Mark R. Emerick
B.A., Kutztown University
M.Ed., Kutztown University
Ph.D. Candidate, Temple University
Mark Emerick is a visiting lecturer in the Education Department responsible for teaching courses in curriculum & instruction, sociolinguistics, and methods for teaching English learners (ELs), which he has taught since joining the department as an adjunct in 2011.
With a bachelor’s degree in English literature and a masters in curriculum and instruction, Mark began his career as an English as a Second Language (ESL) teacher in Allentown School District, Pennsylvania. During his tenure as a public school teacher, he taught all levels of ESL from grades 7-12 and high school sheltered English language arts, wrote high school ESL curriculum, prepared and presented professional developments for mathematics and social studies teachers, and worked for the Pennsylvania Department of Education on the ELL Overlay for secondary mathematics and the Keystone Project-Based Assessment in nonfiction. More recently, Mark served as an editorial assistant on the Journal of Language, Identity, and Education and as a leadership coach for a Federal Department of Education Professional Development Grant aimed at transforming high schools in the School District of Philadelphia to better serve ELs.
Currently, he is a doctoral candidate in the applied linguistics Ph.D. program in Temple University’s College of Education. His research interests involve examining ELs’ educational equity and access to high-quality learning experiences and consists of two strands:
As an ethnographer, Mark works to understand the experiences and processes that affect ELs access to educational experiences in career and technical education (CTE). This research draws on critical social and anthropological theory to uncover and explain inequalities in the education system and to understand the ways in which identities, beliefs, linguistic and political ideologies, and language education policies facilitate and/or restrict ELs’ opportunities to achieve college and career readiness.
The second strand addresses educational access from a pedagogical perspective. Seeing as listening comprehension is such an under-researched but important skill for developing competence in a second language, understanding the pedagogical approaches that teachers use to teach listening is essential to ensuring that ELs have the language skills they need to participate meaningfully in age-appropriate educational opportunities. Thus, this strand of research focuses on teachers’ beliefs and practices around second language listening pedagogy in order to identify ways to improve second/foreign language teacher preparation in this area.
As a teacher educator, Mark is dedicated to preparing prospective teachers to be equitable educators who can meet the needs of all students and advocate for students from a range of socioeconomic, ethnic, and linguistic backgrounds and cultures. Equally, he is committed to engaging students in research opportunities which will prepare them to be dynamic and responsive educators.
- Emerick, M. R. (2019). Explicit teaching and authenticity in L2 listening instruction: University language teachers’ beliefs. System, 80, 107-119. Read here at Science Direct
- Wagner, E., Wang, L., & Emerick, M. R. (2018). Listening to real-world English, part 3: Backchanneling. TESOL Connections.
- Wang, L., Emerick, M. R., & Wagner, E., (2018). Listening to real-world English, Part 2: Filled pauses. TESOL Connections.
- Emerick, M. R., Wagner, E., & Wang, L. (2018). Listening to real-world English, part 1: Connected speech. TESOL Connections.
- Emerick, M. R. (2019, April). "OK, we should watch a Youtube video": University language teachers’ approaches to listening pedagogy and the role of teacher training. Paper to be presented at The American Association for Applied Linguistics (AAAL) Conference, Atlanta, GA.
- Swavely, J., Mabry, M., Sandilos, L., and Emerick, M. R., & Vujovic, S. (2018, May). Using local data to improve school life, education, and family engagement for English learners. Presentation at Research to Practice (R2P) Conference, School District of Philadelphia, Philadelphia, PA
- Emerick, M. R. (2018, April). Explicit instruction and authenticity in L2 listening pedagogy: University language instructors' beliefs and the role of teacher training. Paper presentation at the 5th Annual Language, Linguistics, and Life Conference, Temple University, Philadelphia, PA.
- Hoffman, B., Kanno, Y., & Emerick, M. R. (2018, April). Hispanic immigrant restaurant workers’ changing investment in the learning of English. Paper presentation at American Educational Research Association (AERA), New York, NY.
- Karahoca, S. & Emerick, M. R. (2017, August). The ELL experience. Workshop at Pennsylvania Council of Teachers of Mathematics (PCTM) Annual Conference, Harrisburg, PA.
- Emerick, M. R., Hoffman, B. Y., & Kanno, Y. (2017, March). Culturally responsive pedagogy and translanguaging in a community-based ESL program for Hispanic restaurant workers. Poster presentation at The American Association for Applied Linguistics (AAAL) Conference, Portland, OR.
- Hoffman, B. Y., Emerick, M. R., & Kanno, Y. (2017, March). Overcoming barriers to learn English: The motivations of Hispanic immigrants in the restaurant industry. Paper presentation at The American Association for Applied Linguistics (AAAL) Conference, Portland, OR.