Betsy GillilandAssociate Professor & Undergraduate Chair
PhD, University of California, Davis

Betsy Gilliland

Moore Hall 403 

My research examines multilingual adolescents’ academic language and writing development as well as language teachers’ learning to conduct classroom research. I am particularly interested in the experiences of young people who have attended US schools for many years and their transitions into mainstream and college writing. I am also interested in how language teachers learn to conduct research on their teaching through the methodology of classroom action research. My current research analyzes action research studies conducted by teachers enrolled in a graduate course I taught on action research here in Hawaiʻi and during the SLS teaching practicum in Thailand. I also consider the influences of state and national education policy on curriculum and teacher preparation around secondary school second language writing.

Areas of Expertise:

  • Second language writing
  • Language socialization
  • Second language teacher education
  • Classroom action research
  • Ethnographic discourse analysis
  • Language policy and planning

Selected Publications: 

Gilliland, B., Kunkel, M., Nguyen, H., Christensen, C., & Urada, K. (2023). Ethical dilemmas of teacher research in applied linguistics. Research Methods in Applied Linguistics, 2 (3), 100072.

Gilliland, B. (2022). Context as mediator in language teacher learning during an international practicum. In C. Pu & W. Wright (Eds.), Innovating the practicum in TESOL teacher education: Design, implementation, and pedagogy in an era of change (pp. 173-186). Routledge.

Siegal, M., & Gilliland, B. (Eds.) (2021). Empowering the community college first year composition teacher: Pedagogies and policies. University of Michigan Press.

Gilliland, B., Campos, D., & Villalobos, C. (2021). Living the narrative: Multimodal blogging by Chilean EFL university students. In D. Shin, T. Cimasko, & Y. Yi (Eds.), Multimodal composing in K-16 ESL and EFL education– Multilingual perspectives (pp. 179-195). Springer.    

Shannahan, J., Gilliland, B., & Kwon, C. (2021). Dialog journals promote language development and critical reflection on community issues. In C. E. Poteau (Ed.), Effects of service-learning in foreign, second, and heritage language courses (pp. 88-108). Routledge

Gilliland, B., Tanaka, J., Schwartz, B.F., & Diez Ortega, M. (2020). Multiple dimensions of teacher growth on an international practicum. TESL-EJ, 23(4), 1-16.

Gilliland, B. (2018). Against the odds: The importance of personal connections in one migrant student’s literacy trajectory to college. L2 Journal, 10(2),183-197.

Gilliland, B., Oyama, A., & Stacey, P. (2018). Second language writing MOOCs: Affordances and missed opportunities. TESL-EJ, 22(1), 1-25.

Gilliland, B. (2018). Language teacher learning through action research during an international practicum. ELT Journal 72(3). 

Gilliland, B., & Pella, S. M. (2017). Beyond “teaching to the test”: Rethinking accountability and assessment for English language learners. Urbana, IL: National Council of Teachers of English.