PhD, Applied Linguistics, The Pennsylvania State University

 

Areas of Interest & Expertise

• Classroom discourse

• Development of second language teacher cognition

• Second language pedagogy and practice

• Sociocultural perspectives on L2 teacher professional development

• Vygotskian Sociocultural Theory

• Theory and practice of second language teacher education

Recent Courses Taught

• ENGL 5243: Teaching ESL

Selected Publications

Refereed journal articles

• Amory, M. D. (forthcoming). A process of becoming: A longitudinal analysis of the development of a student-focused instructional stance [Special Issue]. The European Journal of Applied Linguistics and TEFL.

• Strauss, S., Kitt-Lewis, E., & Amory, M. D. (2019). “I don’t feel like I have any control of my life at all…Everything overwhelms me. Everything”: Analyzing Caregiver Uncertainty and Control Through Stance Marking. Qualitative Health Research. https://doi.org/10.1177/1049732319840283

• Kimura, D., Mattson, N., & Amory, M. D. (2018). A conversation analytic approach to iteratively improving in-house oral placement tests: Attending to vertical and horizontal comparisons. TESOL journal, 9(3), 455-480. https://doi.org/10.1002/tesj.335

• Lu, X., Kisselev, O., Yoon, J., & Amory, M. D. (2018). Investigating effects of criterial consistency, the diversity dimension, and threshold variation in formulaic language research: Extending the methodological considerations of O’Donnell et al. (2013). International Journal of Corpus Linguistics, 23(2), 158-182. https://benjamins.com/catalog/ijcl.16086.lu

Refereed book chapters

• Canagarajah, A. S., Kimura, D., Shahri, N. N., & Amory, M. D. (forthcoming). Toward an Expansive Interactional Analysis. In R. Heath & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

• Schrauf, R. W., & Amory, M. D. (2017). Alzheimer’s disease: Proxied, translated, dubbed, and rendered clinical in four languages. In C. Plejert, R.W. Schrauf, & C. Lindholm (Eds.), Multilingual Interaction and Dementia (pp. 175-205). Multilingual Matters.

Conference proceedings

• Amory, M. D., & Kisselev, O. (2016). Toward a systematic transcription of gesture in conversation analysis research. Proceedings of Multimodal Corpora (MMC): Computer vision and language processing. 10th edition of the Language Resources and Evaluation Conference (LREC), pp. 9-12. Retrieved from: http://crellt.la.psu.edu/publications-presentations/amory-kisselev2016

Reviews of books

• Amory, M. D. (2017). Review of Research methods in language policy and planning: A practical guide (Hult, F. M., & Johnson, D. C., Eds., 2015). International Journal of Sociolinguistics, 2017(243), 199-205. https://doi.org/10.1515/ijsl-2016-0053

• Amory, M. D. (2018). Review of LS Vygotsky and education (L. Moll, 2013). Language and Sociocultural Theory, 5(1), 80-84. https://doi.org/10.1558/lst.33128

Selected Conference Presentations

• Amory, M. D. (2019, June). Shifting instructional stance: Tracing the development of student-focused teaching. Paper presented at Inaugural Conference on Language Teaching and Learning: Cognition and Identity. The Education University of Hong Kong, Hong Kong.

• Becker, M. & Amory, M. D. (2019, March). Second language motivation as seen through the lenses of sociocultural theory and dynamic systems theory: Are they commensurable? Paper presented at American Association for Applied Linguists (AAAL) Conference. Atlanta, GA.

• Amory, M. D., Lantolf, J. P., & Johnson, K. E. (2018, November). “Uncertainty and wariness”: Exploring perezhivanie and L2 teacher development. Paper presented at Sociocultural Theory and Second Language Learning Conference 25. University of Pittsburgh, Pittsburgh, PA.

• Masters, K. & Amory, M. D. (2018, November). Dialectic dialogue as mediation for academic writing development. Paper presented at Sociocultural Theory and Second Language Learning Conference 25. University of Pittsburgh, Pittsburgh, PA.

• Amory, M. D. (2018, March). A sociocultural theoretical perspective to teaching: Tracing the development of two novice teachers’ shift from teacher-centered to student-focused teaching. Paper presented at American Association for Applied Linguists (AAAL) Conference. Chicago, IL.

• Amory, M. D., Kimura, D., & Canagarajah, A. S. (2018, March). Conversation analysis and a poststructuralist approach to communication: Evolving convergence and distinctions. Paper presented at referred colloquium “Multimodality: From a Structuralist to a Poststructuralist Approach to Academic Communication.” American Association for Applied Linguists (AAAL) Conference. Chicago, IL.

• Suchadolc, S., Amory, M. D., & Jia, D. (2018, March). From play to ITA: Enhancing your role-play activities. ITA Professionals Symposium. University center for teacher and learning, University of Pittsburgh, Pittsburgh, PA.

• Johnson, K. E., & Amory, M. D. (2017, March). The interactional nature of novice teacher/teacher educator responsive mediation in learning-to-teach. Paper presented at referred colloquium “The Interactional Practices of Teaching and Learning as Social Action.” American Association for Applied Linguists (AAAL) Conference. Portland, OR.

• Amory, M. D., & Kisselev, O. (2017, March). Heuristic considerations for the transcription of multimodality in educational settings. Paper presented at referred colloquium “Methodology and Multimodal Research in Educational Settings”. American Association for Applied Linguists (AAAL) Conference. Portland, OR.

• Haneda, M., Amory, M. D., Sherman, B., Bose, F., & Blair, A. (2017, March). Representation of discourse and interaction: Returning to transcription as theorization. Paper presented at referred colloquium “Methodology and Multimodal Research in Educational Settings." American Association for Applied Linguists (AAAL) Conference. Portland, OR.

• Amory, M. D. (2017, February). “Making connections and forming a coherent whole”: Tracing a pre-service teacher’s development of lesson cohesion through mediated activity. Paper presented at 10th International Conference on Language Teacher Education (LTE). National Heritage Language Resource Center, University California at Los Angeles, Los Angeles, CA.

• Kimura, D., Mattson, N., & Amory, M. D. (2016, April). Improving oral placement tests: A conversation analysis approach. Paper presented at TESOL International Convention & English Language Expo. Baltimore, MD.

• Kisselev, O., Amory, M. D., Jia, D., & Masters, K. (2015, May). Training teachers in classroom interactional competence: Moving beyond traditional models of teacher-centered mediation. Paper presented at 9th International Conference on Language Teacher Education. Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, Minneapolis, MN.