• TL551 Second Language Acquisition for ELL Teachers
• TL568 Research and Advocacy for ELLs
• TL567 Language Structure and Analysis for Teachers
• TL514 Introduction to Multilingual Education
• TL513 Linguistics for ELL Teachers
• TL486 ESL Field Experience
• EFR506 Multicultural Education

• English language learners and refugee/immigrant students
• Second language reading and writing development
• Bilingual identity construction
• Culturally relevant/sustaining pedagogies
• Multimodal and digital learning
• Academic language socialization
• Social-emotional development

Selected peer-reviewed publications

Cho, H., & Wang, X. C. (2020). Fluid identity play: A case study of a bilingual child’s ethnic identity construction across multiple contexts. Journal of Early Childhood Research. 18(2), 200-213.

Jang, B., Cho, H., & Wiens, P. (2019). The relationship between self-efficacy and the quality of classroom interactions of EFL teachers in Niger. International Education Journal: Comparative Perspectives, 18(3), 57-73.

Christ, T., Wang, X. C., Chiu, M. M., & Cho, H. (2019). Kindergartener’s meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes. Early Childhood Research Quarterly, 47, 357-372. DOI: https://doi.org/10.1016/j.ecresq.2019.01.003

Cho, H., Wang, X. C., & Christ, T. (2019). Social-emotional learning of refugee English language learners in early elementary grades: Teachers’ perspectives. Journal of Research in Childhood Education, 33(1), 40-55. DOI: 10.1080/02568543.2018.1531449

Wang, X. C., Strekalova-Hughes, E., & Cho, H. (2019). Going beyond a single story: Experience and education of refugee children at home, school, and community. Journal of Research in Childhood Education, 33(1), 1-5. DOI: 10.1080/02568543.2018.1531670

Cho, H. (2018). Korean-English bilingual sibling interactions and socialization. Linguistics and Education, 45, 31–39.

Cho, H. (2016). Formal and informal academic language socialization of a bilingual child. International Journal of Bilingual Education and Bilingualism, 19(4), 387–407.

Cho, H., & Brutt-Griffler, J. (2015). Integrated reading-writing: A case of Korean English language learners. Reading in a Foreign Language: Special Issue on Connections between Second Language Reading and Writing, 27, 242–261.

Cho, H. (2014). What writing tasks do TESOL professors require? TESOL Journal, 5(2), 247–264.

Selected peer-reviewed conference presentations

Cho, H., & Christ, T. (2020, April). ESL Students with Refugee Backgrounds Making Inferences During Discussions about More/Less Culturally Relevant Texts. Paper presented at 2020 American Educational Research Association (AERA) Annual Meeting, San Francisco, CA. (Cancelled conference due to COVID 19)

Cho, H., & Votava, K. (2020, April). Engagement of nondominant families of dual language learners at Head Start. Paper presented at K-AERA Conference, San Francisco, CA. (Cancelled conference due to COVID 19)

**This paper received “Young Scholar Award”(KAERA).

Cho, H., & Christ, T. (2019, April). Culturally relevant texts for refugee English language learners. Paper presented at the 2019 American Educational Research Association (AERA) Annual Meeting. Toronto, Canada.

Cho, H., & Christ, T. (2019, April). Refugee English learner inferring and connecting with culturally relevant texts. Paper presented at KAERA Conference, Toronto, Canada.

Cho, H., Wang, X. C., & Christ, T. (2018, April). Refugee ELLs’ social-emotional learning: Teachers’ perspectives. Paper presented at the 2018 American Educational Research Association (AERA) Annual Meeting. New York, NY.

Cho, H. (2017, October). Sibling interactions and bilingual and bicultural development. Second Language Research Forum. Columbus, OH.

Jang, B., Cho, H., & Wiens, P. (2017, April). The relationship between teaching efficacy and teaching quality of EFL teachers in Niger. Presented at the 2017 American Educational Research Association (AERA) Annual Meeting. San Antonio, TX. 

**This paper received "Best Paper Award” (AERA International Studies SIG).

Cho, H., & Wang, X. C. (2017, April). An ethnographic case study of a bilingual child’s ethnic identity construction. Presented at the 2017 Korean American Educational Research Association Annual Meeting. San Antonio, TX. 

**This paper received “Young Scholar Paper Award”(KAERA).

Cho, H. (2016, April). Situational contexts affecting a bilingual child's identity construction and representation. Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Orlando, FL.

Christ, T. M., Wang, X. C., Cho, H., Pei, L., Wu, W., Gol, N. (2016, April). Kindergartener’s reading with multimodal digital texts: An analysis of patterns and texts affordances. Paper presented at the 2016 American Educational Research Association (AERA) Annual Meeting, DC.

Cho, H. (2015, April). A bilingual child’s politeness development in multiple contexts. Paper presented at the 2015 American Educational Research Association (AERA) Annual Meeting, Chicago, IL.

Cho, H. (2014, April). Bilingual child’s socialization through interactions with peers and sibling across linguistically and culturally diverse contexts. Paper presented at the 2014 American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA.

Cho, H. (2013, May). Bilingual child: Advanced student in school but slow learner in Sunday school. Paper presented at the International Congress of Qualitative Inquiry. Champaign, IL.

Cho, H. (2012, May). A bilingual ethnographer as bias or context? Paper presented at the International Congress of Qualitative Inquiry. Champaign, IL.

Cho, H. (2012, March). A bilingual child’ s individuation and language socialization: A case study. Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Boston, MA.

Cho, H. (2011, March). What writing tasks do TESOL professors assign? Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Chicago, IL.

Grants:

• AERA Education Research Service Projects (ERSP) Grant “Culturally Relevant Texts for English Learners with Refugee Backgrounds” (External, Funded $5,000, 2019-2020)
• UND EHD RFD Research Mini-Grant "Head Start Teachers’ Beliefs about Teaching Dual Language Learners" (Internal, Funded $3,000, 2020-2021)
• UND EHD RFD Research Mini-Grant "Culturally Relevant Texts for Refugee English Language Learners" (Internal, Funded $3,000, 2018-2019)
• UND Senate Scholarly Activities Committee New Faculty Scholar Award “Dual Language Learners Social-Emotional Language Socialization” (Internal, Funded $4,500, 2017-2018)

Awards:

• EHD RFD Faculty Travel Award ($500-March 2019)
• EHD RFD Faculty Travel Award ($500-March 2018)
• The Best Paper Award, 2017, American Educational Research Association (AERA-International Studies SIG)
• The Best Young Scholar Paper Award, 2017, Korean-American Educational Research Association

Ph.D. Foreign and Second Language Education (Emphasis on TESOL/bilingualism and Early childhood education), State University of New York at Buffalo

M.S.Ed. Teaching English to Speakers of Other Languages (TESOL), University of Pennsylvania

Link to TESOL M.Ed.

Link to TESOL Certificate

Link to English Language Learner (ELL) Minor (Undergraduate)

• Editorial review board, TESOL Journal, February 2017 – Present
• Invited reviewer, Linguistics and Education, 2018 - Present
• Invited reviewer, Bilingual Research Journal, 2018 - Present
• Proposal reviewer for AERA 2020, Second Language Research SIG.
• Proposal reviewer for AERA 2019, Second Language Research SIG.
• Proposal reviewer for AERA 2018, Social Emotional Learning SIG
• Proposal reviewer for AERA 2018, Second Language Research SIG.
• Guest co-editor (with X. Christine Wang, SUNY Buffalo and Ekaterina Strekalova-Hughs, University of Missouri at Kansas City) of a special issue in Journal of Research in Childhood Education, 2019