- Additional Positions at AU
- TESOL Program Director
- PhD, Language, Literacy and Culture, University of Maryland, Baltimore County (UMBC)
MA, Intercultural Communication, UMBC
MA, TESOL, University of Northern Iowa
- Dr. Vinogradova is interested in the use of digital technology, specifically digital stories, in language education and in postmethod pedagogy and advocacy in language teacher development. Her recent research focuses on the role of a pedagogy of multiliteracies and postmethod in student and teacher empowerment. She has extensive experience in teaching English as a foreign and second language, teacher training, and curriculum and project development in higher education. Dr. Vinogradova holds a PhD in Language, Literacy and Culture from the University of Maryland, Baltimore County (UMBC) and has MA degrees in TESOL from the University of Northern Iowa and in Intercultural Communication from UMBC.
- See Also
- Vinogradova, P., & Shin, J. K. (Eds.)(2021). Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications. Routledge.
- The Power of Storytelling for Adult English Language Learners
- For the Media
- To request an interview for a news story, call AU Communications at 202-885-5950 or submit a request.
TESL-454 Technology for Lang Teaching
TESL-454 Technology for Lang Teaching
TESL-620 English Language Teaching III
Washington English Center
Member - Academic Advisory Board
Vinogradova, P., & Shin, J. K. (Eds.) (2021). Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications. Routledge.
Vinogradova, P., & Linville, H. A. (2020). Diverse voices of advocacy in TESOL. Podcast. Funded by the Research Mini-Grant, TESOL International Association.
Articles & Book Chapters
Linville, H. A., & Vinogradova, P. Digital storytelling for peacebuilding in a multilingual community. Manuscript under review, TESOL Journal.
Linville, H. A., & Vinogradova, P. (In Press). Supporting multilingualism through digital storytelling. In C. Coombs, K. Raza, & D. Reynolds, (Eds.). Handbook of multilingual TESOL in practice. Springer.
Vinogradova, P., & Linville, H. A. (Forthcoming). Directing English language programs in diverse contexts: Voices of language program administrators. In M. A. Christison & F. L. Stoller (Eds.), English language program administration: Leadership and management in the 21st century. Springer.
Linville, H. A., & Vinogradova, P. (2022). Voices, perspectives, and actions of advocacy in diverse ELT contexts. In Ch. E. Poteau & C. A. Winkle (Eds.). Advocacy for social and linguistic justice in TESOL (pp. 153-165). Routledge.
Vinogradova, P. (2021). The power of digital storytelling for English language education: A reflective essay. In L. J. Pentón Herrera & E. T. Trin (Eds.), Critical storytelling: Multilingual immigrants in the United States (pp. 124-131). Brill Sense.
Vinogradova, P. (2021). Preparing English language teachers for participatory teaching. In P. Vinogradova & J. K. Shin (Eds.). Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications (pp. 279-289). Routledge.
Vinogradova, P. (2020). A unique volume on TESOL advocacy is an act of advocacy in itself. [Book Review]. Advocacy in English language teaching and learning, Linville. H. A. & Whiting, J. (Eds.). TESOL Journal, 11(4), https://doi.org/10.1002/tesj.549
Vinogradova, P. (2020). Planning an action research project in the time of online and hybrid teaching. Applied Linguistics Forum. September. Online at http://newsmanager.commpartners.com/tesolalis/issues/2020-09-09/email.html
Vinogradova, P., & Ross, E. H. (2019). Fostering volunteer ESL teacher identity through reflection on apprenticeship of observation. TESOL Journal (special topic issue “An identity-oriented lens to TESOL teachers' lives: From teacher education to classroom contexts,” eds. Kristen Lindahl & Bedrettin Yazan), 10:e480. https://doi.org/10.1002/tesj.480.
Vinogradova, P. (2018). The role of speaking in L2 program and curriculum design. The TESOL encyclopedia of English language teaching. Wiley.
Vinogradova, P. (2017). Teaching with digital stories for student empowerment and engagement. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital language learning and teaching: Research, theory, and practice (pp. 127-140). Routledge & TIRF.
Vinogradova, P. (2014, July). Digital stories in a language classroom: Engaging students through meaningful multimodal projects. The FLTMAG.
Vinogradova, P. (2014). Digital stores in heritage language education: Empowering heritage language learners through a pedagogy of multiliteracies. In T. Wiley, D. Christian, J. K. Peyton, S. Moore, and N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, educational practice, and policy (pp, 314-323). Routledge & CAL.
Vinogradova, P., Linville, H. L., & Bickel, B. (2011). “Listen to my story and you will know me”: Digital stories as student-centered collaborative projects. TESOL Journal (special topic issue “Learner Stories for Language Learning and Community Building,” ed. Gail Weinstein), 2(2), 173-202.
Liu, N. Musica, A., Košćak, S., Vinogradova, P., & Lopez, J. (2011). What are the challenges and needs of community-based heritage language programs, and how are they addressed? Heritage Briefs. Washington, DC: Center for Applied Linguistics.
Val, A. & Vinogradova, P. (2010). What is the identity of a heritage language speaker? Heritage Briefs. Washington, DC: Center for Applied Linguistics.
Vinogradova, P. (2008). Digital stories in an ESL classroom: Giving voice to cultural identity. LLC Review, 8(2), 56-71.
Vinogradova, P. (2007). Positive social self: Symbolic construction of social identity in digital storytelling. The International Journal of the Humanities, 5(8), 69-78.
Keynote Address: Digital Storytelling Projects as Multimodal Advocacy Spaces for Multilingual Voices. NNETESOL Conference, November 2022.
Digital Storytelling as Transformative Practice with Adult Beginner Low Literacy English Language Learners, with Debora Amidani & Carlye Stevens. WATESOL Conference, Washington, DC, October 2022.
Fostering Equity for Multilingual and Multicultural Learners in TESOL Settings. With Kathy Ramos & Joan Kang Shin. SETESOL Conference, Richmond, VA, October 2022.
Culturally Responsive Pedagogy in a TESOL Program Curriculum; ALIS/TEIS Panel: "Problematizing the Problem: Approaches to a Multicultural and Multilingual classroom. With Tabitha Kidwell. TESOL International Convention, Pittsburg, PA, March 2022.
Digital Storytelling as a Tool for Translanguaging and Multilingual Pedagogy. With Heather Linville. TESOL International Convention, Pittsburg, PA, March 2022.
Language Teachers for Social Justice: Preparing to Advocate for Students, Colleagues, and the TESOL Profession. With Heather Linville. Language Education for Social Justice Summer School and Conference in Applied Language Studies, University of Jyväskylä, Finland (Virtual), June 2021.
Field Experiences and their Impact on Preservice Teacher Self-Efficacy. With Doaa Rashed & Lori Edmonds. TESOL International Convention (Virtual). March 2021.
Supporting English Language Learners with Trauma. Panel organizer & discussant. Washington Area TESOL Conference (Virtual), October 2020.
Context, Power, and Empowerment in TESOL Advocacy, with Heather Linville. Workshop, Virtual TESOL Advocacy & Policy Summit, TESOL International Association, June 2020.
Digital Stories as Creative Projects for Online Teaching and Learning. Webinar. TESOL International Association, April 2020.
Featured Speaker: A Pedagogy of Multiliteracies: Why and How? Washington Area TESOL Conference, Washington, DC, October 2019.
Multiliteracies and Digital Multimodal Composing as Part of TESOL Teacher Development. Session organizer & discussant. With Allison Crolla, Mariana Hernandes Grassi, Melissa Krut, & Xinxin Wang. Washington Area TESOL Conference, Washington, DC, October 2019.
Diverse Voices of Advocacy: In Conversation with the TESOL Community. With Heather Linville. TESOL International Convention, Atlanta, GA, March 2019.
Creative and Engaging English Language Learning with Digital Stories. Teacher Quality Institute: Teacher accreditation workshop, ACT Education Directorate, Australia Capital Territory, Canberra. August 2018. (Invited)
Diverse Voices of Advocacy: Preparing to Support Students, Colleagues, and the TESOL Profession. Professional development workshop, Australia TESOL – ACT, Australia Capital Territory, Canberra. August 2018. (Invited)
Digital Media, Storytelling, and the ESL Classroom. Session: “Every Student a Reporter: Digital Media, Story Telling and Global Learning.” NAFSA Annual Conference, Philadelphia, PA, May 2018. (Invited)
Diverse Voices of Advocacy. With Heather Linville. Session: “Whose agenda? Whose priorities? Revisiting and Re-envisioning TESOL’s Research Agenda.” TESOL International Convention, Chicago, IL, March 2018. (Invited)
Putting TESOL Advocacy into Practice. Panel with James Whiting (organizer), Jamie Harrison, Heather Linville, and Heather Totton-Harris. TESOL International Convention, Chicago, IL, March 2018.
Coming Full Circle in International Education: Questions of Empowerment, Privilege, and Advocacy. Keynote Address at NAFSA Research Symposium. November 2017.
Willingness to Communicate, 21st Century Skills, and Student Engagement in Content-Based English Medium Instruction. Center for Language and Culture, Hosei University, Tokyo, Japan. April 2017.
Action Research for Professional Development. Washington Area TESOL professional development workshop. January 2017 & 2018.
Professional Development for Volunteer ESL Teachers: Connecting Apprenticeship of Observation and Classroom Practice. With Erin Haskel Ross. Washington Area TESOL Fall Conference: Shady Grove, MD. October 2016.
Translating Postmethod Pedagogy into Student and Teacher Empowerment. With Heather Linville. TESOL International Convention, Baltimore, MD, April 2016.
Digital Literacies and Multimodality in Second Language Writing. With Katherine Howard and Tamara Warhol. TESOL International Convention, Baltimore, MD, April 2016.
Fostering Reflective Practitioners: Effective Professional Development in Multiple Teaching Contexts. Panel presentation with Heather Weger (organizer), Heather Ritchie, Jennifer Uhler, and Heather Zitlau. TESOL International Convention, Baltimore, MD, April 2016. (Invited by the panel organiser)
A Pedagogy of Multiliteracies and EFL Teacher Development. EFL Interest Section Panel: Building Socially Responsible Programs of Multiple Literacies in EFL Contexts. TESOL International Convention, Baltimore, MD, April 2016. (Invited by the panel organizer)
Empowering Heritage, Community, and Native American Learners through Digital Stories. Session organized by the Center for Applied Linguistics presenting the Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice (2014, Rutledge). TESOL International Convention: Portland, OR. March 2014. (Invited)
A Pedagogy of Multiliteracies in ESL Instruction: How and Why. TESOL International Convention: Portland, OR. March 2014.
Honors, Awards, and Fellowships
Faculty Mellon Fund for the research project “Digital Storytelling as Translanguaging: Multilingual Digital Stories of Adult English Language Learners,” College of Arts & Sciences, American University (May 2022)
TESOL Research Mini-Grant, TESOL International Association (October 2017)
Innovative Research in International Education Award, NAFSA: Association of International Educators (April 2017)
Russell N. Campbell Doctoral Dissertation Award, The International Research Foundation for English Language Education (TIRF) (April 2008)