Keith M. Graham is currently a Postdoctoral Fellow in the College of Teacher Education at National Taiwan Normal University. He holds a Ph.D. in Curriculum and Instruction from Texas A&M University and a Master of Education degree in International Literacy from Sam Houston State University. His research interests include bilingual education, content and language integrated learning (CLIL), English-medium Instruction, second language literacy, and teacher education.
Does EMI mean English as the medium of instruction or as one of many medium languages. This research focuses on the place of translanguaging in the EMI classroom.
Taiwan is currently implementing a policy of becoming a “Bilingual Nation” of English and Mandarin Chinese by 2030. This project focuses on defining what “bilingual education” means in the context of Taiwan and how to best train future teachers for their bilingual classrooms.
The Simple View of Writing has been used in first language writing research as a theory of first language writing development. However, it remains absent from second language (L2) writing research. My research investigates the application of this theory for developing L2 writers.
Graham, K. M., Kim, H., Choi, Y., & Eslami, Z. E. (2020). CLIL as a balance for gender differences?: The effect of gender on CLIL writing outcomes. Journal of Immersion and Content-Based Language Education. Advance online publication. https://doi.org/10.1075/jicb.20007.gra
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. http://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. 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
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. https://doi.org/10.1007/978-3-030-46947-4_7
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. https://www.peterlang.com/view/9781433179938/html/ch13.xhtml
CONTACT: Keith M. Graham | firstname.lastname@example.org