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The University of Winnipeg

Bong-gi Sohn

Bong-gi Sohn Title: Instructor
Phone: 204.786.9138
Office: 3G09
Building: Graham Hall
Email: b.sohn@uwinnipeg.ca

Degrees:

Ph.D., Teaching English as a Second Language, University of British Columbia, Canada

MA, MA, Second Language Studies, University of Hawai‘i at Mānoa, USA

BEd, Elementary Education with specialization in English as a Foreign Language, Daegu National University of Education, South Korea

Biography:

Bong-gi Sohn is an instructor in the Department of Rhetoric, Writing, and Communications at the University of Winnipeg. Her research focuses on the intersection of language, education, and migration, with a commitment to exploring the language socialization of international students across their lifespan, expanding critical content and language integrated learning (CLIL), and deepening critical second language writing and literacies. Currently, she is exploring the academic and professional socialization of university plurilingual/international students, tracing their journey from school to the workplace to gain deeper insights into their academic and social needs. Through her dedication to teaching and research, she has not only delved into investigating students' plurilingual and pluricultural potential but has also collaborated with teachers and educational researchers to advance curriculum (re)design, instruction, and assessment.

Courses:

Fall 2023

RHET-1105 Academic Writing: Multidisciplinary

RHET-3340 Strategies in Technical & Professional Communication

Winter 2024

RHET-2115 Advanced EAL Writing: Negotiating Conventions

RHET-3156 Intercultural Communication

Research Interests:

  • Critical applied linguistics
  • Academic literacies
  • Critical content and language integrated learning (CLIL)
  • Neoliberalization of second language learning in higher education
  • Translanguaging
  • Second language socialization
  • Discourse analysis
  • Sociolinguistics
  • Language policy
  • Ethnography
  • Interview

Publications:

Journal Articles

dos Santos, P., & Sohn, B. (2023). Multisemiotics, race, and academic literacies: Trajectories of non-white academic writing faculty in Canadian postsecondary education. TESL Canada Journal, 40(1), 41–60. https://doi.org/10.18806/tesl.v40i1/1384

Sohn, B., dos Santos, P., & Lin, A. M. Y. (2022). Translanguaging and trans-semiotizing for critical Integration of content and language in plurilingual educational settings. RELC Journal, 53(2), 355–370. https://doi.org/10.1177/00336882221114480

Sohn, B. (2022). Designing new Korean mothers, daughters-in-law, and wives: An analysis of Korean textbooks for newly arrived marriage migrants in South Korea. Applied Linguistics Review, 14(6), 1755–1779, https://doi.org/10.1515/applirev-2022-2016

Sohn, B., & Kang, M. (2021). “We contribute to the development of South Korea”: Bilingual womanhood and politics of bilingual policy in South Korea. Multilingua, 40(2), 175–198. https://doi.org/10.1515/multi-2020-0034

Book Chapters

Sohn, B. (2023). CLIL: Critical perspectives. In D. L. Banegas & S. Zappa-Hollman (Eds.), The Routledge handbook of content and language integrated learning (pp. 507–520). Routledge. https://doi.org/10.4324/9781003173151

Siu, P., Sohn, B., & Lin, A. M. Y. (2023). Reclaiming a plurilingual voice in EMI classrooms: Co-creating translanguaging space through the Multimodalities-Entextualisation Cycle. In J. Gspandl, C. Korb, A. Heiling, & E. Erling, J (Eds.), The power of voice in transforming multilingual societies (pp. 189–210). Multilingual Matters. https://doi.org/10.21832/9781800412040-013

Sohn, B. (2022). “I want to maximize the benefit for my children”: Marriage migrant families' strategic family language policy and practice in South Korea. In L. Wright & C. Higgins (Eds.), Diversifying Family Language Policy (pp. 237–256). Bloomsbury. https://www.bloomsbury.com/us/diversifying-family-language-policy-9781350189904/

Sohn, B., & Spiliotopoulos, V. (2021). Scaffolding peer interaction within a language-and-content integrated business curriculum: A case study in a western Canadian University. In D. Dippold & M. Heron (Eds.), Classroom interaction at the internationalised university (pp. 80–96). Routledge. https://doi.org/10.4324/9780429329692