- 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.
TESL-454 Technology for Lang Teaching
TESL-620 English Language Teaching III
TESL-454 Technology for Lang Teaching
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.
Engaging and Empowering English Language Learners though Digital Stories. The Fulbright Foreign Language Teaching Assistant Program Conference, Washington, DC. December 2012. (Invited)
A Pedagogy of Multiliteracies and Digital Stories in Second Language Education. International Visitor Leadership Program, Institute of International Education, Washington, DC. March 2012. (Key Note Address)
Honors, Awards, and Fellowships
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)
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.