In-press/In progress:

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Ramirez Casalvolone, N. & Pawan, F. (In progress). Ways of knowing on WhatsApp amongst Costa Rican female adult learners of English-as-a-Foreign Language.

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Pawan, F., Li, S., Nijiati, S., Dopwell-Billings, Harris, A., Iruoje, T. & Harbach, M. (In progress). Culturally-and linguistically-inclusive online professional development: A literature review.

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Published

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Pawan, F., Li, Z. & Zhou, J.  (2022). Designing online ESL/EFL teachers’ professional development programs in Indiana           and China: Crossing the river by feeling the rocks in the riverbed, 13(2), 55-69. 

 

Pawan, F. & Wang, C. (2022). Practical Inquiry: Doing online and hybrid research using case study and ethnographic         approaches. In K. Dikilitas & K. Reynolds, Research methods in language teaching & learning (pp.87-103).  John Wiley & Sons.

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Ding, A. E., Glazewski, K.  & Pawan, F. (2022). Language teachers and multimodal instructional reflections during             video-based online learning tasks. Technology, Pedagogy and Education, 31, 1-20.

 

Pawan, F., Myers, R., Sankaranarayanan, R. & Miao, D. (2021, Dec. 1). Learning presence and the reconceptualization of                 language and literacy teachers’ online professional development. Online Learning Journal, 25 (4), 49-73.

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Pawan, F. & Mokko, M. (2021). Working toward a reconceptualization of effective TESOL teachers’ professional development       through “Personal Learning Networks.” Journal of Global Literacies, Technologies, and Emerging Pedagogies, VII, (1),                 1335-1349.

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Ding, A. E., & Pawan, F. (2020). Multimodal identity construction and stance-taking of technology-using language teachers.       In B. Yazan & K. Lindahl, Language teacher identity in TESOL: Teacher education and practice as identity work. (pp. 83-           100). Routledge Taylor Francis. 

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Pawan, F. & Pu, H. (2019, February). Methods as interpretation and glocalization, not application: Water far away will not put         out nearby fires. TESL-EJ, 22 (4). Retrieved from: http://tesl-ej.org/pdf/ej88/a7.pdf

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Pawan, F. & Pu, H. (2017). The empowerment and challenges of Western-trained Chinese English language teachers. Puerto       Rican TESOL GRAM.  

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 Pawan, F. & Greene, M.S. C. (2017). A matter of trust: ESL and Content Area teacher collaboration. The content-based               classroom (pp. 232-337). A. M. Snow & D.L. Brinton (Eds.). Content-Based Language Teaching. Ann Arbor; University          of  Michigan Press. 

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Park, J. & Pawan, F. (2016). English-medium-language instruction happens! Korean professors’ efforts and professional                 development needs to teach content in English (pp.193-294). In J. Crandall & M. Christison (Eds), Research in                           ESL/EFL/EMI Teacher Education and Professional Development. Routledge/Taylor Francis.

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 Pawan, F. & Seralathan (2015) A. L. Moving on up! Using WIDA-based instruction for Indiana mainstream-ready ELs.                   INTESOL Journal, 12 (1), 29-50.

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Pawan, F. & Fan, W. (2014).  Individual and jiàoyánzŭ (peer) collaborative reflections on English language teaching. Teacher             Education Quarterly, 41(4), 71-88.

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Pawan, F. (2012): Research-based and collaborative professional development for language and content area teachers.                   Teacher Education Interest Section (TEIS) Newsletter. TESOL. 

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Samuelson, B., & Pawan, F. & Hung, Y.J. (2012). Barriers to collaboration between English-as-a-Second-Language and                 content Area Teachers. In A. Honigsfeld & M. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESL       classroom: Rationale, research, reflections, and recommendations, (195-207) Information Age Publishing.

 

Pawan, F. & Craig. A. (2011). ESL and content area teacher knowledge-base of English language learner (ELL) instruction.             TESOL Journal, 2(3), 293-311. 

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Pawan, F. & Ortloff, J. H. (2011). Sustaining collaboration: Engish-as-a-Second Language and content area teachers.                     Teaching and Teacher Education, 27(2), 463-471. 

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 Pawan, F. (2008). Content area teachers and scaffolded instruction for English language learners. Teaching and Teacher               Education, 24(6), 1450-1462.

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Pawan, F., Yalcin, S. T., &Kuo, X. J. (2008) Teaching interventions and students factors in online collaboration. In B. Barber &       F. Zhang (Eds.), Handbook of research on computer enhanced language acquisition and learning (pp. 406-423). IGI Global.

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Pawan, F. &Honeyford, M.S. (2008). Academic literacies and the new language learner. In R. F. Flippo& D.C. Caverly (Es.),         Handbook of college reading and study strategy research. Lawrence Erlbaum Associates. 

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Pawan, F., & Groff Thomalla, T. (2007). A responsive evaluation study of ESL/Spanish  language services for newcomers.               Journal of Ethnographic and Qualitative Research, 1, 50-63.

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Pawan, F. & Ward, B. (2007). Integrated curriculum development through interdisciplinary collaboration between ESL and             content area teachers. In F. Pawan & G. B. Sietmann (Eds.). For all our students: Collaborative partnerships among ESL           and classroom teachers(pp. 5-30). TESOL. 

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Pawan, F., & Groff Thomalla, T. (2005). Making the invisible, visible, “A responsive evaluation study of ESL/Spanish language         services for immigrants in small rural county in Indiana. TESOL Quarterly, 39 (4), 683-705.

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Johnston, B., Pawan, F., & Mahan-Taylor, R. (2004). The professional development of working ESL/EFL teachers: A pilot             study. In D. J. Tedick (Ed.), Second language teacher education: International perspectives (pp. 53-73). Lawrence Erlbaum Associates.

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Pawan, F., Paulus, T. M., Yalcin, S., & Chang, C. F. (2003). Online learning: Patterns of engagement and interaction among          in-service teachers. Language Learning & Technology, 7(3), 119-140.

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Pawan, F. (2003). Reflective teaching online. TechTrends, 47(4), 30-35.

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Pawan, F. & Jacobson, A. (2003). Growing with the flow: Sustaining professionalism through online instruction of language          teachers.  In T. Murphey (Ed.), Extending professional contributions, professional development in language education                series, 2, (pp. 67-78). TESOL. 

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Pawan, F. & Reed, D. (2003). Texas airport cookies: Pragmatic variation from an urban legend. In K. Bardovi-Harlig& R.                 Mahan-Taylor (Eds.), Teaching pragmatics. U.S. Department of State, Office of English Language Programs.

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Pawan, F. & Pugh, S. L. (2002). Reading for life. In G. Crosling & G. Webb (Eds.), Supporting students learning (pp. 111-118).       Kogan Page Publishers. 

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Pugh, S.L., Pawan, F.,& Antommarchi, C. (2000). Academic literacy and the new language learner. In R. F. Flippo& D.C.               Caverly (Eds.), Handbook of college reading and study strategy research (pp. 25-42). Mahwah, NJ: Erlbaum Publishers. 

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 Pawan, F. (Producer). (1999).Storytelling: A cultural bridge [Video]. Instructional Support Systems: Indiana University Press. 

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 Pawan, F. (1995). Malaysian and American professorial expectations of the literate reader. In C. Zaher (Ed.), The Second EFL       Skills Conference (pp. 163-171). Center for Adult and Continuing Education, The American University of Cairo.

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Pawan, F.  (1993). Social and cognitive consequences of literacy in South East Asia. In J. Mohd. Ali(Ed.), The International             Conference on Literacy in ASEAN Societies, (pp.194-198).  Malaysian Reading  Association. 

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 Pugh, S. & Pawan, F. (1991). Reading, writing and academic literacy. In R. F. Flippo & D.C. Caverly (Eds.), College Reading           and Study Strategy Programs (pp. 1-27). IRA. 

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Pawan, F. (1989). Literacy as a state of mind: Implications for students who are non-native speakers of English.  Reading                 Research and Instruction, 28 (2), 61-64.