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 Recent Presentations:
Molina, S. C. (2023, June). The role of teachers in nurturing empathy in students. Global Education Conference, Bangalore, India. Kalyanpur, M., Boruah, P., Molina, S. C., & Shenoy, S. (2023, April 13-16). English language education and students from low-income income backgrounds in the Indian context: Service or Disservice? Annual Education Research Association Conference, Chicago, IL. Molina, S. C. (2023, March 22-24). Decolonizing the English language classroom: A guide to self-reflexive classrooms. International TESOL Convention & English Language Expo, Portland, OR. Molina, S. C. (2023, February). English as a medium of instruction: Critical considerations for pedagogical practice. San Diego, CA. Presented at the University of San Diego to 37 professors from Tec de Monterrey. Molina, S. C. (2023, January). Leading with love, hope, and understanding is the need of the hour. Future Superintendent’s Institute, San Diego, CA. Molina, S. C. (2022, October 22). Critical self-reflective practices to reduce harm in the English language classroom. Florida SSTESOL Conference, Live, Online. Jimenez-Luque, A. & Molina, S.C. (2022, October). Transforming cultural artifacts in higher education: Unfolding wisdom from DEI and decolonial initiatives. International Leadership Association, International Leadership Association, Live Online. Molina, S.C. (2022, October 1). Reimagining diversity, equity, and inclusion in English language education. CATESOL Conference, Pasadena, CA. Packer, Emily & Molina, S.C. (2022, October). Japanese lesson study to improve instruction practice: TESOL practicum course. CATESOL Conference, Pasadena, CA. Molina, S. C. (2022, July). The role of spirituality & indigenous wisdoms in addressing global challenges: A way forward. Global Conference on Uniting Religions through Spiritual Wisdom, Bangalore, India. Molina, S. C. (2020, March). Culturally responsive pedagogy. Marist Brother's International School, Kobe, Japan. See Scholarship for more presentations |
Dr. Sarina Chugani Molina serves as Associate Professor and Associate Dean in the School of Leadership and Education Sciences at the University of San Diego. She has over 25 years experience working as an English language teacher and teacher educator in multiple settings from international schools abroad to private schools, community colleges, community-based programs, and institutes of higher education in the United States. She has worked with immigrants, migrants, refugee-background, international students. Her passion is supporting girls education in India, particularly children from rural communities. Her research interests include: 1) critical language studies and language pedagogy utilizing a postcolonial lens; 2) transnational language teacher identity 3) English language teacher development and feedback practice through responsive mediation drawing on constructive-developmental and sociocultural theoretical lenses; 4) contemplative, mindful, and conscious education grounded in spirituality and indigenous wisdom traditions. She has authored several books on working with multilingual users of English based on socioculturally salient pedagogical practice, textbooks on English language teaching, and co-authored books on the Politics of English Language Education and Social Inequality and Family, School, Community Engagement and Partnerships with colleagues. She is currently working on two books entitled, The Critically Conscious Educator: Humanizing English Language Education through a Pedagogy of Love and The Conscious Educator: Rediscovering the Purpose of Education through the Lens of Wisdom Traditions. She has published numerous articles in the areas of language education, lesson study, action research, and teacher development from constructive-developmental, sociocultural, ecological and critical perspectives. She also serves as a reviewer for several academic journals and publishers. She has designed and developed online and onsite teacher education programs and provides seminars and training for teachers and students in China, India, Kenya, Japan, Singapore, Thailand and the United States. Recent Scholarly Work: Santhanam, B., Naidu, S., & Molina, S. (2024). The Inner Journey of Educators. SSS University for Human Excellence, Karnataka, India. ISBN Number: 978-81-959833-2-2 Molina, S. C. (2024). Theorizing a humanizing pedagogy of love. Awareness: New Horizons in Human Excellence, 1(1), 27-29. Jiminez-Luque, A., Molina, S. C., & Martinez, R. (2023). Transforming organizational culture & enacting social justice in praxis through the decolonization of cultural artifacts in higher education spaces. Journal of Higher Education Policy and Leadership Studies, 4(4), 8-30. http://johepal.com/article-1-527-en.html Kalyanpur, M. Boruah, P., Molina, S. C. & Shenoy, S. (2023) English Language Education and Education for All: Social inequality and schooling challenges in the Indian context. Routledge, English language education and social inequality. Molina S. C. (2022). Reducing colonial harm in language teaching: A guide to critical self-reflective practices for language teachers. CATESOL Journal Special-Themed Issue: Anti-racist Perspectives, Practices, and Policies in TESOL, 33 (1). Molina, S. C. (2021). Examining global Englishes and the decolonization of English language teaching in a post-colonial context. In A. F. Selvi & B. Yazan (Eds.) Language Teacher Education for Global Englishes: A practical resource book (pp.256-264). Routledge Advances in Teaching English as an International Language Series. Molina, S. C. (2021). Growing emerging researchers in a TESOL teacher education program: Implications for feedback practice. CATESOL Journal, 32 (1), 145-159. Molina, S. C. (2020). “I’m from foreign”: Reconstructing transnational identity and positionality as an ESOL educator. In S. Canagarajah, B. Yazan & R. Jain (Eds.) Transnational Identities, Pedagogies, and Practices in English Language Teaching: Critical Inquiries from Diverse Practitioners. Bristol: Multilingual Matters. Molina, S. C. (2020). Creating authentic contexts for transnational language learning and teaching in TESOL teacher education: Online ELT for Kenyan youth. In A. Ahmed & O. B. Barnawi (Eds.). TESOL Teacher Education for a Transnational World. Routledge. See for Scholarship more publications |
Recipient of the 2022 Inaugural Diversity & Inclusion Impact Award