Department of Teaching and Learning
Ed.D. University of San Diego, Leadership Studies Dissertation Research: Examining the role of meaning-making and cultural competence in how
teachers understand and approach their work with culturally and linguistically diverse students.
M.A. University of Hawai'i, East Asian Languages and Literature: Linguistics, Second/Foreign Language Pedagogy
B.A. University of Hawai'i, East Asian Languages and Literature: Japanese; Minor: Comparative Religions
USD Department of Learning and Teaching
Dr. Sarina Chugani Molina serves as associate professor and director of the M.Ed. in TESOL, Literacy, & Culture program in the Department of Learning and Teaching at the University of San Diego. She has designed and developed online and onsite TESOL programs for both local and international audiences and conducts teacher education seminars in both local and international contexts.
Her research interests include Teaching English as an International Language, supporting the needs of marginalized students in academic communities, and TESOL teacher development, particularly as it relates to developing mindful, reflective practitioners from a constructive developmental perspective. She is currently working on a book entitled, "The conscious educator: Rediscovering the purpose of education through the lens of wisdom traditions."
Upcoming Conference/Workshop Presentations 2019
Molina, S. C. (2019, March). Japanese lesson study for improving instructional practice in TESOL. International TESOL Association. Atlanta, GA.
Farmer, R., Farmer, S. & Molina, S. (2019, January). Mindful teacher in human values education. Center for Human Development, Boston in conjunction with the US Academy for Human Excellence.
Molina, S. C., Patel, B., & Patel S. (2019, August). Self-awareness in early childhood. Center for Human Development, Boston.
Some of her recent publications include:
Molina, S. C. (2019). Cultivating a sense of critical consciousness in teacher candidates within a community-based adult ESL program. In H. Linville & J. Whiting (Eds.) Advocacy in English Language Teaching and Learning (pp. 57-70). New York, NY: Routledge.
Molina, S. C. (2019). Mediating teacher candidates sense of agency in response to policy and curricula planning in a community-based English language program. In G. Glasgow & J.Bouchard (Eds.) Agentive Responses to Language Planning and Policy (pp. 125-146). New York, NY: Routledge Critical Studies in Multilingualism.
Molina, S. & Spencer, J. (2019). Feedback sessions as mediation spaces: Empowering teacher candidates to deepen instructional knowledge and engage in the construction and transformation of theory in practice. Educational Action Research.
Spencer, J. & Molina, S. (2018) Mentoring graduate students through the action research journey using guiding principles. Educational Action Research, 26 (1), 144-165.
Molina, S. C. (December, 2018). Enhancing global consciousness: Inviting our international student voices into our communities of practice. ACPA Foundation. Link
Molina, S. C. (September, 2018). Shifting the paradigm in the era of world Englishes: What teacher leaders need to know. Global Ed Leadership.org. Link
Molina, S. C. (2017). English language teaching in China: Teacher agency in response to curricular innovations. English language teaching: Teacher agency and policy response.
Ng, P. & Boucher-Yip (Eds.) Routledge.
Molina, S. C. (December, 2016). Developing reflective practitioners through action research in TESOL. Teacher Education Interest Newsletter. International TESOL Organization. http://newsmanager.commpartners.com/tesolteis/issues/2016-11-29/3.html
Molina, S. C. (2016). The complexity of providing feedback when teachers and students speak different varieties of English: A case study. Journal of Teaching and Teacher Education, 4 (1), pp. 61-69.
Quezada, R., Alexandrowicz, A., & Molina, S. (2015). Family, school, community engagement, and partnerships: Theory & Practice. London: Routledge.
Some of her recent presentations include:
Invited Plenary Presentation
Molina, S. C. (2017). Transforming our instructional practice: Becoming mindful, reflective, practitioners. Los Padres CATESOL Conference, Santa Barbara, CA.
Sun, Y., Molina, S., Evans, E., Thu, T. (2018). Action research in the adult education classroom. International TESOL Association. Chicago, IL.
Molina, S. C. (2017). Developing reflective practitioners through action research in TESOL. Los Padres CATESOL Conference, Santa Barbara, CA.
Molina, S. C. (2017). Using authentic classroom case studies in Tesol teacher education courses. International TESOL Association, Seattle, WA.
Molina, S. C. (2016, April). Developing reflective practitioners through action research in TESOL. International TESOL Association, Baltimore, MD.
Manasee, M. & Molina, S. C. (2014, November). Infusing Impactful Reading Strategies into Basic Skills and ESL Classrooms. California Association of Developmental Education (CalADE), Anaheim, CA.
Molina, S. C. (2014, October). Transnational Language Teaching: Opportunities, Challenges, and Implications. California TESOL Conference, Santa Clara, CA.
Molina, S. C. (2014, March). Mentor Text 2: Scaffolding reading instruction for community college ESL. International TESOL Convention, Portland, OR.