Ellen S - Brigham Young University



CURRICULUM VITA

Ellen S. Knell

CONTACT INFORMATION

Email: ellen_knell@byu.edu

Cell Phone: 801-243-7056

Address: 688 N. Explorer Peak Dr.

Heber City, Utah, 84032

EDUCATIONAL BACKGROUND

Ph.D., Applied Linguistics (L2 Teacher Education), University of Utah (2010)

M.A., Applied Linguistics, University of Utah/Hong Kong University (2004)

B.S., Special Education, University of Utah (1982)

CERTIFICATION AND ENDORSEMENTS

TESOL Certificate: Teaching English as a Second or Other Language

ESL Endorsement: Teaching students of English-as-a-Second Language

Utah Resource Endorsement: Teaching Pupils with Mildly Handicapping Conditions

Utah Basic Professional Endorsement: Teaching Pupils with Moderate to Severe Handicaps

PROFESSIONAL EXPERIENCE

Associate Director, BYU Center of Language Studies, Assistant Professor of Second Language Curriculum and Instruction (July 2019–present). Brigham Young University; trains and supervises and recruits adjunct faculty for less commonly taught languages (LCTL); prepares curriculum and instruction for classes taught by or associated with the Center for Language Studies; approves Challenge exam grades; prepares and submits LCTL classes for General Education approval; Coordinates dual language immersion (DLI) coursework for DLI endorsement.

Adjunct Instructor (Sep 2014-2019). Brigham Young University; taught FLANG 300 (Foundations of Immersion Education) and FLANG 301 (Content-Based Instruction) for prospective immersion teachers; instructed pre-service teachers of all languages (French, Spanish, Chinese, Portuguese, German) in immersion theory, research, pedagogy, assessment, and related educational issues; supervised 301 practicum students; designed courses for the dual immersion minor recently transferred to the College of Humanities.

Student Teacher Supervisor, (Sep 2013-2019). Brigham Young University; supervised, trained, and evaluated Chinese language student-teachers who will become secondary or dual language immersion teachers.

Utah Chinese Dual Language Immersion Supervisor, (March 2014-2016). Utah Board of Education; designed curricula and materials for secondary immersion teachers; coached new teachers and principals and implemented professional development trainings; coordinated and supervised Chinese curriculum teams; conducted assessments and research into best instructional practices for Chinese language acquisition.

Chinese Flagship K-12 Supervisor, (Feb. 2012-2016); Brigham Young University; developed Chinese secondary curricula and supervised website production, developed teacher training seminars and webinars, identified benchmarks using the ACTFL proficiency guidelines and articulation pathways for Chinese language programs; collected summative (AAPPL results) and formative Chinese language performance data in order to inform pedagogy, curricula, and program decisions; coordinated local and national Chinese language outreach including BYU Chinese Language Fair, and dissemination of best practices/curricula to national consortium partners.

Utah Chinese Dual Language Immersion Curriculum Coordinator, (June 2011-2012); Utah State Office of Education; developed Chinese dual language immersion and culture curricula and conducted teacher development training.

WRESL (Work and ESL) Instructor and Trainer/Supervisor, (September 2010-June 2011), Granite Peaks Adult Learning Center; collaborated with team to create and pilot a new job training and intensive English program for adult refugees and immigrants; developed curricula, materials, and program parameters; worked with the Division of Workforce Services for onsite job training.

ESL Program Supervisor and Teacher, (September 2004-2010), University Neighborhood Partners (Hartland): University of Utah; taught English and life skills to refugees and immigrants, developed curricula, presented workshops, and supervised and trained pre-service teachers from the University of Utah.

English Immersion and Literacy Consultant, (September 2000-2010), Xi’an, Guang Zhou, and Ganquan, China; presented workshops and seminars, developed materials, trained teachers, and evaluated public school-based English immersion language programs.

Teaching Assistant/University Instructor, (September 2002- 2006), University of Utah; taught classes for international students and pre-service teachers, developed curricula for the ESL endorsement program, and supervised graduate International Teaching Assistants (ITAs).

Bilingual Literacy Specialist and Teacher Trainer, (January 1996-June 2001), Canadian International School, Hong Kong International School, and Carmel School; Hong Kong, China; assessed students, developed learning programs, and instructed multilingual children who were displaying literacy challenges; trained and mentored mainstream educators to work with multilingual learning challenges in the classroom.

Program Supervisor (January 1986-June 1990), Good News School, Chicago, IL; assessed students, developed curricula, and taught “at risk” children (grades 1-3) placed in an inner city reading/tutoring program; trained and supervised tutors.

Learning Consultant (March 1985-June-1986), Oakwood Learning Center, Walnut Creek, CA; assessed and instructed dyslexic students, K-8 in a clinical setting.

Resource/ Special Education Teacher (August 1982-1983), Aspen Elementary, Linden, Utah; worked with learning disabled students (K-6); taught reading, writing, and math.

Second Language

Mandarin, Chinese

UNIVERSITY TEACHING EXPERIENCE

Foundations of Immersion Education (FLANG 300 - BYU)

Content-Based-Instruction for Immersion Education (FLANG 301 - BYU)

Practicum for Student Teachers (FLANG 477- BYU)

Second Language Acquisition (TELL 430- BYU)

Second Language Literacy (TELL 410 - BYU)

Pre-service Teaching Practicum (5813 - U of U)

L2 Methodology (5810 - U of U)

University Academic Writing – for international students (1040 - U of U)

Advanced Pronunciation (3600 - U of U)

English Instruction and Curriculum for Preliterate Students (3950 - U of U)

PUBLICATIONS

Knell, E., Kao, S. C., (2020). Repeated readings and Chinese immersion students’ reading fluency, comprehension, and character recognition. The Journal of Immersion and Content-Based Language Education, 8, 230-256.

Knell, E., West, H., (2017). To delay or not to delay: The timing of Chinese character instruction for secondary learners. Foreign language Annals, 50, 519-532.

Knell, E., (2016) The Role of oral language in the development of L2 literacy skills. The TESOL encyclopedia on English language teaching and learning. (J. Liotas Editor-in-chief). Hoboken, NJ: Wiley/Blackwell Publishers.

Knell, E., West, H., (2015). Writing practice and Chinese character recognition in early Chinese immersion students. Journal of the Chinese Language Teachers Association, 50, 45-62.

Knell, E., Chi, Y.P., (2012). The role of motivation, affective attitudes, and willingness to communicate for Chinese students learning English. International Education, 41, 66-87.

Knell, E., (2010). A longitudinal study of English immersion and literacy in Xi’an, China. Unpublished Doctoral Dissertation. University of Utah.

Siegel, L., Knell, E., & Pei, M., (2010). Teaching English to Chinese-speaking children. In C. Chan & N. Rao (Eds.) Revisiting the Chinese learner: Changing contexts, changing education. Comparative Education Research Center: The University of Hong Kong.

Knell, E., Siegel, L., Qiang, H.Y., Zhao, L., Pei, M., Zhao, W., & Chi, Y. P. (2007). Early English Immersion and Literacy in Xi’an, China. Modern Language Journal, 91, 395-416.

Fish, B., Knell, E., & Buchanan, H. (2007). Teaching literacy to preliterate adults: The top and the bottom. TESOL, AEIS newsletter, V5.

JOURNAL ARTICLE REVIEWER

Foreign Language Annals

Journal of Immersion and Content Based Language Education

CONFERENCE PRESENTATIONS

2018 American Council for Teachers of Foreign Languages (ACTFL): Chinese Reading Fluency Practice Can Improve Comprehension and Motivation. (Shin Chi Fame Kao presented)

2018 National Chinese Language Conference (NCLC): Collaborative Flagship Online Chinese Curriculum for Secondary Students. (Presented with Dori Huang, Shin Chi Fame Kao, Nancy West)

2018 National Chinese Language Conference (NCLC): What We’ve Learned: Best Teaching Literacy Practices for Secondary Chinese Learners. (Presented with Nancy West)

2017 Utah Foreign Language Association (UFLA): Peer-Assisted Learning Strategies for Chinese. (Presented with Shin Chi Fame Kao)

2016 Center of Advanced Research in Language Acquisition (CARLA): Best Teaching Literacy Practices for Chinese DLI Students. (Presented with Nancy West)

2016 Center of Advanced Research in Language Acquisition CARLA): Connecting Secondary Chinese Students with Target Language Speakers. (Presented with Bob Tsai)

2016 Utah Foreign Language Association (UFLA): Skyping and Blogging with Sister School Students in China. (Presented with Rocky Chen, Bob Tsai)

2016 American Council for Teachers of Foreign Languages (ACTFL): To Delay or Not to Delay: The Timing of Character Instruction for Secondary Students.

2016 American Council for Teachers of Foreign Languages (ACTFL): Collaborative Flagship Online Chinese Curriculum for Secondary Students. (Presented with Fanny Tam, Grace Xie)

2015 American Council for Teachers of Foreign Languages (ACTFL): AAPPL Testing results for Chinese Language Students in 8 States, presented at Chinese Flagship consortium.

2014 Center of Advanced Research in Language Acquisition (CARLA): Learned Versus Acquired Morpho-Syntax Structures in Early English Immersion Students. (Presented with Mary Ann Christison)

2014 Center of Advanced Research in Language Acquisition (CARLA): Factors that Predict Successful English Word Recognition and Comprehension Across Grades 1-6 for English Immersion Students in China. (Presented with MaryAnn Christison)

2014 American Council for Teachers of Foreign Languages (ACTFL): Is Writing Practice Important in Chinese Reading Acquisition? (Presented with Nancy West)

2013 Annual Conference of Chinese English Bilingual Education in China: Keynote address, Contexts of English and Chinese Immersion Education.

2013 Chinese Educational Conference (CEC): Successful Literacy Instructional Practices for Beginning Chinese Readers.

2013 Chinese Educational Conference (CEC): Getting Students to Talk: Incorporating Oral Activities in the Classroom.

2012 Center of Advanced Research in Language Acquisition (CARLA): Affective Attitudes and Motivational Factors in Early English Immersion Students. (Presented with Yanping Chi, Haiyang Qiang)

2012 Center of Advanced Research in Language Acquisition (CARLA): Early Immersion and Literacy in Xi’an, China. (Presented with Yanping Chi, Haiyang Qiang)

2007 Teaching English to Speakers of a Second or Other Languages (TESOL) International Association: Imaging Studies and the Bilingual Brain. Poster Presentation

2006 Linguistics Student Conference, University of Utah: Cross-Language Transfer of Literacy and Phonological Awareness in English/Chinese Word and Character Recognition.

2004 International Association of Applied Linguistics (AILA): Learning Mandarin in an American High School: L1 Interference in the Acquisition of Tones

SELECTED WORKSHOP PRESENTATIONS

2018 Kissy Stake, Sierra Leone, Africa: Preparing to Teach Gospel Literacy Learners

2018 No Poor Among Us NGO, Mozambique, Africa: Comprehensible Input and Output Strategies

2017 Annual Utah Dual Immersion Institute (AUDII): Best Literacy Practices for Immersion Students (French, Spanish, Chinese).

2017 Chinese Startalk Workshop: Best Instructional Practices for Secondary Chinese Students.

2016 Annual Utah Dual Immersion Institute (AUDII): Utah Dual Immersion: Instruction for prospective Chinese DLI teachers (4 days training)

2015 Annual Utah Dual Immersion Institute (AUDII): Utah Dual Immersion: Instruction for prospective Chinese DLI teachers (4 days training)

2014 University of Utah Confucius Institute: Keeping Students Engaged and Talking.

2015 University of Utah Confucius Institute: Moving Students to the Next Level Using the ACTFL Proficiency Guidelines

2013 University of Utah Confucius Institute: Comprehensible Input: How to Teach Content in the Target Language

2013 F-CAP (Flagship Chinese Acquisition Pipeline) Annual Training: Chinese Language Curriculum and Instruction in the US

2011 (USOE, Utah State Office of Education): Chinese Immersion Teachers’ Professional Development—Science Instruction and Backward Design

2010 – (CELCNA, Conference on Endangered Languages and Cultures of Native Americans): Revitalizing Native American Languages with TPR

2010 – (USOE, Utah State Office of Education) Follow-up Training: Teaching Pre-Literate/ Low-Literate Adults

2009 (USOE, Utah State Office of Education): Teaching Preliterate/Low-literate Adults

2009 (Riobamba, Ecuador): Balanced Literacy for EFL Beginners

2009 (ITESOL, Intermountain TESOL): L2 Balanced Reading: Teaching the Top and the Bottom

2008 (Xi’an, China): Preparing for Oral Activities in the Classroom (English immersion teachers)

2007 (IEPNA, Lima, Peru): EFL Language and Reading Instruction for Young Learners

2007 (TESOL, Seattle): Teaching English Literacy to Pre-literate Adults: The Top and the Bottom

2006 (University of Utah): L2 Language and Literacy Workshop for Young Learners (For visiting Peruvian teachers and administrators)

2005 (Xi’an, China): Using Music and Rhyme to Teach EFL

2005 (Ganquan, China): Communicative Language Production Activities

2000 (Xi’an, China): Oral plus Literacy Strategies for EFL Students

CURRICULA

Gospel Literacy Series (Sunday School), Level 1 (Know My Words), Level 2 (Live My Words), Level 3 (Remember Me). Published by The Church of Jesus Christ of Latter-Day Saints. (Member of curriculum team).

Chinese Culture, History, and Media Project-based Chinese immersion course for secondary students, includes units on Chinese performance and visual arts, inventions, educational system, celebrities, popular movies, festivals, idiom stories. (Supervised teacher curriculum team)

Chinese Literature: Honors Chinese language Arts curriculum for middle school dual immersion students. (Supervised teacher curriculum team)

Chinese Flagship Secondary Curriculum: National online curriculum for Chinese secondary students, levels 1-4 (Novice Mid – Intermediate Mid/High); posted online at clt7-; includes reading, writing, listening, and speaking activities, vocabulary, grammar exercises, Power Points, and curriculum maps. (Supervised teacher curriculum team)

The Hartland Education Language Program. A Language and Literacy Program for Pre/Low-Literate Adults. (Member of curriculum team)

Chi, Y.P., Trube, B., Siegel, L., & Knell, E., (2010). Stories and Activities for Children: English Reader Series. Xi’an International Studies University, Xi’an, China.

PEDAGOGICAL MENTORING

M.A. Theses – Committee Member

Overvliet, Emily (2018). Purposeful integration of literacy and science instruction in a partial immersion program. Brigham Young University

Hayes, Andrew. (2015). Integrated vs. decontextualized approaches to vocabulary instruction in an L2 writing course. University of Utah.

West, Nancy Hai-I. (2015). Writing practice and Chinese character recognition for middle school students. Utah Valley University.

Cloe, James. (2012). An evaluation of electronic annotated readers for first graders in Chinese dual immersion to improve reading comprehension and character recognition. Brigham Young University

Doctoral Dissertation – Committee Member

Zhao, Jing (2019). The effects of literature circles on Chinese-English immersion students’ literacy skills. University of Utah

Bi, Jin. (2017). Bingualism and cognitive control: A comparison of sequential and simultaneous bilinguals. University of Utah

AWARDS

Governor’s Humanitarian Award: received by WRESL team, 2011

Red Cross International Humanitarian Award: received March of 2010

William R. Slager Award for Excellence in Teaching and Research in Applied Linguistics: received April 2007

Graduate Research Award in the Humanities (Honorable Mention): received April 2007

RESEARCH INTERESTS

Early language immersion (one-way and two-way))

English language curriculum design and instruction

Chinese language curriculum design and instruction

Second language literacy acquisition

L2 (second language)/ FL (foreign language) Teacher education and training

Cognitive language processes in bilingual language learners

Brain imaging of language process (FMRI, DTI, NIRS etc.)

Developmental L2 language acquisition processes

L2 Program evaluation

Teaching English as a Foreign Language (EFL)

Cross-cultural influences in reading disabilities

Pre-literate adult education

Pre-literate adult curriculum

TEACHING INTERESTS

Immersion Pedagogy

L2/FL methodology

L2/FL literacy/writing pedagogy

Teacher pre-service and in-service training

Teacher attitudes and perspectives

Applied Linguistics/Psycholinguistics

Literacy cross-cultural research

Pre-literate and low-literate adult education

MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS

American Council for Teachers of Foreign Languages (ACTFL)

Teachers of English to Students of Other languages (TESOL)

Society for the Scientific Studies of Reading (SSSR)

Ascend Alliance Humanitarian– Board of Directors member

China Rural Education Foundation (CREF) – Board of Directors member

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