Born in Korea, Keonghee Tao Han is using her experience as an English language learner to teach UW/CC education students about culturally responsive classroom techniques. Working with literacy studies and English as a second language (ESL), her research topics feature ESL, multicultural education, critical and new literacies, and social justice issues in educational settings. Her focus is on intermediate elementary and junior high school students, as well as pre- and in-service teachers.

Courses Teaching: Elementary Literacy Education (EDEL 4309); Introduction to Second Language Acquisition (EDCI 4350/5350)

Office Hours: By appointment

Best Method of Communication: Email

Biography: Keonghee Tao Han earned her graduate degree in early childhood education and an educational specialist degree from the University of Arizona. She earned an MA in Teachers of English for Speakers of Other Languages (TESOL), and a Ph.D. in literacy studies from the University of Nevada at Reno. Currently, she is enrolled in postdoctoral work at the University of Victoria in British Columbia, where she is focusing on adult ESL.

Affiliations, Associations, Consultations: Literacy Research Association (LRA); American Educational Research Association; International Reading Association; Teachers of English for Speakers of Other Languages (TESOL)

Current Committees: Chairperson of the Literacy Research Association (LRA) Critical Race Theory Study Group

Current Publications: Brock, C.H., Lapp, D., Fisher, F., Flood, J., & Han, K.T. (2007). Does homework matter? An investigation of teacher perceptions about homework practices for children from non-dominant backgrounds. Urban Education, 42(2), 349-372; Han, K.T. (2010). English Learner Status and Social Relationships in a Predominantly European-American School: A Korean Student's Story. Journal of College Teaching and Learning, 7(3), 65-78; Han, K.T. & Scull, W.R. (2010). Confucius Culture in the Mainstream Classroom: A Case Study of an Asian-American Student. The International Journal of Learning, 17(1), 601-616.