Academic Literacy and Linguistics
Phone: +1 (212) 220-1417
John Beaumont is currently an associate professor and deputy chair of the Academic Literacy and Linguistics Department. He is also the faculty director of the BMCC Teaching Academy, a faculty development program that supports cross-disciplinary peer observation and the development of SoTL research. His professional interests include faculty development, SoTL research, classroom materials development, and co-requisite models of ESL instruction. He is the author of articles focused on faculty development and pedagogy and the author of several ESL classroom texts.
Faculty development, SoLT research, teacher observation, non-judgmental feedback on teaching
Pedagogy, classroom materials development, co-requisite models of ESL instruction
B.A., College of the Holy Cross, English
M.A., Ed.M., Ed.D., Teachers College, Columbia University, Teaching English to Speakers of Other Languages
- Critical Thinking (Same as CRT 100) is designed to develop the mind and help students learn to think clearly and effectively. Through substantive readings, structured writing assignments and ongoing discussions, students will examine concrete examples from their own experience and readings and contemporary issues in the media to learn how to analyze issues, solve problems, and make informed decisions in their academic, professional, and personal lives.
- This advanced level course emphasizes writing and reading skills; however, oral skills are not neglected. In writing, students focus on introducing, developing, supporting, and organizing their ideas in expository essays as well as in narrative and descriptive writing.
- This intensive writing course for ESL students focuses on basic components of effective writing, including paragraph development and structure, sentence structure, word choice, and content. Students read and respond to a variety of texts and use argumentation, narrative, and description as modes of developing ideas in writing.
- This course is designed to provide students with an understanding of the grammatical structures of standard American English, allowing them to read, write, and interpret written texts critically and efficiently Through analysis and discovery, students will learn to evaluate the grammaticality of the written work they produce in their academic coursework. In addition, students will explore a variety of writing genres and styles, and learn to manipulate language more effectively, enriching both their production and understanding of written texts.
- This course will provide students with an understanding of the theoretical foundations and principles of language instruction and language learning. Special emphasis will be on studying pedagogical approaches to TESOL that address the learning needs of diverse language learners in multiple settings (e.g. one-on-one or small group tutoring vs. classroom). Topics will include relationships between and identities of practitioners and learners (e.g. racial, ethnic, linguistic, typical and atypical), research-based methodologies, teaching for productive and receptive language skills, and the relationship between curriculum planning, assessment, and feedback. Prerequisites: [ENG 100.5 or ENG 101] and LIN 120 or Departmental Approval
Research and Projects
BMCC Teaching Academy, Faculty Director
The BMCC Teaching Academy 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.
Currently engaged in three studies:
- “Passing as a teacher,” how teacher candidates pass the practicum course regardless of their demonstrated professional knowledge or teaching skill (final writing stage)
- The practice of non-judgmental observation and feedback (draft stage)
- Students’ perceptions and experience of Standard American English (pilot stage)
- Co-requisite content/ESL courses at three urban colleges (grant proposal stage)
Beaumont, J. (2018). Cross-disciplinary Professional Development at the Community College. Community College Journal of Research and Practice. https://doi.org/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), 65-83.
Beaumont, J. (2017). Indicating a Shift in College Culture. Author response to: Whitestone and McPherron’s comments and view on my Brief Report, “Toward a Holistic Approach to SupportingEnglish Learners in Universities”1 (Vol. 2, No. 1, 2015). New York State TESOL Journal, 4(1), 35-36.
Beaumont, J. (2015). ENG 101 Instructors’ Perspectives on the ESL Experience. New York State 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 Reading and Writing 1, 4th Ed. Hoboken, NJ: 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. (2005). NorthStar Building Skills for the TOEFL-iBT, Intermediate. White Plains, NY: Pearson Longman.
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”
- POD Network
- Teachers of English to Speakers of Other Languages (TESOL)
- New York State TESOL