating visualizations and home culture in an invention science curriculum. Technology and Innovation, 20, 251-266.


Kim, D. (2018). Elementary English learners’ use of reading strategies with culturally relevant and culturally distant stories. Journal of Language, Identity and Education, 1-19.


Kim D., Vorobel, O. & King, B (2018). Students’ use of Second Life in learning Spanish as a foreign language. Journal of Second Language Teaching and Research, 6(1), 109-142.


**Park, H. & Kim, D. (2017). English language learners’ similar and different online reading strategies at home and in school. International Journal of Educational Research, 81(2), 63-74.


**Vorobel, O. & Kim, D. (2017). Adolescent ELLs' collaborative writing practices in face-to-face and online contexts: From perceptions to actions. System, 65, 78-89.

**Li, M. & Kim, D. (2016). One wiki, two groups: Dynamic patterns of interaction in ESL collaborative writing. Journal of Second Language Writing, 31, 25-42.

Park, H.-R. & Kim, D. (2016). English language learners’ strategies for reading computer-based texts at home and in school. CALICO Journal, 33(3), 380-409.

Kim, D. & Jang, S. (2014). Dialogic practices in using podcasting and blogging tools for teachers seeking ESOL certificate. Journal of Educational Computing Research, 51(1), 205-232.

Wang, S. & Kim, D. (2014). Incorporating Facebook in an intermediate–level Chinese language course: A case study. IALLT Journal, 44, 38-78.

Kim, D. & Blankenship, R. (2013). Using Second Life as a virtual collaborative tool for preservice teachers. Journal of Educational Computing Research, 48, 19-43.

Fisher, L. & Kim, D. (2013). Two approaches to the use of blogs in pre-service foreign language teachers’ professional development: A comparative study in the context of two universities in the U.K. and the U.S. Language Learning Journal, 41, 142-160.


Vorobel, O. & Kim, D. (2013). Focusing on content: Discourse in L2 peer–review groups, TESOL Journal, 1-23. DOI: 10.1002/tesj.126


**Smith, G., Li, M., Drobisz, J., Park, H.–R., Kim, D., & Smith, S. (2013). Play games or study? Computer games in eBooks to learn English vocabulary. Computers & Education, 69, 274-286.

Vorobel, O. & Kim, D. (2012) Language teaching at distance: A comprehensive overview of research. CALICO Journal, 29, 548-562.

Blankenship, R. & Kim, D. (2012). Revealing the authentic teacher professional development using situated learning in virtual environment as a teaching tool. International Forum of Teaching and Studies, 8, 36-53.


**Kim, D. (2011). Incorporating podcasting and blogging into a core task for ESOL teacher candidates. Computers and Education, 56, 632-641.

Kim, D. (2011). A young English learner’s L2 literacy practice through dialogue journal. Journal of Reading Education, 36, 27-34.


Kim, D. (2011). Dialogic meaning construction and reading domains among four young English learners in second-language reading. Multilingual Education, 1, 1-21.

**Park, H.-R., & Kim, D. (2011). Reading–strategy use by English as a second language learners in online reading tasks. Computers and Education, 57, 2156-2166.

Kim, D. & King, K. (2011). Implementing podcasts with ESOL teacher candidates’ preparation: Interpretations and implications. International Forum of Teaching and Studies, 7(2), 5-19.

Vorobel, O. & Kim, D. (2011). Upper-intermediate students’ summarizing process in L2. TESOL Journal, 2, 330-354.

Kim, D. (2009). Using sociocultural perspectives of literacy and culturally relevant pedagogy to empower beginning ELLs as readers. English Leadership Quarterly, 31, 9-11.

Kim, D. (2009). Innovative educational technology in your classroom in a global 

context. Essential Teacher, 6, 37-39.


(**Please reach out to for articles without links.)




Park, H-R, Kim, D., & Ahn, T. Y. (2020). Preparation of teachers of English as an additional language (EAL) in South Korea: Research, curriculum, and practice. In N. Polet, L. Mahalingappa, H. Kayi-Aydar, H. (Eds.) Preparation of Teachers of English as an Additional Language (EAL) around the World: Research, Policy, Curriculum, and Practice. Multilingual Matters.

Kim, D. & Vorobel, O. (2017). Digital practices, social media and discourse communities. In S. Wortham, D. Kim, S. May Encyclopedia of Education: Volume 3, Discourse and Education (pp. 267-282), NY: Springer.

Wortham, S. & Kim, D. (2017). Introduction to Volume “Discourse and Education.” In S. Wortham, D. Kim, S. May Encyclopedia of Education: Volume 3, Discourse and Education (pp. ix-xxi), NY: Springer.

Park, H.-R. & Kim, D. (2015). Using culturally and linguistically diverse electronic storybooks in ESL teacher education. In P. Smith & A. Kumi–Yeboah (Eds.) Handbook of research on cross–cultural approaches to language and literacy development (pp. 209-237). Hershey, PA: IGI Global.

Kim, D. & Celedon-Pattichis, S. (2014). Empowering preservice teachers to advocate for English language learners. In B. Cruz, A. Vasquez, C. Ellerbrock, & E. Howes (Eds.), Talking diversity with teachers and teacher educators: Exercises and critical conversations across the curriculum (pp. 147-155), Teachers College Press.

Kim, D. (2011). L2 learners’ literacy practice through dialogue journals. National Association of Bilingual Education News, 33, 14-15.

Kim, D. (2010). Asian American English language learners’ identity formation and dynamic transformation. National Association of Bilingual Education News, 32, 10-11.

Kim, D. (2009). Asian American students’ second-language literacy development in engaging literacy events. In C. Park, R. Endo, & X. L. Rong (Eds.), Research anthology: New perspectives on Asian American parents, students, and teacher recruitment (pp. 80-111). Northridge, CA: Information Age.

Kim, D. (2009). Working with texts to develop ESOL reading strategies. In L. Savova (Ed.), Effective use of textbooks (pp. 109-117). Alexandra, VA: TESOL.

Kim, D. (2009). Podcasting and online journals as ESOL resources. In G. Strong & A. Smith (Eds.), Adult learners: Context and innovation (pp. 31-38). Alexandra, VA: TESOL.

Kim, D. (2009). Constructing meaning: Four English language learners’ portrayals. In M. Lengeling (Ed.), Articles from the Second International Conference of Qualitative Research (pp. 111-123). Guanajuato: University of Guanajuato Press.

Kim, D. (2008). Diverse box for writing. In E. A. Polloway, J. R. Patton, & L. Serna (Eds.), Strategies for teaching learners with special needs (9th ed.) (p. 244). Columbus, OH: Merrill Prentice Hall.

Kim 22.jpg
discourse and education.jpg
My Book

In this fully third revised edition of the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization.

With BC Alumnus Eric Nam
bottom of page