Esl Arabic

Elham Izeddin Yahia

**********@*****.***

***** **** ******, ****** *****, NY 11439

Tel: 212-***-****

******@*******.***

EDUCATION:

The School of Education, St. John’s University (New York, USA)

• Ph.D. Literacy Education

(January 2015)

City College, City University of New York (New York, USA)

• M.A. Language and Literacy Education

(February 2009)

Oxford Seminars, New York, New York.

• TESOL/TEFL Certification. English Language Education

(August 2008)

Center for Teaching and Learning, St. John’s University (New York, USA).

• Research on English Language Learners Certification. English Language Education

(Spring 2016)

Faculty of Economics and Social Studies, University of Khartoum

(Khartoum, Sudan)

• B.SC. Economics and Political Sciences

(July 1991)

SCHOLARSHIP

PEER-REVIEWED ACADEMIC PUBLICATIONS:

Articles:

Yahia, E., & Sinatra, R. (2013). Vocabulary development strategies for the L2 classroom. Arab World Educational Journal, 4(2), 152-159.

(International peer reviewed journal-ISSN-2229-9327). Yahia, E. (2015). What motivate Sudanese students to learn English as a foreign language. Journal of Literature and Art Studies, 5(1), 152-159.

(International peer reviewed journal- ISSN 2159-5836 (Print), ISSN 2159-5844

(Online))

Yahia, E., & Itanrin, S (2015).Educational opportunities and dimension in rich and poor nations: Rethinking global access and the inequality question. Journal of Literature and Art Studies, 6(1) December issue. (International peer reviewed journal- ISSN 2159-5836 (Print), ISSN 2159-5844 (Online)) Yahia, E. (2016) Investigating college level students’ self-Efficacy and motivation when learning English as a foreign language. (Pro-Quest). PUBLICATIONS (under process):

Yahia, E. The Untold: Teaching and Learning in the war areas (Book series). Elsheikh, A, & Yahia, E. Language teacher professional identity (Book Chapter). Professionalizing Your English Language Teaching (Expected Spring 2020). Yahia, E. Does language represent culture or does culture form language?

(IAFOR International Journal on Language Learning). Yahia, E. The influence of students’ self-efficacy and motivation on their foreign language acquisition. (IAFOR International Journal on Education). Yahia, E. The qualitative examination of the Sudanese college students’ educational journey: Understanding of the interrelationships among self-efficacy, motivation, gender and achievement. (Arab World Educational Journal- AWEJ)

Teaching Experience:

GRADUATE COURSES

Adjunct Assistant Professor - ST. JOHN’S UNIVERSITY Fall 2014- Present

• EDU 9744 - Curriculum and Instructional Design in Teaching Literacy for Individuals with Exceptionalities.

This course examines theories and models of how children with exceptionalities process and learn from the oral and written languages and ways to develop curriculum, material and multiple research-validated instructional strategies/ adaptations in literacy for students with a full range of abilities.

• EDU 7901: Advanced Educational Research Design

In this course we examine guidelines for research design in education and issues related to research design. The objectives are accomplished through reading texts on research design, reflective articles, published research studies, and a practical assignment where individuals engage in the design of a research study.

• EDU 9726 – Curriculum and Instructional Design for Adolescents with Exceptionalities: Math, Science, and Social Studies.

Students will examine planning and implementing curriculum, material, and instructional programs in mathematics, social studies and science for adolescents with exceptionalities. This course will provide the student with basic competence in modifying and adapting curricula in Mathematics, Science and Social Studies for exceptional students. This course also employs curriculum adaptation to include evaluation of Special Education children's needs, targeting instructional aims as they relate (when possible) to standard curricula, and preparing effective long-term goals and short-term objectives, and Lesson Plans

• EDU 9704- Research Methods in Collaborative Partnerships for General, Special, and Inclusive Educational Settings.

This course shows students how to become informed consumers of qualitative and quantitative research methods as they apply to general, special and inclusive education. Research study will include examining techniques for promoting collaborative partnerships and strategic instruction and learning for general and special educators. Models of collaboration, theoretical approaches to school-based collaboration and roles of members of interdisciplinary teams will be examined too.

• EDU 9711 – Education and Accommodating Needs of Individuals with Exceptionalities, K-12.

This course presents an overview of issues involving exceptional learners, students with diagnosed disabilities as well as, English Language Learners, and children at-risk for school failure. The entire human development from childhood to adolescent will be treated. Focal points of the course lie in issues of demographics, current events, the 13 disability categories including Autism Spectrum Disorder, characteristics and remediation of all learners, pertinent laws, community resources, the role of technology and accommodations. Students will learn about the process of special education from assessment, the IEP, to the annual CSE meeting and subsequent placement.

EDU 3200 - Language Acquisition and Literacy Development for General Education and English Language Learners (ELL) K–12.

This course examines theories of first and second language acquisition and literacy development of native English speakers and English language learners including construct of emergent literacy, early oral language development and relationship of oral to written language. Field work required. Credit: 3 semester hours. This course prepares teachers, reading specialists and literacy coaches in the foundations of literacy education to address the Standards for Reading Professionals (International Reading Association, 2010): understanding language, language acquisition and development, psycholinguistics, the reading and writing processes, literacy development, and theories of effective literacy pedagogy. Attention is devoted to early and developmental literacy and the language arts K-12, for all learners.

EDU 3220 - Approaches, Materials, and Performance Evaluation in Literacy Development K-12. This course is about study and analysis of approaches and materials for literacy instruction focusing on language acquisition, word identification, vocabulary development, comprehension, and motivational aspects for Birth through Grade 12. This course will also provide teachers with knowledge of the New York State Common Core Standards. It prepares classroom teachers, special educators, and reading specialists/literacy coaches to guide all learners to successfully develop levels of literacy commensurate with their particular abilities and aspirations, as articulated by the International Reading Association in Standards for Reading Professionals (2010).

EDU 3270 – Theories and Strategies for teaching literacy in the Content areas and English.

This course presents teaching strategies for student literacy acquisition and development for both native English speakers and English language learners through the expository writing style. It addresses theory, research, practice, and current issues in higher order, content area and adolescent literacy to prepare teachers of: (1) grades 3-8 classrooms; (2) middle and secondary school content subjects; and (3) reading specialists/literacy coaches, as articulated by the International Reading Association in Standards for Reading Professionals (2010).

EDU 3215 – Research and Practice of Teaching Writing/English Language Arts in General, Inclusive and ELL settings, 5-12.

This course is designed to instruct teachers to develop effective literacy/English Language Arts Skills for middle school and adolescent students in general, inclusive and English language learner settings. It also prepares teachers to teach writing in an era of Common Core standards by learning to write well themselves.

UNDERGRADUATE COURSES:

Adjunct Assistant Professor – City University of NY – BMCC -2016- Present

• English 101 – Freshman Composition

The course introduces students to academic writing; by its conclusion, students will be ready for English 201 and for the writing they will be asked to do in advanced courses across the curriculum.

• English 201 – Introduction to Literature

This is a course that builds upon skills introduced in English 101. In this course, literature is the field for the development of critical reading, critical thinking, independent research, and writing skills. Students are introduced to literary criticisms and acquire basic knowledge necessary for the analysis of texts (including literary terms and some literary theory); they gain proficiency in library and internet research; and they hone their skills as readers and writers. Assignments move from close readings of literary texts in a variety of genres to analyses that introduce literary terms and broader contexts, culminating in an independent, documented, thesis-driven research paper. By the conclusion of English 201, students will be prepared for the analytical and research-based writing required in upper-level courses across the curriculum; they will also be prepared for advanced courses in literature.

Adjunct Assistant Professor – City University of NY – York College -2020- Present Education 369 – Teacher Education

Early Language and Literacy for English Only (EO) and English Language Learners (ELLs) This course current perspectives and research on language development will be examined as well as how these perspectives are applied to creating language arts curriculum for emergent and beginning readers, both English Only (EO) students and English Language Learners (ELLs). Also to be explored are methods for teaching a balanced literacy program to all early and emergent readers, including linguistically diverse student populations and students with diverse learning needs. Focus in this course include observational, diagnostic and evaluative assessment methods for analyzing a student’s strengths and areas of needed growth; methods and principles for developing proficient readers and writers; lesson planning for literacy instruction; meeting the literacy needs of English Only and English Language Learners in grades 1-2 and selecting appropriate literature and instructional materials including use of technological tools and resources. 15 hour of fieldwork required. This is a Writing Intensive (WI) course. 3 credits Teaching Interests

• Education Equity & Inequality

• Teacher’s Training

• Curriculum & Instructional Design

• Literacy Education

• Special Education

• Language and Literacy

• TESOL

• Bilingual Education

• Diversity and Inclusion

• Leadership and change

• Comparative Education

• E-Learning

• Higher Education

• Research Methodologies

• International Education

• Education and Politics

• African Education, Politics/ Conflict Resolution Research Experience

Dissertation September 2014

Doctoral Dissertation:

Title: Investigated College Level Students’ Self-Efficacy and Motivation when Learning English as a Foreign Language.

Advisor: Professor Richard Sinatra

URL: https://search-proquest-com.jerome.stjohns.edu/pqdtglobal/results/8914356AA4A445EBPQ/1?accountid=14068 This dissertation awarded the Outstanding Dissertation Award in 2015 Abstract

This mixed methods research investigated the differences in students’ motivation and its correlation to students’ self-efficacy and achievement. The study examined the relationship between students’ self- efficacy and their motivation to learn English as a foreign language. The participants in this study are college-level students. The students completed two surveys: Motivation for Learning English as a Foreign Language (MLEFL) developed by the researcher and the General Self-Efficacy scale (GSE). For the qualitative part, a series of interviews with purposeful sampling of students were conducted. Besides confirming the supporting quantitative results, this purposeful sampling illustrates how self-efficacy impacts motivation and perseverance to reach a goal. The motivation behind the hypotheses that drives the students is the place that they live in, poor & developing areas. It is conjectured that they represent the motivation to learn at its highest level. A reciprocal relationship existed among the students’ self-efficacy, motivation and achievement.

Research Interests

• Education Equity & Inequality

• Leadership and Instructions

• Reading

• College Writing

• Higher Education Issues and Inclusion

• Students’ Motivation

• Students’ Self-Efficacy

• E-Learning

• Leadership and Instruction

• Gender Inequality

• Teaching and Learning

• Language Education

• Literacy Education

• The Role of International Organizations in a Globalized Education

• Education and Community Development

Broadly, my research focuses on issues pertaining to the role of education in our today’s world. This includes, but not limited to, education equity and inequality, teaching and learning, leadership and instruction, globalization and current educational issues, diversity and inclusion, and gender and racial equity and inequalities.

PROFESSIONAL EXPERIENCE

2013-Present Saudi Arabian Airlines, New York

Sr. Training and Administrative Coordinator

2007-2013 Emirates Airlines, New York

Sales and Services Consultant.

Other Professional Experience:

2014-2016 Research Co-Mentor/Coach, St. John’s University, New York. Assisted the Ph.D. students on their research and methods and assisted them to select and employ the accurate statistical analysis.

2013 Teacher Trainer.

Provided professional development sessions on English teaching methodologies and strategies to English language teachers in Khartoum Sudan. 2012 - Professional Development Workshop, Khartoum, Sudan. Provided workshop in teaching methods for Adult English Learners.

.

Peer-Reviewed Presentations

ICLELT Abu Dhabi- UAE November 2016

Presented at the first International Conference on Literature and English Language Teaching

(ICLELT), and the annual conference of TESOL Africa and TESOL Sudan. Paper titled: A Sudanese College Level: New Motivational trends in Learning English as a Foreign Language.”

FAIC Ondo State, Nigeria (Invited) July 2016

Invited by the First International Conference (FAIC) - Annual Conference of the Faculty of Arts- Adekunle Ajasin University, to present a paper titled: A Philosophical Analysis of Pornography (Pictorial Representation) in Contemporary Africa: The Nigerian Experiment.”

SAPPA New York, USA August 2015

Invited by the Third Annual Sudanese American Public Affairs Association (SAPPA)- Annual Conference to present the speech titled: How to build a motivated and a successful student.” ADR New York, USA April 2015

Invited by the Third Annual Doctoral Research Symposium of the School of Education at St. John’s University to present the dissertation titled: Investigating college level students’ self-efficacy and motivation when learning English as a foreign language.”

IAFOR Dubai, UAE March, 2015

International Academic Form (IAFOR). Paper presented “Investigating College Level Students’ Self-Efficacy and Motivation when Learning English as a Foreign Language.”

IAFOR Dubai, UAE March, 2015

International Academic Form (IAFOR). Paper presented “Does language represent culture or does culture form language?”

TESOL Arabia Dubai, UAE March, 2014

Paper presented at the 20th International TESOL Arabia Conference Titled:

“Methods & Means in Phonological Awareness of Arab ESL/EFL Learners”. TESOL SUDAN Khartoum, Sudan December 2013

Paper presented at the TESOL Sudan 3rd Annual Conference titled: “Contrastive Rhetoric and Arabic Native Speakers’ ESL/EFL Writing”. TESOL SUDAN Khartoum, Sudan December 2012

Paper presented at the TESOL Sudan 2nd Annual Conference titled: “Vocabulary Development: Multiple strategies and Modeling Sophisticated Word Use”. TESOL Arabia Dubai, UAE March, 2012

Workshop of educators conducted at the 18th International TESOL Arabia Conference titled: “Prosody: Making Sense of the Word and the World through Oral Reading Fluency”.

TESOL Arabia Dubai, UAE March, 2012

Paper presented at the 28th International TESOL Arabia Conference Titled:

“Arabic ESL/EFL: Cultural Thought Patterns in Writing.” TESOL SUDAN Khartoum, Sudan December 2011

Paper presented at the TESOL Sudan 1st Annual Conference titled: “Teaching English: Addressing Students’ learning Styles and Activating Students’ Schema’s in English as a Foreign Language Classroom”.

TESOL SUDAN Osaka, Japan June 2011

Paper presented at 1st Asian Conference on Language Learning Conference titled: “Learning English: Researching the Role of Student’s Self-Schema, Self- Efficacy, Motivation, and Student’s Learning Styles on Student’s Achievement Level in Language Acquisition”.

IDEA Istanbul, Turkey April 2011

Paper presented at the 6th International IDEA Conference titled: “Teaching English: How to Accommodate Student’s Learning Styles in English as a Second Language Classroom.

TESOL Arabia Dubai, UAE March, 2011

Paper presented at the 17th international TESOL Arabia Conference titled:

“Differences of Motivational Construct of UAE Students”. ACADEMIC AWARDS & RECOGNITION

2015 The Outstanding Dissertation in Literacy Award Presented by St. John’s University, School of Education 2015 The SAPAA Achievement Award

Presented by the Sudanese American Public Affairs Association at the Third Annual Conference- Long Island University, New York, August 2015.

PROFESSIONAL AFFILIATIONS

Professional Associations

• TESOL Arabia – Dubai, UAE, 2010-Present)

• AFRICA TESOL – Kigali, Rowanda, 2016- Present

• TESOL International, 2010-Present

• The National Council of Teachers of English (NCTE), 2007-Present

• International Academic Forum (IAFOR), 2011-Present

• International Literacy Association “formerly” International Reading Association (ILA), 2010-Present

• TESOL Sudan, 2012-Present

PUBLIC SPEAKING EVENTS

• July 2020. Hosted the Inaugural Symposium - New York Holistic for Enlightenment and Development Forum.

• June 2020. Invited Speaker- Sudanese American Community of New York.

Other Qualifications:

Accomplished, and seasoned Professional with proven success as an educator, researcher, and advisor in the field of Education, Literacy, TESOL, Linguistics, Special Education, Second Language Acquisition, with additional capabilities and skills in:

• Teaching: International Education, Teaching English as a Second & Foreign Language, E-Learning, Lesson Planning, University Teaching, Curriculum Design & Development, Classroom Management, Educational Leadership, Testing, Assessment, and Recruitment.

• International & Intercultural communication & Academia: Public Speaking, Social Media, Team Building, and worldwide Conference Participation.

• Teacher Training: Research Couching & Advising, Student Advising, Team Building, and Staff Development.

• Researcher: Qualitative and Quantitative Research Methodology, Statistics, Data Analysis, Microsoft Office, and Instructional Design. Technical Skills

- Microsoft Office (Word, Publisher, Excel, PowerPoint)

- Digication & Blackboard

Languages

Fluent in English

Fluent in Arabic.

RESEARCH AND TEACHING STATEMENTS

Available upon request

Professional References:

Dr. Bakry Elmedani. Long Island University. Email: *******@*****.***. Tel: 302-***-****.

Dr. Awad Ibrahim. University of Ottawa. Email: ********@*****.***. Tell: 819-***-****.

Dr. Yvonne Pratt-Johnson. St. John’s University-School of Education- email: ********@*******.*** – Tel: 917-***-****. 718-***-****

Dr. Brett Elizabeth Blake. St. John’s University – Email: ******@*******.***. Tel: 718-***-****

Dr. Ayman Alsheikh – Texas A & M University- Doha, Qatar Campus: Email: *************@*******.*** . Tel: 011-97466231357

Contact this candidate