Keith M. Graham 柯琦 專案助理教授

E-mail：kmgraham@ntnu.edu.tw
研究室電話：02-77491244
研究室：2樓203室
專長領域：雙語教育 、 英語教學 、國際教育
最高學歷：美國德州農工大學博士Texas A&M University (College Station)
現職：國立臺灣師範大學師資培育學院專案助理教授
經歷：
  • 國立臺灣師範大學進修推廣學院兼任助理教授
  • 國立臺灣師範大學師資培育學院博士後研究
  • 美國德州農工大學(Texas A&M University)教學與文化系(Department of Teaching, Learning, and Culture)研究助理
  • 美國德州農工大學(Texas A&M University)教學發展中心(Center for Teaching Excellence)研究助理
  • 新北市私立裕德雙語高級中學教師專業發展組長
  • 新北市私立裕德雙語高級中學英文導師
  • 美國德州奧斯汀學區(Austin Independent School District)音樂老師
  • 台灣夏恩英語英文老師
研究興趣：雙語教育 、 英語教學 、國際教育
著作：
  • Graham, K. M., & Eslami, Z. R. (2021). Writing measures and outcomes in CLIL and EMI: A systematic review. Writing and Pedagogy. Advance online publication. https://doi.org/10.1558/wap.17755
  • Graham, K. M., Pan, W.-Y., & Eslami, Z. R. (2021). A critique of Taiwan’s bilingual education policy through a ROAD-MAPPING of teacher experiences. Current Issues in Language Planning, 22(5), 516–534. https://doi.org/10.1080/14664208.2021.1884434
  • Graham, K. M., Eslami, Z. R., & Hillman, S. (2021). English as the medium to English as a medium: Perspectives of EMI students in Qatar. System, 99, Article 102508. https://doi.org/10.1016/j.system.2021.102508
  • Hillman, S., Graham, K. M., & Eslami, Z. R. (2021). EMI and the international branch campus: Examining language ideologies, policies and practices. Australian Review of Applied Linguistics, 44(2), 229–252. https://doi.org/10.1075/aral.20093.hil
  • Graham, K. M., Kim, H., Choi, Y., & Eslami, Z. E. (2021). CLIL as a balance for gender differences?: The effect of gender on CLIL writing outcomes. Journal of Immersion and Content-Based Language Education, 9(2), 310–335. https://doi.org/10.1075/jicb.20007.gra
  • McLeod, K., Eslami, Z. R., & Graham, K. M. (2021). Culture shock and coping mechanisms of international Korean students: A qualitative study. International Journal of TESOL Studies, 3(1), 14–27. https://doi.org/10.46451/ijts.2021.01.02
  • Graham, K. M., Matthews, S. D., & Eslami, Z. R. (2020). Using children’s literature to teach the 4Cs of CLIL: A systematic review of EFL studies. Latin American Journal of Content & Language Integrated Learning, 13(2), 163–189.https://doi.org/10.5294/laclil.2020.13.2.2
  • Clark-Goff, K., Eslami, Z. R., & Graham, K. M. (2020). Contextual variables affecting mainstream preservice teachers’ beliefs about English language learning and teaching. Journal of Second Language Acquisition and Teaching, 26, 15–29.
  • Graham, K. M., Elsheikh, A., & Eslami, Z. R. (2020). Reflection on the mobilities, immobilities, inequalities, and traveling ideas in Qatar. The Journal of AsiaTEFL, 17(2), 626–634. https://doi.org/10.18823/asiatefl.2020.17.2.20.626
  • Graham, K. M., & Eslami, Z. R. (2020). Does the Simple View of Writing explain L2 writing development?: A meta-analysis. Reading Psychology, 41(5), 485–511. https://doi.org/10.1080/02702711.2020.1768989
  • Graham, K. M., & Eslami, Z. R. (2019). Attitudes toward EMI in East Asia and the Gulf: A systematic review. Language Problems and Language Planning, 43(1), 8–31. https://doi.org/10.1075/lplp.00030.gra
  • Hillman, S. K., Graham, K. M., & Eslami, Z. R. (2019). Teachers’ translanguaging practices at an international branch campus in Qatar. English Teaching and Learning, 43, 41–63. https://doi.org/10.1007/s42321-018-0015-3
  • Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S., & Dixon, L. Q. (2018). Language and content outcomes of content-based instruction: A systematic review. Latin American Journal of Content & Language Integrated Learning, 11(1), 19–37.https://doi.org/10.5294/laclil.2018.11.1.2
  • Graham, K. M. (2015). An investigation of the cover, copy, and compare method for EFL spelling. Language Education in Asia, 6(1), 71–80. https://doi.org/10.5746/leia/15/v6/i1/a7/graham
  • Graham, K. M. (2015). The effects of journaling on Taiwanese EFL students’ extensive reading habits and attitudes. Accents Asia, 7(2), 37–45. http://www.issues.accentsasia.org/issues/7-2/Graham.pdf
  • Eslami, Z. R., Graham, K. M., & Bashir, H. (2020). Higher education in Qatar: A multi-dimensional analysis using the ROADMAPPING framework. In S. Dimova & J. Kling (Eds.), Integrating content and language in multilingual higher education (pp. 115-129). Springer Publishing.
  • Graham, K. M., & Eslami, Z. R. (2020). Translanguaging as an act of ethical caring in the English Medium Instruction classroom. In C. C. Lin & C. Zaccarini (Eds.), Internationalization in action: Leveraging diversity and inclusion in globalized classrooms (pp. 9-26). Peter Lang Publishing.
  • Ates, B., & Graham, K. M. (2018). Recommendations for online Master’s TESOL students and faculty: Voices from former graduate students. In G. Kessler (Ed.), TESOL voices: Insider accounts of classroom life, online and hybrid classes (pp. 23-30). TESOL Press.
  • Graham, K. M., Moody, S. M., Chowdhury, M., Hu, X., Villasana, V., Melo, M., Land, M., Manzur, O., Dixon, Q., & Kuo, L.-J. (2021, July). Examining language status and component skills as predictors of struggling second grade writing. Twenty-Eighth Annual Meeting of the Society for the Scientific Study of Reading (SSSR), Virtual Meeting.
  • Graham, K. M., & Yeh, Y.-F. (2020, October). Defining Taiwanese bilingual education through teacher experiences: A phenomenological study. 2020 TESPA International Conference on English for Specific Purposes, Taipei, Taiwan.
  • Rios, A. R., Viruru, R., & Graham, K. M. (2020, April). Constructing a Radical Community: Disrupting the Dichotomy of the Alone Together Paradox in Online Doctoral Students. AERA Annual Meeting San Francisco, CA (Conference Canceled).
  • He, B., Graham, K. M., & Zhou, X. (2020, April) The Effect of Parental Engagement on Children's Reading Performance in Canada. AERA Annual Meeting San Francisco, CA (Conference Canceled).
  • Land, M., Manzur, O., Graham, K. M., & Moody, S. M. (2020, February). Analysis of English spelling errors of Taiwanese learners. Paper presented at the Southwest Educational Research Association, Arlington, TX: USA.
  • Melo, M., Villasana, V., Graham, K. M., & Moody, S. M. (2020, February). The cross-linguistic influence of an L2 English writing intervention on spelling in L1 Spanish writing. Paper presented at the Southwest Educational Research Association Conference, Arlington, TX, USA.
  • Eslami, Z. R., Graham, K. M., & Hillman, S. (2019, October). Examining the need for language scaffolding in an EMI engineering program. Paper presented at the ICLHE Conference, Castellón de la Plana, Spain.
  • Graham, K. M., Moody, S. M., Chowdhury, M., Hu, X., Norton, M., Galvin, S., Poole, L., Everett, M., Paul, M., Kuo, L-J., & Dixon, Q. (2019, April). Predicting writing for struggling second grade students. Paper presented at the American Educational Research Association Conference, Toronto, Canada.
  • Moody, S. M., Hu, X., Chowdhury, M., Graham, K. M., Norton, M., Galvin, S., Poole, L., Paul, M., Everett, M., Dixon, Q., Kuo, L-J. (2019, April). Technology in a targeted writing intervention: Student perceptions and implications for educators. Paper presented at the American Educational Research Association Conference, Toronto, Canada.
  • Eslami, Z. R., & Graham, K. M. (2019, March). Pedagogical and assessment practices in EMI. Paper presented at the Liberal Arts International Conference, Doha, Qatar.
  • Eslami, Z. R., & Graham, K. M. (2019, March). Arabic-English bilingualism as a social justice issue in Qatar higher education. Paper presented at the TESOL 2019 International Convention & English Language Expo, Atlanta, Georgia, U.S.A.
  • Graham, K. M., & Choi, Y. (2019, March). Language and content outcomes of international CBI: A systematic review. Paper presented at the TESOL 2019 International Convention & English Language Expo, Atlanta, Georgia, U.S.A.
  • Hu, X., Graham, K. M., Moody, S. M., Chowdhury, M., Dixon, Q., Kuo, L-J. (2019, March). Technology or non-technology: Application of visualization tools on improving narrative writing performance of second grade struggling writers. Paper presented at the American Association for Applied Linguistics 2019 Annual Conference, Atlanta, Georgia, U.S.A.
  • Hillman, S., Graham, K. M., & Eslami, Z. R. (2019, March). Teachers’ translanguaging practices at an American branch campus in Qatar. Paper presented at the American Association for Applied Linguistics 2019 Annual Conference, Atlanta, Georgia, U.S.A.
  • Galvin, S., Poole, L., Graham, K., Moody, S.M., Kuo, L-J., & Dixon, Q. (2019, February). The impact of targeted writing intervention: A case study of an English language learner. Paper presented at the Southwest Educational Research Association Conference, San Antonio, TX, U.S.A.
  • Heatherly, M., Burns, H., Magana, S., Moody, S.M., Graham, K., Dixon, Q., & Kuo, L-J. (2019, February). The impact of a technology-enhanced writing intervention on a student with learning disabilities: A case study. Paper presented at the Southwest Educational Research Association Conference, San Antonio, TX, U.S.A.
  • Graham, K. M., & Choi, Y. (2018, September). Envisioning a diversified ELT curriculum in the postmodern era: Opportunities and challenges. Paper presented at the 2018 Celebrating & Exploring Diversity in K-12 Literature & Literacies Conference, College Station, Texas, U.S.A.
  • Graham, K. M., & Eslami, Z. R. (2018, June). Attitudes toward EMI in East Asia and the Gulf: A systematic review. Paper presented at the 2018 AsiaTEFL International Conference, Macau.