Publications
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. Routledge Advances in Teaching English as an International Language Series.
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.
Molina, S. C. (2015). Transnational English language teaching: Opportunities for teacher learning and development. English Language Teacher Education and Development, 18, pp. 20-28.
Presentations
Molina, S. C. (2014, October). Transnational Language Teaching: Opportunities, Challenges, and Implications. California TESOL Conference, Santa Clara, CA.
Molina, S. C. (2013, June). Offering English Language Training for Youth Professional Development in Nairobi through Mobile Technology. Business English Special Interest Group International Conference, WebEx online presentation.
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. Routledge Advances in Teaching English as an International Language Series.
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.
Molina, S. C. (2015). Transnational English language teaching: Opportunities for teacher learning and development. English Language Teacher Education and Development, 18, pp. 20-28.
Presentations
Molina, S. C. (2014, October). Transnational Language Teaching: Opportunities, Challenges, and Implications. California TESOL Conference, Santa Clara, CA.
Molina, S. C. (2013, June). Offering English Language Training for Youth Professional Development in Nairobi through Mobile Technology. Business English Special Interest Group International Conference, WebEx online presentation.
In the Fall of 2012, we had an incredible opportunity to work with our School of Leadership and Education Sciences GLOBAL partner of the year, Kito International in Nairobi, Kenya. Kito is a Kiswahili word for "treasure" and the goal of this nonprofit organization is to provide professional development training for youth in Kenya to support them in obtaining employment. They also serve as an incubation for business ideas and raise funds through their environmentally safe social enterprise for scholarships.
Our partnership for this project involved delivering Business English modules to support Kito with their professional development for their youth. Two graduate students from our TESOL program volunteered to work with me on this project. We began first by inquiring into their needs and developed a syllabus around those needs. Then, we delivered these modules including both business content and language support through the use of mobile technology. Mobile technology allowed our Kito staff members to take their devices to internet cafes in Nairobi to download and upload assignments as well as watch in multimedia lectures and presentations and engage in real time Skype interviews with us. In our pilot project, we focused on staff development using these Business English modules we designed around their needs. In the second delivery, we worked with staff as members of our teaching team to deliver the Business English modules. TESOL first year students as well as alumni in different parts of the country volunteered to be part of this teaching team to serve the 17 youth members signed up for this program. At the end of both our programs, certificates were delivered as well as the curriculum for the staff members to use in providing future professional development to their own youth and we continue now as consultants to support them. The staff members are now providing this curriculum to the second cohort of youth.
Our partnership for this project involved delivering Business English modules to support Kito with their professional development for their youth. Two graduate students from our TESOL program volunteered to work with me on this project. We began first by inquiring into their needs and developed a syllabus around those needs. Then, we delivered these modules including both business content and language support through the use of mobile technology. Mobile technology allowed our Kito staff members to take their devices to internet cafes in Nairobi to download and upload assignments as well as watch in multimedia lectures and presentations and engage in real time Skype interviews with us. In our pilot project, we focused on staff development using these Business English modules we designed around their needs. In the second delivery, we worked with staff as members of our teaching team to deliver the Business English modules. TESOL first year students as well as alumni in different parts of the country volunteered to be part of this teaching team to serve the 17 youth members signed up for this program. At the end of both our programs, certificates were delivered as well as the curriculum for the staff members to use in providing future professional development to their own youth and we continue now as consultants to support them. The staff members are now providing this curriculum to the second cohort of youth.
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