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.
- 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. Fan, W (2014).Jiaoyanzu and Self-Reflections as Chinese English Language Teachers Professional Development. Teacher Education Quarterly, 41 (4), 71-88
- 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.
- 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.
- Pawan, F. (2003). Reflective teaching online. TechTrends, 47(4), 30-35.
- 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. 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. (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. 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. Yuan, N. (2015, under review). Chinese reform targets English: When the wind blows, the grass moves"
- Pawan, F., Fan, W., Pei, M (in progress).:Changing from Fish to Dragon: Collaborative Professional Development of Chinese English Language Teachers (ELTs)
- Pawan, F., Wiechart, K, Warren, A. Park, J. (2015, in press)Oz Behind the Curtain: Pedagogy in Online Language Teaching. Alexandria, VA: TESOL
- 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.
- 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. (2015, OCt. 26). Hybrid and online langauge teacher professional development. Fu Jen Catholic University, Taipeh, Taiwan. (Invited).
- Pawan, F. (2015, October 16). Professional development research in sustaining expertise of teacher leaders (Gugan Laoshi). Chinese Ministry of Education, Hangzhou, China.
- Pawan, F. (2015, October 27). Research into content-based language instruction. National Taiwan University of Science and Technology, Taipeh, Taiwan.
- Pawan, F. (October 27). Problematization of research in English language teacher professional development. National Chengchi University, Taipeh, Taiwan (Invited).
- Pawan, F. (2015, October 24). Language Pedagogy in the 21st century. Eleventh Annual Wenshan International Conference, Taipeh, Taiwan (Keynote, Invited).
- Pawan, F. (2015, April 16). Foreign ways, Chinese meanings. Impact of Western-based education on Chinese English language teachers. American Educational Reseac
- 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. (2015, March 7). Reflective research of native and non-native English Speaker TEachers (NNESTs) in the Kazlicesme district schools. Bogazici University, Istanbul, Turkey.
- 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. (2014, October). Moving on up: WIDA-based instrucition for near-proficient students. Indiana State EL Conference. Lafayette, Indiana
- 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). Content area teachers and instructional scaffolding for ELLs. INTESOL Conference, Indianapolis, Indiana.
- Pawan, F;. (2012). Comparisons of the ESLT and CAT ELL instructional knowledge . Paper presented at the INTESOL Conference, Indianapolis, IN.
- 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.
- American University of Mongolia Consultancy Grant
- Chinese English Language Teacher Knowledge Base: The Fund for the Advancement of Peace and Education (SOE) ($18,861)
- Classroom-based research into Turkish ELT?s knowledge base.
- 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
- 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
- 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).
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