Academic Literacy and Linguistics
Phone: +1 (212) 346-8559
Oksana Vorobel is an Associate Professor at Borough of Manhattan Community College, City University of New York. She received her Ph.D. in Second Language Acquisition/ Instructional Technology, University of South Florida (USF). Her research interests include second language literacy, use of technology in language learning and teaching, and distance language education. She serves as a book review editor for the CALICO Journal. She has taught a number of various courses in the USA and Ukraine, including English as a Foreign Language (EFL) and English as a Second Language (ESL), Literacy Development in ELLs (ESOL endorsement course for pre-service teachers), and Introduction to Linguistics.
Computer-Assisted Language Learning (CALL), technology in language learning and teaching, second language writing and literacy, distance language education
- Ph.D., University of South Florida
- M.A., Vasyl Stefanyk Precarpathian National University, Ukraine
- B.A., Vasyl Stefanyk Precarpathian National University, Ukraine
- 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 is a high-intermediate level course that combines listening, speaking, reading, and writing skills. Narrative and descriptive writing are emphasized and expository writing is introduced.
- This course combines LIN 101 and ESL 95. As a LIN 101 class, this course will introduce students to linguistics, the scientific study of language. Students will apply methods of scientific inquiry (including the scientific method) to linguistic systems (phonological, morphological, syntactic, semantic, and pragmatic) and language phenomena and events. Specifically, students will engage in observation of linguistic phenomena, collection of data, generation and testing of hypotheses, analysis of and interpretations of data, application and evaluation of theory, in order to form conclusions about linguistic phenomena. As an ESL 95 course, this is an intensive writing class that focuses on the basic components of effective writing, including essay organization, paragraph development, 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. Moreover, the class is designed to develop the mind and help sharpen students' ability to think clearly, logically, thoroughly, critically, and effectively.
Students who passed this course have passed the equivalent of LIN 101 and have exempted from ESL. They may progress to ENG 101 if they are exempt in ACR.
Please Note: This is an accelerated course that combines credit-bearing and developmental content.
Research and Projects
- Vorobel, O., Kim, D., & Park, H.-R. (under review). An adolescent English learners’ expression of self and identity negotiation through multiliteracy practices.
- Vorobel, O., Voorhees, T., & Gokcora, D. (in progress). ESL students’ digital literacies in a community college ESL writing course.
- Park, H.-R., Kim, D., & Vorobel, O. (under review). International students’ reading electronic texts on tablets: Experiences and strategies.
- Smith, P., Kim, D., Vorobel, O., & King, J. (2019). Verbal reports in the reading processes of language learners: A methodological review. Review of Education.
- Vorobel, O., Voorhees, T., & Gokcora, D. (2018). ESL students’ perceptions of using a social bookmarking tool for the development of reading in L2. JALT CALL Journal, 14(3), 191-210.
- Kim, D., Vorobel, O., & King, B. (2018). College students’ use of Second Life in learning Spanish as a Foreign Language. Journal of Second Language Teaching & Research, 6, 109-142.
- Vorobel, O. (2017). Ecological perspective and foreign language teaching and learning. Professional Education: Methodology, Theory and Technologies, 5(1), 14-21.
- Vorobel, O. (2017). Invited review of A. A. Pina & J. B. Huett (Eds.), “Beyond the online course: Leadership perspectives on e-learning.” Teachers College Record.
- Kim, D., & Vorobel, O. (2017). Discourse communities: From origins to social media. In S. Wortham, D. Kim, and S. May (Eds.), Encyclopedia of Language and Education. Discourse and Education (pp. 267-281). Springer. doi:10.1007/978-3-319-02322-9_33-1
- Vorobel, O., & Kim, D. (2017). Adolescent ELLs’ collaborative writing practices in face-to-face and online contexts: From perceptions to action, System, 65, 78-89. http://dx.doi.org/10.1016/j.system.2017.01.008
- Vorobel, O. & Vasquez, C. (2014). A teacher’s perspectives on peer review in ESL classes. Writing & Pedagogy, 6(2), 307-335
- Vorobel, O. & Kim, D. (2014). Focusing on content: Discourse in L2 peer review groups. TESOL Journal, 5(4), 698-720. http://dx.doi.org/10.1002/tesj.126,
- Vorobel, O. & Kim, D. (2012). Language teaching at a distance: An overview of research. CALICO Journal, 29(3), 548-562. http://dx.doi.org/10.11139/cj.29.3.548-562
- Vorobel, O. & Kim, D. (2011). Upper-intermediate-level ESL students’ summarizing in English. TESOL Journal, 2(3), 330-354. http://dx.doi.org/10.5054/tj.2011.259958
Honors, Awards and Affiliations
- William Stewart Travel Award, CUNY, NY
- CUNY Faculty Fellowship Publication Program 2015-2016