Faridah  Pawan Profile Image
Faridah Pawan
Associate Professor of Literacy, Culture, and Language Education
Faculty
W.W. Wright Education Building Room EDUC BLDG 3030
Fax: (812) 856-8287
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Department:  Literacy, Culture, & Language Education
Affiliations:  Center for Research on Learning and Technology
Vita:  Click to View
 
About Me | Publications | Presentations | Grant Funding | Awards
 

ABOUT ME

I teach courses in Second and Foreign language 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.

SERVICE

PUBLICATIONS
  • Pawan, F. Fan, W (in-press, December 2013).Jiaoyanzu and Self-Reflections as Chinese English Language Teachers Professional Development. Teacher Education Quarterly.
  • 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.
  • 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. (2012): Research-based and collaborative professional development for language and content area teachers. Teacher Education Interest Section (TEIS) Newsletter. Alexandria, VA: TESOL.
  • 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. 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. 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. (2008). Content area teachers and scaffolded instruction for English Language Learners. Teaching and Teacher Education, 24(6), 1450-1462.
  • 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., 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. 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. 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., 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.
  • 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.
  • 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. (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.
  • 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.
  • Pawan, F. (2003). Reflective teaching online. TechTrends, 47(4), 30-35.
  • 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. (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.

PRESENTATIONS
  • Teaching plausibility and the death of methods in SL/FL language Instruction, June 25, American University of Mongolia, Ulaan Bataar, Mongolia.
  • Foreign Education, Chinese Meanings, INTESOL Conference, Nov. 2, 2013
  • Differentiated SL and FL instruction for Chinese Minority (minzu) Students. June 18, 2013, Xinjiang Normal University, Urumqi, China.
  • EFL instruction and assessment approaches in multi-proficiency, June 18, Beijing Normal University, China
  • The Glocalized Pedagogy and Practice of Western-Trained Chinese English Language Teachers, May 24, Language Teacher Education Conference, Washington, DC.
  • The Final Push: Effective Instruction for Advanced English Learners in Preparation for Mainstreaming, Nov. 18, 2013, Statewide podcast for the Indiana Department of Education
  • Impact of Western Education on Chinese English Language Learners, Nov. 1, SLED, School of Education, Indiana University.
  • TESOL/NCATE Program Reviewers
  • Pawan, F;. (2012). Comparisons of the ESLT and CAT ELL instructional knowledge . Paper presented at the INTESOL Conference, Indianapolis, IN.
  • Pawan, F. (2012). Content area teachers and instructional scaffolding for ELLs. INTESOL Conference, Indianapolis, Indiana.
  • University Coordinators for Peace Corps Partnership Programs
  • TESOL Academy: Response to Intervention for English Language Learners
  • 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.
  • 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. (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.
  • Pawan, F., Chao, C., Yi, P. (2011). EFL content integrated instruction: Dialogues and Critiques. National Chengchi University Mentorship Program, Taipeh, Taiwan.
  • Pawan, F., Sietman, G., and Pei, M.(2011). Content-based and Sheltered EFL instruction, Shijingshan School District/Beijing Normal University, Beijing, China.
  • Pawan, F. Pei, M. (2011). Sheltered EFL Instruction, Shijingshan School District/Beijing Normal University, Beijing, China.

GRANT FUNDING
  • American University of Mongolia Consultancy Grant
  • Chinese English Language Teacher Knowledge Base: The Fund for the Advancement of Peace and Education (SOE) ($18,861)
  • Curriculum development for Peace Corps EFL/ESL Masters International (Title VII, USDOE, $5000)
  • English as a Language Program via Distance (EPDE)(New Idea Grant, School of Education)($35,000)
  • ESL Professional Communities (EPiC) (ICHE) ($166,017)
  • Interdisciplinary Collaborative Program For Content Area Teachers (ICCATS)(ICHE)($208,672)
  • Interdisciplinary Collaborative Project (ICP) for ESL and Conntent Area Teachers (USDOE) ($1, 220,036)
  • IU/Beijing Normal University Research Exchange on English Language Teaching (Advancement of Peace and Education, School of Education) ($19,000)
  • National Professional Development Grant: Tandem Certification of ESL And Content Area Teachers In English As A New Language (TACIT)(USDOE) ($618,520)
  • 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

AWARDS
  • 2001 TESOL/Heinle and Heinle National Award in Excellence in Teaching English as a Second/Foreign Language
  • 2007 Burton W. Gorman Teaching Award, School of Education, Indiana University
  • 2012 Presidents Award for Distinguished Teaching, Indiana University
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