Languages and Cultures

Research Interests

• Language and Social Interaction
• Conversation Analysis
• Pedagogical Discourse
• Pragmatics
• Writing Instruction
• ITA Training and Assessment

Classes Taught (only WCU listed)

• Bilingual/Bicultural Education
• ESL Practicum
• Sociolinguistics (Conversation/Discourse Analysis)
• Teaching English Language Learners (PK-12)
• Teaching Listening and Speaking to ESL/SL learners
• Teaching Reading and Writing to Second Language Learners
• Teaching Pronunciation to ELLs
• Techniques of Second Language Teaching

Recent Publications/Activities

Publications

• Park, I. (ahead of print). The chair’s use of address terms in workplace meetings. Text and Talk. 
• Park, I., Gardner, P., & Marks, Stephanie M. (2022). Preference for self-registering in video call openings. Journal of Pragmatics, 197, 118-136.
• Wagner, S., & Park, I. (2022). Whole-class Co-construction in a high school Spanish classroom: A conversation-analytic perspective. Language Learning, 72(S1), 203-239. 
• Park, I. (2021). Moving out of the here and now: An examination of frame shifts during microteaching. Linguistics and Education, 55.   
• Park. I., & Kline, J. (2020). Incomplete utterances as critical assessments. Discourse Studie, 22(4), 441-459.
• Park, I., & Duey, M. (2020). I’m sorry (to interrupt): The use of explicit apology in turn-taking. Applied Linguistics Review, , 11(3), 377-401.
• Raymond, C. W., Caldwell, M., Mikesell, L., Park, I., Williams, N. (2019). Turn-taking and the structural legitimization of bias: The case of the Ford-Kavanaugh hearing by the United States senate committee on the judiciary. Language and Communication, 69, 97-114.
• Timpe-Laughlin, V., & Park, I. (2019). “Are you into beer pong?” - Exploring question-answer sequences in an L2 oral performance assessment. Language Assessment Quarterly, 16(1), 21-38.
• Park, I. (2019). The use of embodied self-directed talk in teaching writing. In J. Hall & S. Looney (Eds.), The embodied accomplishment of teaching (pp. 160-180). Bristol, UK: Multilingual Matters.
• Park, I. (2018). Reported thought as (hypothetical) assessment. Journal of Pragmatics, 129, 1-12.
• Park, I. (2017). Questioning as advice resistance: writing tutorial interactions with L2 writers. Classroom Discourse, 8 (3): 253-270.
• Park, I. (2015). Or-prefaced third turn self-repairs in student questions. Linguistics and Education, 31, 101-113.
• Park, I. (2015). Requests: Knowledge and entitlement in writing tutoring. Language & Communication, 43, 1-10.
• Park, I. & Kim, H. (co-authors). (2015). Test taker-initiated repairs in an English oral proficiency exam for international teaching assistants. Text and Talk, 35(2), 237-262.
• Park, I. (2014). Research in writing instruction discourse. [written in Korean] In O. Kwon (Ed.), New horizons in English education research (pp. 471-491). Seoul: Seoul National University Press.
• Park, I. (2014). Stepwise advice negotiation in writing center peer tutoring. Language and Education, 28(4), 362-382.
• Park, I. & Kim, H. (co-authors). (2014). What we can learn from high-proficient test takers' resumption strategy. TESOL Applied Linguistics Forum.
• Park, I. (2012). Seeking advice: Epistemic asymmetry and learner autonomy in writing conferences. Journal of Pragmatics, 44(14), 2004-2021.
• Park, I. (2012). Asking different types of polar questions: The interplay between turn, sequence, and context in writing conferences.Discourse Studies, 14(5), 1-20.
• Park, I. (2010). Marking an Impasse: The use of anyway as a sequence-closing device. Journal of Pragmatics, 42(12), 3283–3299.
• Park, I. (2009). (Review of the book The Study of Language by George Yule). Issues in Applied Linguistics, 16(2), 191–192.
• Park, I. (2007). Co-construction of Word Search Activities in Native and Non-native Speaker Interaction. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 7(2).

Presentations

• Park, I., & Wagner, M. (October 2022). Negotiating power inequalities in joint decision making. Language and Social Interaction Working Group, Teachers College, Columbia University, New York City.  
• Koenig, C. J., Shrikant, N., DiDomenico, S. M., Robles, J. S., Goico, S., Ibnelkaïd, S., Hoey, E., Katila, J., Park, I., & Williamson, F. W. (May 2022). Holding the mirror up to EMCA around race, racism, and ethnicity: Preliminary insights from a meta-synthesis of publications from 2001-2020. 72nd Annual Conference of the International Communication Association. Paris, France.
• Park, I., & Wagner, S. (March 2022). Problematizing a proposal in workplace meeting interaction. American Association of Applied Linguistics, Pittsburg, PA.
• Timpe-Laughlin, V., & Park, I. (May 2019). Exploring yes/no questions to promote authenticity in L2 oral performance assessments. UCD Applied Language Centre, EALTA (European Association for Language Testing and Assessment), Dublin, Ireland.
• Wagner, S., & Park, I. (March 2019). A conversation-analytic perspective; Co-constructing participation and learning in a high school Spanish class. Invited Colloquia: Language Learning Roundtable (“What do the data show? Multiple theoretical perspectives on learning in a single L2 classroom”), American Association of Applied Linguistics, Atlanta, GA.
• Park, I. (December 2018). Conversation Analysis and Language Teaching Materials Design. Penn Language Center’s 8th Annual Language Educator Symposium, University of Pennsylvania, Philadelphia, PA.
• Raclaw, J., & Park, I. (November 2018).“Wait, what?”: Wait-prefacing in delayed repair initiations. National Communication Association, Salt Lake City, UT. [Awarded Top Paper, Language and Social Interaction Division]
• Park, I., & Raclaw, J. (October 2018). ‘Wait’-Prefaced Repair in English Talk-in-Interaction. Language and Social Interaction Working Group, Teachers College, Columbia University, New York City.  
• Park, I., & Duey, M. (September 2017). “Sorry (to interrupt)”: Apology and turn-taking during workplace meeting interactions. Language and Social Interaction Working Group, Teachers College, Columbia University, New York City.  
• Park, I. (November 2016). “Why do I care?”: Reported thought as critical evaluation. National
  Communication Association, Philadelphia, PA.
• Park, I. (April 2016). “So what’s the difference?”: L2 Writers’ use of questioning as advice resistance. American Association of Applied Linguistics, Orlando, FL.
• Timpe-Laughlin, V., & Park, I. (April 2016). Cultural concepts in role­play assessments – Exploring L2 learner’s use of communicative strategies in oral interaction. American Association of Applied Linguistics, Orlando, FL.
• Park, I., & Kim, S. H (April 2016). Insights into ITA testing and training from conversation analysis. TESOL, Baltimore, MD.  
• Park, I. (October 2014). “I want you to read it”: Requests in writing tutoring. Language and Social Interaction Working Group. Teachers College, Columbia University, New York City.
• Park, I. (March 2014). Advice negotiation in writing center peer tutoring. American Association of Applied Linguistics, Portland, OR.
• Park, I. (September 2013). The use of conjunction “or” in student questions. Linguistic Association of the Southwest, New Brunswick, NJ.

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