Faridah  Pawan Profile Image
Faridah Pawan
Professor of Literacy, Culture, and Language Education (ESL/EFL Teacher Education)
W.W. Wright Education Building Room EDUC BLDG 3030
Fax: (812) 856-8287
Send me an e-mail
Department:  Literacy, Culture, & Language Education
Affiliations:  Center for Research on Learning and Technology
My website:  http://www.fpawan.com/
Vita:  Click to View


I teach courses in English as a Second/Foreign Language (ESL/EFL) teacher education. In particular, at the doctoral level, I teach doctoral seminars on topics such as Research in Second/Foreign Language Teacher Professional Development and Research into the International Perspectives on Language Teacher Education. At the masters level, I teach courses on English as a Second/Foreign Language (ESL/EFL/ELT) instruction and assessment approaches, content-based language instruction, teaching English in Global Contexts and culture issues in language teaching. I usually assume a blended load i.e. I teach face-to-face classes on campus, online and/or hybrid classes. My research areas are in ESL and content area teacher collaboration, language teacher professional development and online/hybrid instruction. I am currently undertaking a new research area on the professional development of Chinese English Language teachers.

Area of specialization: Second/foreign language teacher professional development, ESL/EFL instruction and assessment, Content-Based Language Instruction, hybrid and online instruction
Research interests: ESL and content area teacher collaboration; ESL/EFL/ELT Language teacher professional development; second/foreign language teacher knowledge base.




    • 2015 Winner of the the Best of the Best in Higher Education for INTESOL. The is an award given to one individual by the association of Indiana Teachers of English to Speakers of Other Languages (INTESOL).
    • 2007 Burton W. Gorman Teaching Award, School of Education, Indiana University
    • 2001 TESOL/Heinle and Heinle National Award in Excellence in Teaching English as a Second/Foreign Language
    • 2012 Presidents Award for Distinguished Teaching, Indiana University


    • Pugh, S. Pawan, F. (1991). Reading, writing and academic literacy. In R. F. Flippo D. C. Caverly (Eds.), College Reading and Study Strategy Programs (pp. 1-27). Newark, Delaware: IRA.
    • Pawan, F. (1989). Literacy as a state of mind: Implications for students who are non-native speakers of English. Reading Research and Instruction, 28 (2), 61-64.
    • Park, J. Pawan, F. (2015, in press). English-medium-language instruction happens!: Korean professors efforts and professional development needs to teach content in English. In J. Crandall M. A. Christison, (Eds.). Global research on teacher education and professional development in TESOL. Routledge/Taylor Francis.
    • Pawan, F. Ortloff, J. (2011).Sustaining collaboration: ESL and Content Area Teachers. Teaching and Teacher Education, 27, 463-471, doi: 10.1016/j.tate.2010.09.016
    • Pawan, F. Craig. A. (2011, June). ESL and content area teacher knowledge-base of English language learner (ELL) instruction. TESOL Journal, 2 (3), 293-311
    • Pawan, F. Sietman, G.B. (Eds.). (2007). For all our students: Collaborative partnerships among ESL and classroom teachers. Alexandria, VA: TESOL. Sample Chapter (Pawan Ward and the Integrated Curriculum) (Book).
    • Pawan, F. (1993). Social and cognitive consequences of literacy in South East Asia. In J. Mohd. Ali (Ed.), The International Conference on Literacy in ASEAN Societies, 1993 (pp.194-198). Kuala Lumpur, Malaysia: Malaysian Reading Association.
    • Pawan, F. (1995). Malaysian and American professorial expectations of the literate reader. In C. Zaher (Ed.), The Second EFL Skills Conference (pp. 163-171). Egypt: Center for Adult and Continuing Education, The American University of Cairo.
    • Pawan, F. Honeyford, M. S. (2008). Academic literacies and the new language learner. In R. F. Flippo D. C. Caverly (Es.), Handbook of college reading and study strategy research. London: Lawrence Erlbaum Associates.
    • Pawan, F., Groff Thomalla, T. (2005). Making the invisible, visible: A responsive evaluation study of ESL/Spanish language services for immigrants in a small rural county in Indiana. TESOL Quarterly, 39 (4), 683-705.
    • Pawan, F. Pugh, S. L. (2002). Reading for life. In G. Crosling G. Webb (Eds.), Supporting students learning (pp. 111-118). London: Kogan Page Publishers.
    • Pawan, F. Greene, M. S. C. (2015, in press). In trust we collaborate: ESL and Content Area teacher collaboraiton. The content-based classroom. A. M. Snow D. L. Brinton (Eds.). Alexandria, VA: TESOL Publications.
    • Pu, H. Pawan, F. (November, 2013). The Pedagogy and Practice of Western-Trained Chinese English Language Teachers: Foreign Education, Chinese Meanings. New York: Routledge/Taylor-Francis.
    • Pawan, F., Yalcin, S.T. Kuo, X. J.(2008). Teaching interventions student factors in online collaboration. In B. Barber F. Zhang (Eds.), Handbook of research on computer-enhanced language acquisition and learning (pp. 406-423). Hershey,PA: IGI Global.
    • Pawan, F. (2003). Reflective teaching online. TechTrends, 47(4), 30-35.
    • Pawan, F., Groff Thomalla, T. (2007). A responsive evaluation study of ESL/Spanish language services for newcomers. Journal of Ethnographic and Qualitative Research, 1, 50-63.
    • Pawan, F. Reed, D. (2003). Texas airport cookies: Pragmatic variation from an urban legend. In K. Bardovi-Harlig R. Mahan-Taylor (Eds.), Teaching pragmatics. Washington D.C.: U.S. Department of State, Office of English Language Programs.
    • Pawan, F. (2008). Content area teachers and scaffolded instruction for English Language Learners. Teaching and Teacher Education, 24(6), 1450-1462.
    • Johnston, B., Pawan, F., Mahan-Taylor, R. (2004). The professional development of working ESL/EFL teachers: A pilot study. In D. J. Tedick (Ed.), Second language teacher education: International perspectives (pp. 53-73). Mahwah, NJ: Lawrence Erlbaum Associates.
    • Samuelson, B.L., Pawan, F., Hung, Y. (2012). Barriers to collaboration between English-as-a-Second-Language and content area teachers. Honigsfeld, A. Dove, M. (Eds.). Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research (pp. 183-193). Information Age Publishing.
    • Pawan, F. Fan, W (2014).Jiaoyanzu and Self-Reflections as Chinese English Language Teachers Professional Development. Teacher Education Quarterly, 41 (4), 71-88
    • Pawan, F. Seralathan, A. L. (2015). Moving on up! Using WIDA-based instruction for Indiana mainstream-ready ELs. INTESOL Journal, 12(1), 29-50.
    • Pawan, F. (Producer). (1999). Storytelling: A cultural bridge [Video]. Bloomington, IN: Instructional Support Systems: Indiana University.
    • Pawan, F., Paulus, T. M., Yalcin, S., Chang, C. F. (2003). Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning Technology, 7(3), 119-140.
    • Pawan, F. Jacobson, A. (2003). Growing with the flow: Sustaining professionalism through online instruction of language teachers. In T. Murphey (Ed.), Extending professional contributions, professional development in language education series, 2, (pp. 67-78). Alexandria, VA: TESOL.
    • Pugh, S. L., Pawan, F., Antommarchi, C. (2000). Academic literacy and the new language learner. In R. F. Flippo D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 25-42). Mahwah, NJ: Erlbaum Publishers.
    • Pawan, F. Yuan, N. (2015, under review). Chinese reform targets English: When the wind blows, the grass moves"
    • Pawan, F. (2012): Research-based and collaborative professional development for language and content area teachers. Teacher Education Interest Section (TEIS) Newsletter. Alexandria, VA: TESOL.
    • Pawan, F. Ward, B. (2007). Integrated curriculum development through interdisciplinary collaboration between ESL and content area teachers. In F. Pawan G. B. Sietmann (Eds.). For all our students: Collaborative partnerships among ESL and classroom teachers (pp. 5-30). Alexandria, VA: TESOL.
    • Pawan, F., Fan, W., Pei, M (in progress).:Changing from Fish to Dragon: Collaborative Professional Development of Chinese English Language Teachers (ELTs)


    • Curriculum development for Peace Corps EFL/ESL Masters International (Title VII, USDOE, $5000)
    • Classroom-based research into Turkish ELT?s knowledge base.
    • ESL Professional Communities (EPiC) (ICHE) ($166,017)
    • Interdisciplinary Collaborative Project (ICP) for ESL and Conntent Area Teachers (USDOE) ($1, 220,036)
    • Interdisciplinary Collaborative Program For Content Area Teachers (ICCATS)(ICHE)($208,672)
    • IU/Beijing Normal University Research Exchange on English Language Teaching (Advancement of Peace and Education, School of Education) ($19,000)
    • Chinese English Language Teacher Knowledge Base: The Fund for the Advancement of Peace and Education (SOE) ($18,861)
    • National Professional Development Grant: Tandem Certification of ESL And Content Area Teachers In English As A New Language (TACIT)(USDOE) ($618,520)
    • English as a Language Program via Distance (EPDE)(New Idea Grant, School of Education)($35,000)
    • American University of Mongolia Consultancy Grant
    • Pedagogy and practice of female Chinese English Language teachers educated in the West (Office of Women's Affairs, IU ($13,360)
    • Shijingshan English Language Teachers &
    • Sheltered Instruction (OVPIA, $3500)
    • Technology Assessment Grant (IU, $5,393)
    • Title VI Curriculum &
    • Development Grant


    • Pawan, F
    • . (2012). Comparisons of the ESLT and CAT ELL instructional knowledge . Paper presented at the INTESOL Conference, Indianapolis, IN.
    • Pawan, F. (2015, April 16). Foreign ways, Chinese meanings. Impact of Western-based education on Chinese English language teachers. American Educational Reseac
    • Pawan, F. Pei, M. (2011). Sheltered EFL Instruction, Shijingshan School District/Beijing Normal University, Beijing, China.
    • Foreign Education, Chinese Meanings, INTESOL Conference, Nov. 2, 2013
    • The Final Push: Effective Instruction for Advanced English Learners in Preparation for Mainstreaming, Nov. 18, 2013, Statewide podcast for the Indiana Department of Education
    • Teaching plausibility and the death of methods in SL/FL language Instruction, June 25, American University of Mongolia, Ulaan Bataar, Mongolia.
    • Pawan, F. (2014, Februrary). The final push: Academic instruction for near-proficient students in preparation for mainstreaming. Indiana State EL Conference. Lafayette, Indiana
    • Morita-Mullaney, Teemant, A., Brooks, K. Pawan, F. (2014, February). Leveraging our ELL advocacy. Indiana State EL Conference. Lafayette, Indiana. (Keynote panel)
    • Pawan, F. (2015, OCt. 26). Hybrid and online langauge teacher professional development. Fu Jen Catholic University, Taipeh, Taiwan. (Invited).
    • Pawan, F. (2015, October 27). Research into content-based language instruction. National Taiwan University of Science and Technology, Taipeh, Taiwan.
    • Pu, H. Pawan, F. (2011, June). Global pedagogy, local meanings: Toward the glocalization of Communicative Language Teaching in the classrooms of western-trained Chinese EFL teachers. Paper will be presented at the conference for NAFSA: Association of International Educators, Vancouver, Canada.
    • Pawan, F. (2012). Content area teachers and instructional scaffolding for ELLs. INTESOL Conference, Indianapolis, Indiana.
    • Pawan, F. (2012, May). Sustaining collaboration between language and content area teacher collaboration in teaching English through content. Paper to be presented at theEleventh Annual Wenshan International Conference. Taipei, Taiwan.
    • Pawan, F. (2014, October). Moving on up: WIDA-based instrucition for near-proficient students. Indiana State EL Conference. Lafayette, Indiana
    • Pawan, F. (2015, October 16). Professional development research in sustaining expertise of teacher leaders (Gugan Laoshi). Chinese Ministry of Education, Hangzhou, China.
    • TESOL/NCATE Program Reviewers
    • Impact of Western Education on Chinese English Language Learners, Nov. 1, SLED, School of Education, Indiana University.
    • Pawan, F. (October 27). Problematization of research in English language teacher professional development. National Chengchi University, Taipeh, Taiwan (Invited).
    • Pawan, F. (2015, March 7). Reflective research of native and non-native English Speaker TEachers (NNESTs) in the Kazlicesme district schools. Bogazici University, Istanbul, Turkey.
    • University Coordinators for Peace Corps Partnership Programs
    • Differentiated SL and FL instruction for Chinese Minority (minzu) Students. June 18, 2013, Xinjiang Normal University, Urumqi, China.
    • Pawan, F., Sietman, G., and Pei, M.(2011). Content-based and Sheltered EFL instruction, Shijingshan School District/Beijing Normal University, Beijing, China.
    • EFL instruction and assessment approaches in multi-proficiency, June 18, Beijing Normal University, China
    • TESOL Academy: Response to Intervention for English Language Learners
    • Pawan, F. (2011, May). A comparative study of jiaoyanzu and individual Chinese EFL teacher reflections on practice. Paper will be presented at the Language Teacher Education Conference, Minneapolis, Minnesota.
    • The Glocalized Pedagogy and Practice of Western-Trained Chinese English Language Teachers, May 24, Language Teacher Education Conference, Washington, DC.
    • Pawan, F.
    • Park, J.
    • Warren, A.
    • Wiechart, K. (2015, March 26). Oz beind the Curtain: Pedagogy and practicein online instruction. TESOL International Conference,Toronto Canada.
    • Pawan, F., Chao, C., Yi, P. (2011). EFL content integrated instruction: Dialogues and Critiques. National Chengchi University Mentorship Program, Taipeh, Taiwan.
    • Pawan, F. (2015, October 24). Language Pedagogy in the 21st century. Eleventh Annual Wenshan International Conference, Taipeh, Taiwan (Keynote, Invited).


    • Indiana Department of Education: K-12 ESL Leadership Group that meets monthly to guide state ESL policies.
    • Indiana University: Annela Teemant's Tenure Proceedings
    • NCATE/TESOL: CAEP/NCATE/TESOL National Reviewer (elected)
    • School of Education: ESL Licensing Addition Faculty Advisor.
    • Indiana University: Policy Council
    • School of Education: Director, EFL/ESL Program via Distance Education (EPDE).
    • School of Education: Director, Peace Corps EFL/ESL Masters International
    • Indiana Department of Education: Indiana ESL Leadership Committee
    • LCLE: Fellowships and Awards Committee Member
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