Keith M. Graham 柯琦

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:

1.      國立臺灣師範大學進修推廣學院兼任助理教授

2.      國立臺灣師範大學師資培育學院博士後研究

3.      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

4.      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

5.      新北市私立裕德雙語高級中學教師專業發展組長

6.      新北市私立裕德雙語高級中學英文導師

7.      美國德州奧斯汀學區(Austin Independent School District)音樂老師

8.      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

(A) 期刊論文

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

 (B)專書章節

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.

 (C)研討會論文

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.