John Beaumont

Professor
Chairperson
Academic Literacy and Linguistics

Office: N-499E

Office Hours: E-mail for for days and times

Phone: +1 (212) 220-1417

John Beaumont is professor and department chair in the Academic Literacy and Linguistics Department. He is the former faculty director of the BMCC Teaching Collaboratory, a faculty development program supporting teacher reflection, non-judgmental peer observation, and the development of SoTL research. He co-designed and co-facilitated the Resilient Teaching program at BMCC. He is the author of articles focused on faculty development and pedagogy.

Expertise

Faculty development, resilient teaching, SoTL research, teacher observation, non-judgmental feedback on teaching, pedagogy, language teaching, classroom materials development

Degrees

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

3 CRS.3 HRS.NULL LAB HRS. LIN 110 LIN 110 (The Structure of English): 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.
3 CRS.3 HRS. LIN 220 LIN 220 (Language Teaching Practices): 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 101 or Departmental Approval
9 HRS. ESL 94RW ESL 94RW (English as a Second Language Reading and Writing): ESL 94RW is an integrated skills course that emphasizes academic writing and critical reading. In writing, students focus on introducing, developing, supporting, and organizing their ideas in descriptive, narrative, and expository formats. In reading, students develop comprehension through the practice of literal, inferential and critical reading skills, vocabulary development, flexible reading rates, and study skills. Through coursework which integrates these essential academic capacities, students will be prepared for advanced coursework.
6 HRS.NULL LAB HRS. ESL 96 ESL 96 (Intensive Reading and Writing): ESL 96 is an intensive integrated skills course that emphasizes academic writing and critical reading for ESL students. It focuses on basic components of effective writing and reading, including essay organization, paragraph development, sentence structure, word choice, and content. Students demonstrate comprehension of texts of varying lengths and genres by reading and responding to a variety of texts and using argumentation, narrative, and description as modes of developing ideas in writing. Students demonstrate critical reading skills related to analysis, synthesis, and evaluation. This course is designed to help students master and apply a full range of college-level reading and writing skills in English.
3 CRS.3 HRS.NULL LAB HRS. CRT 100 CRT 100 (Critical Thinking (Same as PHI 115)): 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.

Research and Projects

Publications

Peer-Reviewed Journals and Chapters in Edited Volumes

Beaumont, J., & Baecher, L. (2022) Passing as a teacher and the dance of supervision. In Burns, R.W., Baecher, L., & McCorvey, J. Eds. Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations. Information Age Publishing, pp. 47-64.

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.

Textbooks

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

Beaumont, J. & Yancey, A. J. (2014). NorthStar 1 Reading and Writing, 3^rd 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, 2^nd 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 5^th International Conference of Education Research and Innovation, Madrid, Spain.

Honors, Awards and Affiliations

2016 Distinguished Teaching Award, Borough of Manhattan Community College, CUNY

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”