John Beaumont

Picture of John Beaumont

Deputy Chairperson
Academic Literacy and Linguistics


Office: N-499P

Office Hours: E-mail for for days and times

Phone: +1 (212) 220-1417

John Beaumont is a professor in the Academic Literacy and Linguistics Department. He is also the faculty director of the BMCC Teaching Collaboratory (CoLab), a faculty development program that supports cross-disciplinary peer observation and the development of SoTL research. He also co-designs and facilitates the Resilient Teaching program at BMCC. His professional interests include faculty development, classroom materials development, and co-requisite models of ESL instruction. He is the author of articles focused on faculty development and pedagogy and is the author of several ESL classroom texts.


Faculty development, resilient teaching, SoLT research, teacher observation, non-judgmental feedback on teaching

Pedagogy, language teaching, classroom materials development, co-requisite models of ESL instruction


B.A., The College of the Holy Cross, English

M.A., Ed.M., Ed.D., Teachers College, Columbia University, Teaching English to Speakers of Other Languages (TESOL)

Courses Taught

Research and Projects

Resilient Teaching: Preparation for Remote and online Instruction 

Resilient Teaching is a training program designed by BMCC’s Center for Excellence in Teaching Learning and Scholarship, the A. Philip Randolph Library, and the BMCC Teaching Collaboratory in conjunction the E-Learning department. Resilient teaching has been described as the ability to facilitate learning experiences that are designed to be adaptable to fluctuating conditions and disruptions. This teaching ability can be seen as an outcome of a design approach that attends to the relationship between learning goals and activities, and the environments they are situated in. Resilient teaching approaches take into account how a dynamic learning context may require new forms of interactions between teachers, students, content, and tools. Additionally, they necessitate the capacity to rethink the design of learning experiences based on a nuanced understanding of context. (Inside Higher Ed)

BMCC Teaching Collaboratory (CoLab), Faculty Director

The BMCC Teaching Collaboratory is a cross-disciplinary faculty development program for instructors new to BMCC and/or early in their teaching careers. In the Teaching Academy, teaching communities of four instructors from across the College and one tenured mentor teacher engage in group peer observation and non-judgmental feedback. The program culminates in participants’ learning about SoTL research and conducting a study of their teaching.

Current Inquiry

  1. CUNY Collaborative Research Grant: Who Is Teaching It and How Is It Being Done?: Developing Academic Writing at Community Colleges in the Age of Developmental Education Reform (proposal submitted)

  2. Students’ perceptions and experience of Standard American English (pilot study stage)

  3. The practice of non-judgmental observation and feedback (draft stage)


Peer-Reviewed Journals and Chapters in Edited Volumes

Beaumont, J., & Baecher, L. (2020, forthcoming) Passing as a teacher and the dance of supervision. Burns, R.W., Baecher, L., & McCorvey, J. Eds. Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations. Information Age Publishing.

Beaumont, J. (2018). Cross-Disciplinary professional development at community colleges. Community College Journal of Research and Practice. DOI: 10.1080/10668926.2018.1558134

Baecher, L., & Beaumont, J. (2017). Supervisor reflection for teacher education: Video-based inquiry as model. European Journal of Applied Linguistics and TEFL, 6(2), 65-78.

Beaumont, J. (2017). Indicating a shift in college culture: Author response to Whitestone’s and McPherson’s Reader’s Comments and Views on my Brief Report, “Toward a holistic approach to supporting English learners in universities” (Vol. 3, No. 1, 2016). NYS TESOL Journal, 4(1), 1-2.

Beaumont, J. (2015). ENG 101 instructors’ perspectives on the ESL experience. NYS TESOL Journal, 2(1), 89-97.

Beaumont, J. (2010). A sequence of critical thinking tasks. TESOL Journal, 1(4), 1-22.


Beaumont, J. & Yancey, A. J. (2019). NorthStar 1 Reading and Writing, 4th Ed. Hoboken, NJ: Pearson ELT.

Beaumont, J. & Yancey, A. J. (2014). NorthStar 1 Reading and Writing, 3rd Ed. White Plains, NY: Pearson.

Beaumont, J. (2012). Focus on Writing 4. White Plains, NY: Pearson.

Beaumont, J. (Series Ed.). (2012). Focus on Writing, Books 1-5. White Plains, NY: Pearson. (Lead author and pedagogical designer.)

Beaumont, J. (2009). NorthStar 1 Reading and Writing, 2nd Ed. White Plains, NY: Pearson Longman.

Beaumont, J. (2005). NorthStar Building Skills for the TOEFL-iBT, Intermediate. White Plains, NY: Pearson Longman.

Beaumont, J. (2002). NorthStar Focus on Reading and Writing, Introductory. White Plains, NY: Pearson Longman.

Other Publications

Beaumont, J. (2017). Labeling student success: “That was really __.” BMCC Inquirer, 24, 48-50.

Baiada, C., Beaumont, J., Derbyshire, N., & Gonzalez, J. (2016). Building a teaching college one cohort at a time: The BMCC Teaching Academy. BMCC Inquirer, 23, 6-15.

Beaumont, J. (2013). ESL 101: Bridging the ESL-college composition divide. BMCC Inquirer, 20, 56-67.

Beaumont, J. (2013). Teachable moment symposium: ESL across the curriculum: Instructor practices and reflections (Introduction). BMCC Inquirer, 20, 69. With J. Yancey.

Beaumont, J. & Sanabria, K. (2012). A joint investigation of teaching and learning in upper-level community college English as a second language courses. Paper published in the proceedings of the 5th International Conference of Education Research and Innovation, Madrid, Spain.

Honors, Awards and Affiliations

2016 BMCC Distinguished Teaching Award

2016 Diana Hacker Award for Outstanding Programs (Fostering Student Success)
This award from the Two Year College Association recognizes the work of the BMCC Teaching Academy and four of its participants: C. Baiada, J. Beaumont, N. Derbyshire, and J. Gonzalez

2014-2015 Faculty Development Grant, “Elective Formative Peer Observation,” a study of two instructors exploring their teaching practice through cross-disciplinary peer observation

2012-2013 Faculty Fellowship Publications Program“Passing as a Teacher: An Ethnographic Account of Entering the TESOL Profession”

Additional Information


  • POD Network
  • ISSoTL
  • Teachers of English to Speakers of Other Languages (TESOL)
  • New York State TESOL