Ph.D. in Education, Culture & Society
University of Utah, Salt Lake City, UT
M.Ed. in Education, Culture & Society
University of Utah, Salt Lake City, UT
Bachelor of Arts in Linguistics (TESOL) and International Studies
University of Utah, Salt Lake City, UT
Assistant Professor (Tenure-Track) of Early Childhood Education, 2024 - Present
Education Division, University of Hawaiʻi – West Oʻahu, Kapolei, HI
Associate Instructor & Graduate Assistant, 2022 - 2024
APEX (Advancing Pathways toward Equity and eXcellence with Educators of Multilingual Learners) Project: Intensive Training Series, ESL/MED Program, & Summer Institute
Department of Education, Culture & Society, University of Utah, Salt Lake City, UT
Associate Instructor & Graduate Teaching Assistant, 2019 - 2024
Department of Education, Culture & Society, University of Utah, Salt Lake City, UT
Associate Instructor of Korean Studies, 2013 - 2021
Department of World Languages & Cultures, University of Utah, Salt Lake City, UT
Graduate Assistant, 2016 - 2019
Get REAL (Responsive Education for All Learners)! Project
Urban Institute for Teacher Education, University of Utah, Salt Lake City, UT
ECED 340 Communication & Relationships in Early Childhood Education
ECED 402 Emergent Literacy in the Home, School & Community
Peer-Reviewed Journal Articles
Park, K., & Valdez, V. E. (2024). Examining Minnesota schools’ discursive positioning and intended educational opportunities for refugee background students. Journal of Multilingual Theories and Practices. https://doi.org/10.1558/jmtp.23121
Park, K., Burbank, M. D., Goldsmith, M. M., & Spikner, J. (2022). “It will be hard, but it will be worth the fight”: Narratives of preschool teachers on teaching for social justice. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01402-6
Burbank, M. D., Goldsmith, M. M., Park, K., & Spikner, J. (2021). Partnerships, action, and collaboration, together (PACT): A community-based partnership where innovation, collaboration, and impact reshape stakeholders’ vision. Journal of Community Engagement and Scholarship, 14(1). https://doi.org/10.54656/PPYY7979
Burbank, M. D., Goldsmith, M. M., Bates, A. J., Spikner, J., & Park, K. (2021). Teacher observations using telepresence robots: Benefits and challenges for strengthening evaluations. Journal of Educational Supervision, 4(1), 68-93. https://doi.org/10.31045/jes.4.1.6
Burbank, M. D., Goldsmith, M. M., Spikner, J., & Park, K. (2020). Montessori education and a neighborhood school: A case study of two early childhood education classrooms. Journal of Montessori Research, 6(1), 1-18. https://doi.org/10.17161/jomr.v6i1.8539
Book Chapters
Krulatz, A., Christison, M., & Park, K. (2022). Implementing the Multilingual Approach to Diversity in Education (MADE) as a tool for instructional design in mixed-language classrooms. In S. Robinson (Ed.), Pedagogies in mixed language classrooms. Multilingual Matters. https://doi.org/10.21832/9781800415027
Valdez, V. E., & Park, K. (2021). Translanguaging as culturally sustaining pedagogy: Transforming traditional classroom practices in an ESOL classroom for older adults from refugee backgrounds. In D. Warriner (Ed.), Refugee education across the lifespan: Mapping experiences of language learning and language use (pp. 327-345). Springer. https://doi.org/10.1007/978-3-030-79470-5
Neokleous, G., Park, K., & Krulatz, A. (2020). Creating space for dynamic language use: Cultivating literacy development through translanguaging pedagogy in EAL classrooms. In G. Neokleous, A. Krulatz, & R. Farrelly (Eds.), Handbook of research on cultivating literacy in diverse and multilingual classrooms (pp. 596-614). IGI Global. http://doi.org/10.4018/978-1-7998-2722-1
Park, K., & Valdez, V. E. (2018). Translanguaging pedagogy to support the language learning of older Nepali-Bhutanese adults. In S. Shapiro, R. Farrelly, & M. J. Curry (Eds.), Educating refugee-background students: Critical issues and dynamic contexts (pp. 49-65). Multilingual Matters. https://doi.org/10.21832/SHAPIR9979
Practitioner-Oriented Articles
Xu, N., & Park, K. (2020). Fostering translanguaging and transnational experiences through online language learning. NABE Global Perspectives, 44(20), 19-23.
Conference Proceedings
Krulatz, A., & Park, K. (2015). Fostering pragmatic competence: Strategies and materials for email writing. In J. Dobson & M. Savage (Eds.), Tri-TESOL Transcending Boundaries and Interweaving Perspectives Conference Proceedings. Tri-TESOL.
Book Reviews
Park, K. (2018). [Review of the book Translanguaging in higher education: Beyond monolingual ideologies, by Mazak, C. M., & Carroll, K. S. (Eds.)]. Bilingual Research Journal, 41(1), 92-96. https://doi-org.ezproxy.lib.utah.edu/10.1080/15235882.2017.1421279
Park, K., & Valdez, V. E. (April, 2024). Examining school websites’ equity/heritage-focused discursive positioning and educational opportunities for refugee background students. American Educational Research Association (AERA), Philadelphia, PA.
Warriner, D., Accuro, K., Burkhard, T., Moore, L., O’Connor, B., Park, K., Sarmiento, B., Stacy, J., & Valdez, V. E. (2022, November). Refugee education across the life span in unsettling times (Roundtable / Town Hall). American Anthropological Association (AAA), Seattle, Washington.
Xu, N., & Park, K. (2022, February). Incorporating translanguaging and transnationalism in dual language classrooms. National Association for Bilingual Education (NABE), New York City, NY.
Park, K., & Valdez, V. E. (2021, April). Engaging in culturally sustaining practices through translanguaging to reimagine assimilationist and monolingual ESOL classroom practices. American Educational Research Association (AERA), Virtual Annual Meeting.
Krulatz, A., & Park, K. (2021, March). Cultivating literacy in diverse and multilingual EFL/ESL classrooms (Panel Discussion). TESOL International Convention, Virtual Annual Meeting.
Park, K. (2020, April). Understanding translanguaging through border/decolonial being, thinking, and doing. American Educational Research Association (AERA), San Francisco, CA.
Kim, H, & Park, K. (2019, November). Voices of Korean language learners on racialized educational experiences. National Association for Multicultural Education (NAME), Tucson, AZ.
Park, K., & Valdez, E. V. (2019, April). Older adult English learners from refugee backgrounds challenging the ‘illiteracy’ myth through translanguaging practices. American Educational Research Association (AERA), Toronto, Canada.
Park, K., Burbank, M. D., Goldsmith, M. M., Spikner, J., & O’Brien, N. (2019, April). Narratives of preschool teachers on teaching for social justice. American Educational Research Association (AERA), Toronto, Canada.
Kim, H., & Park, K. (2019, March). Reclaiming identity through heritage language. National Association for Bilingual Education (NABE), Lake Buena Vista, FL.
Park, K., & Hutchinson, A. (2018, November). Montgomery bus boycott and South Korea’s candlelight rallies: Nonviolent resistance in a quest for social justice. National Association for Multicultural Education (NAME), Memphis, TN.
Park, K., & Kim, H. (2018, October). Incorporating critical pedagogy in heritage language education. International Conference on Education and Social Justice, Honolulu, Hawai’i.
Burbank, M. D., Goldsmith, M. M., Park, K., & Spikner, J. (2018, April). A multi-level partnership where innovation, collaboration, and impact reshape stakeholders’ vision. American Educational Research Association (AERA), New York City, NY.
Burbank, M. D., Goldsmith, M. M., Park, K., Spikner, J., O’Brien, N. (2018, February). Pathways beyond privilege: A multi-stakeholder partnership for access to equity and opportunity across education communities. Association of Teacher Educators (ATE), Las Vegas, NV.
Burbank, M. D., Park, K., Spikner, J., O’Brien, N., Kornilakis, J., Plancarte, M., Sanchez, M., & Arvizo-Zavala, J. (2017, November). Stakeholder commitments to social justice teaching through a Montessori curriculum for multicultural education, National Association for Multicultural Education (NAME), Salt Lake City, UT.
Park, K. (2017, November). Translanguaging and funds of knowledge: Remembering the old ways in order to learn the new, American Educational Studies Association (AESA), Pittsburgh, PA.
Krulatz, A., & Park, K. (2015, October). Fostering pragmatic competence: Strategies for email writing. Tri-TESOL Conference, Des Moines, WA.