Research Interests - Cori Crane
My research interests closely align to my language curriculum development and teacher mentoring work, with recent and current projects located in the areas of critical reflection and transformative learning, systemic functional linguistics and L2 literacy development, and language teacher education.
My work on structured reflection across language curricula draws on the theoretical framework of transformative learning (Mezirow, 1991) that sees ‘disorienting dilemmas’ as catalysts for deep reflection and structural change in one’s frame of reference. In recent publications, I have investigated the connections that beginning L2 learners make between learning in and out of the classroom (Crane, 2018), the potential for perspective-shifting experiences among students, teachers, and program coordinators in navigating complicated social pedagogies (Crane, Fingerhuth, & Huenlich, 2018), and the role of structured reflection for undergraduate curriculum design (Crane & Sosulski, 2020). More recently, I have extended my study of perspective transformation to undergraduate sociolinguistics coursework where I have been studying how critical reflection can support students in developing deeper and new understandings about linguistic diversity and equity.
My discourse analytic work focuses on the writing development of L2 learners across non-academic genres, such as narratives and personal letters. Drawing on the systemic functional linguistic framework of ‘appraisal’ (Martin & White, 2005), my dissertation explores how L1 and advanced L2 learners express affect and stance (‘heteroglossia’) in complex personal letter writing. Currently, I am investigating the relationship between genre pedagogies and Integrated Performance Assessment (multi-task language assessment that engages interpretive, interpersonal, and presentational communication) through a study on the discursive use of time and space in beginning L2 learners’ narrative writing (see Crane & Malloy, 2021).
In my roles as program director and language teacher educator over the years, I have additionally studied and regularly offer workshops on exploratory practice, a fully inclusive practitioner research model that aims to support instructors in creating a regular, sustainable practice of classroom inquiry focused on developing deeper understanding about teaching and learning. With Melissa Simmermeyer, I co-led #EPThursdays for language instructors at Duke University. With Judith Hanks (University of Leeds), Inés Miller (Pontifícia Universidade Católica do Rio de Janeiro), and Assia Slimani-Rolls (Regent’s College), I have served as co-convener of a three-year Research Network (ReN) sponsored by the International Association of Applied Linguistics (AILA) on Fully Inclusive Practitioner Research with special focus on exploratory practice.
For PDFs of recently published research, please visit my academia.edu site.
Last updated on August 31, 2021
My research interests closely align to my language curriculum development and teacher mentoring work, with recent and current projects located in the areas of critical reflection and transformative learning, systemic functional linguistics and L2 literacy development, and language teacher education.
My work on structured reflection across language curricula draws on the theoretical framework of transformative learning (Mezirow, 1991) that sees ‘disorienting dilemmas’ as catalysts for deep reflection and structural change in one’s frame of reference. In recent publications, I have investigated the connections that beginning L2 learners make between learning in and out of the classroom (Crane, 2018), the potential for perspective-shifting experiences among students, teachers, and program coordinators in navigating complicated social pedagogies (Crane, Fingerhuth, & Huenlich, 2018), and the role of structured reflection for undergraduate curriculum design (Crane & Sosulski, 2020). More recently, I have extended my study of perspective transformation to undergraduate sociolinguistics coursework where I have been studying how critical reflection can support students in developing deeper and new understandings about linguistic diversity and equity.
My discourse analytic work focuses on the writing development of L2 learners across non-academic genres, such as narratives and personal letters. Drawing on the systemic functional linguistic framework of ‘appraisal’ (Martin & White, 2005), my dissertation explores how L1 and advanced L2 learners express affect and stance (‘heteroglossia’) in complex personal letter writing. Currently, I am investigating the relationship between genre pedagogies and Integrated Performance Assessment (multi-task language assessment that engages interpretive, interpersonal, and presentational communication) through a study on the discursive use of time and space in beginning L2 learners’ narrative writing (see Crane & Malloy, 2021).
In my roles as program director and language teacher educator over the years, I have additionally studied and regularly offer workshops on exploratory practice, a fully inclusive practitioner research model that aims to support instructors in creating a regular, sustainable practice of classroom inquiry focused on developing deeper understanding about teaching and learning. With Melissa Simmermeyer, I co-led #EPThursdays for language instructors at Duke University. With Judith Hanks (University of Leeds), Inés Miller (Pontifícia Universidade Católica do Rio de Janeiro), and Assia Slimani-Rolls (Regent’s College), I have served as co-convener of a three-year Research Network (ReN) sponsored by the International Association of Applied Linguistics (AILA) on Fully Inclusive Practitioner Research with special focus on exploratory practice.
For PDFs of recently published research, please visit my academia.edu site.
Last updated on August 31, 2021