Staff Profile | College of Arts and Sciences

About
Education
Awards & Honors
Research

Biography

Dr. Kristina Lewis is Assistant Professor in TESOL and Applied Linguistics in the English Department at ISU. Her research examines student teacher identity development and how student teachers navigate and make sense of language teacher education contexts and processes. Her most recent publications have appeared in System and ELT Journal. She teaches courses related to TESOL, applied linguistics, and English usage.

Current Courses

244.001Applied Grammar And Usage For Writers

499.005Independent Research For The Master's Thesis

499.006Independent Research For The Master's Thesis

444.001Theoretical Foundations in TESOL

344.001Theoretical Foundations of TESOL

244.001Applied Grammar And Usage For Writers

500.002Independent Study

591.002Practicum (Internship) In College Teaching

440.001Studies In English Linguistics

345.001Tesol Methods And Materials

Teaching Interests & Areas

TESOL Methods, TESOL Practicum, Classroom Discourse Analysis, Qualitative Research Methods, Second Language Acquisition

Research Interests & Areas

Language Teacher Identity, Second Language Teacher Education, Mentoring/Supervision in Teacher Education, Classroom Discourse Analysis, Practitioner Inquiry, Visual Methods in Applied Linguistics, Teacher Reflection

PhD Educational Linguistics

University of Pennsylvania

Philadelphia, PA

M.Ed. (Master of Education) Teaching English to Speakers of Other Languages (TESOL)

University of Pennsylvania

Philadelphia, PA

Educational Linguistics Faculty Award for Leadership in Educational Linguistics

Educational Linguistics Division, Graduate School of Education, University of Pennsylvania

2022

The William E. Arnold Award for Outstanding Contributions by a Student

Graduate School of Education, University of Pennsylvania

2012

Book, Chapter

Lewis, K. B. (2024). A Translingual Project to explore multilingual identity and challenge dominant language ideologies. In A. F. Selvi & C. Kocaman (Eds.), International perspectives on critical English language teacher education: Theory and practice (pp. 253–260). Bloomsbury Academic.

Lewis, K. B. (2022). The role of practicum mentors in developing “thinking teachers.” In Innovating the Practicum in TESOL Teacher Education: Design, Implementation, and Pedagogy in an Era of Change, Eds. W. Wright & C. Pu. Taylor & Francis. https://doi.org/10.4324/9781003193937-15

Sicola, L., Lewis, K., & Tomaskovic-Moore, K. (2018). Sheltered language instruction. In TESOL Encyclopedia of English Language Teaching. http://doi.wiley.com/10.1002/9781118784235.eelt0177

Journal Article

Lewis, K. B. (2024). Shifting Images of Teaching in Student Teachers’ Talk about Microteaching. Teaching and Teacher Education, 139, 104438. https://doi.org/10.1016/j.tate.2023.104438

Lewis, K. B., & Wagner, S. (2023). Empathy and professional support via relate-to-self in post-observation meetings. System, 114 (Special Issue: Language Teacher Emotion Research). https://doi.org/10.1016/j.system.2023.103025

Lewis, K. B., & Wagner, S. (2023). The potential of complaining as reflective practice in mentoring. ELT Journal, ccac011. https://doi.org/10.1093/elt/ccac011

Wagner, S., & Lewis, K. B. (2021). Third-party complaints in teacher post-observation meetings. Journal of Pragmatics, 178, 378-390. https://doi.org/10.1016/j.pragma.2021.04.003

Working Paper

Lewis, K. B. (2020). Note from the field: Centering student teachers’ perspectives through collaborative inquiry. Working Papers in Educational Linguistics, 35, 120-127.

Wagner, S., & Lewis, K. B. (2019). Complaining as reflective practice in TESOL teacher-mentor post-observation meetings. Working Papers in Educational Linguistics, 34, 1-26. https://repository.upenn.edu/wpel/vol34/iss1/1/

Lewis, K. B. (2018). Narrating a novice language teacher identity: What’s at stake when telling stories of struggle? Working Papers in Educational Linguistics, 33, 99-119. https://repository.upenn.edu/wpel/vol33/iss1/5/