Michael Amory
Assistant Professor, TESOL/Applied Linguistics
Interim Director, English Language and Intercultural Center (ELIC)
PhD, Applied Linguistics, The Pennsylvania State University
M.Ed., Applied Linguistics and TESOL, Teachers College, Columbia University
Areas of Interest & Expertise
Classroom discourse
Concept-based Language Instruction
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 4043: Teaching English as a Second Language (ESL)
ENGL 4080/6270: Narratives of identity: Language, community, & place
ENGL 4180/ENGL 5313: Internship in TESL
ENGL 5123: Approaches to Language Acquisition
ENGL 5243: Teaching ESL
ENGL 5333: Second/Foreign Language Assessment
ENGL 6210: Independent Study: Localized approaches to professional teacher development
ENGL 6420: Sociocultural Theory in L2 Learning
ENGL 6420: Theory and research in Second Language Teacher Education and Cognition
Selected Publications
Refereed journal articles
Amory, M. D. (2020). Teach off your students: A longitudinal analysis of an ESL pre-service teacher’s twisting process of conceptual development. The European Journal of Applied Linguistics and TEFL, 9(2), 105-129. https://search.proquest.com/openview/26b6fea91f6ae084a9bc601cd906ac94/1?pq-origsite=gscholar&cbl=4565088
Amory, M. D., & Johnson, K. E. (2023). Provoking novice teacher development: Cognition-and-emotion in learning-to-teach. System, 117, 1-16. https://doi.org/10.1016/j.system.2023.103112
Hess, E. K., & Amory, M. D. (2022). Promoting Korean learners' conceptual development of honorifics through concept-based instruction. Language Teaching Research. https://doi.org/10.1177/13621688221135567
Kimura, D., Mattson, N., & Amory, M. D. (2018). A conversation analytic approach toiteratively 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 criterialconsistency, 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
Strauss, S., Kitt-Lewis, E., & Amory, M. D. (2019). “I don’t feel like I have any controlof 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
Refereed book chapters
Canagarajah, A. S., Kimura, D., Shahri, N. N., & Amory, M. D. (2020). Toward anexpansive 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.
Refereed 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
Refereed 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
Selected Conference Presentations
Plenary/Keynote presentations
- Amory, M. D. (2022, April). Provoking pre-service teacher development: Cognition-and-emotion in learning-to-teach. Plenary presented at 7th annual Spring forum in TESOL and Applied Linguistics. Oklahoma State University, Stillwater, OK.
International and national conferences
Amory, M. D. (2023, October). Re-conceptualizing the practices of second language teacher education from a Vygotskian Sociocultural Theoretical perspective. Paper presented at XXVIII Annual Sociocultural Theory and Second Language Learning Research Working Group Meeting. University of Massachusetts Boston, Boston, MA.
Amory, M. D., & Hess, E. K. (2023, October). Peer-mediated conceptual development of Korean honorifics through Concept-based Language Instruction. Paper presented at XXVIII Annual Sociocultural Theory and Second Language Learning Research Working Group Meeting. University of Massachusetts Boston, Boston, MA.
Amory, M. D., & Kisselev, O. V. (2022, August). Situating the knowledge-base of language teacher education at the locus of the theory-practice tension. Paper presented at Theory and Practice in L2 Classrooms and L2 Teacher Education: Toward a philosopher's path Conference. Heidelberg University, Heidelberg, Germany. Virtual conference.
Amory, M. D., & Johnson K. E. (2022, March). Provoking pre-service teacher development: Cognition-and-emotion in learning-to-teach. Paper presented at American Association for Applied Linguists (AAAL) Conference. Pittsburgh, PA.
Hess, E. K., & Amory, M. D. (2021, June). Promoting Korean learners' conceptual development of honorifics through Concept-Based Instruction. Paper presented at American Association of teachers of Korean (AATK) Annual Conference. Virtual conference.
Amory, M. D. (2021, March). The dialectic of cognition and emotion: Exploring perezhivanie and L2 teacher development. Paper presented at referred colloquium “Perspectives on agency and emotion in English language teachers’ working lives.” American Association for Applied Linguists (AAAL) Conference. Virtual conference. Link to presentation: https://psu.box.com/s/cnoqhhcf49fmnndntuc458oj6scduesa
Kisselev, O. V., & Amory, M. D. (2021, March). SCT for TBLT: The distant mediational function of the teacher in peer-to-peer interactions. Paper presented at American Association for Applied Linguists (AAAL) Conference. Virtual conference.
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.
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., 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.
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.
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., & Kisselev, O. (2016, May). The annotation of gesture designed for classroom interaction. Workshop presented at Multimodal Corpora (MMC): Computer vision and language processing. 10th edition of the Language Resources and Evaluation Conference (LREC), Portorož, Slovenia.
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. *Digitally recorded with permission: http://TESOL.sclivelearningcenter.com/redirector.aspx?EID=9L8QVW7kHUFo%252b74/qOclBCLqspPbXQmgkaCIXb64/cSjHcMtBjIumQ==
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.
Professional Appointments & Professional Service:
Chair, Standing Committee on Online Education and Outreach, American Association for Applied Linguistics (AAAL), 2022- 2023.
Non-voting member, Executive Committee (EC) for American Association for Applied Linguistics (AAAL), 2022- 2023.
Vice-chair, Standing Committee on Online Education and Outreach, American Association for Applied Linguistics (AAAL), 2019-2022.
Awards and Recognition:
Global Education Faculty Excellence Award, OSU Global, Oklahoma State University (2022)