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Seonhee Cho
Seonhee Cho was born in the Chungcheong_Province in South Korea. Cho was the middle child with an older sister and a younger brother. Her father Sung- Guk Cho was a schoolteacher for 40 years. Cho and her siblings learned work ethics and importance of lifetime learning from their father. Cho became a teacher in her early 20s. Over the next 9 years, she taught English at high schools in the Gyeonggi_Province. Cho later came to the United States of America  to continue graduate school in 2000. Cho became a teacher educator and professor in 2005 upon completion of her doctoral degree. Seonhee Cho is currently an Assistant Professor of Teacher Education at the College of Mount Saint Vincent and she used to work as Assistant Professor of Foreign Language and ESL Education in the department of Teaching and Learning at Virginia Commonwealth University for 5 years before she joined the College of Mount Saint Vincent. Seonhee Cho earned her Ph.D at the University of Tennessee-Knoxville.

Educational Background
Seonhee Cho earned a B.A major in English Language and Literature, and minored in Education at the Chungnam National University in South Korea in 1990. Cho later earned her M.Ed. in English (EFL) Education at the Korea National University of Education in 1999.There Cho wrote her thesis: A Study of Pro-drop parameter and the acquisition of English structures of Korean students. Her thesis concerned an English structure (Pro-drop or null subject) of Korean Middle School Students. She then earned her Ph.D in Literacy, Language and ESL education at the University Of Tennese, Knoxville in 2005. There Cho developed her Dissertation: International Graduate Students in U.S.-based TESOL Discourse Communities: Finding and Creating a Space, which she later expanded to three journal articles Beyond Language Skills: International Teaching Assistants’ Experiences in U.S.-based ESL Programs (Cho 2008), Disciplinary Enculturation Experiences of Five East Asian Doctoral Students in Second Language Studies (Cho 2009) and Disciplinary Enculturation Experiences of Three Korean Students in US –Based MATESOL Programs (Cho 2013).

Work Experiences
Seonhee Cho’s first work experience was teaching English as a foreign language to Korean High School students in the public schools located in urban, suburban, and rural areas of the Gyeonggi_Province in South Korea. Cho then worked as a graduate assistant at the Center for International Education at the University of Tennesse from 2001 to 2005. There she worked with international students from all over the world and helped them transition into US culture and language. Cho next became an Assistant Professor at the Department of Teaching and Learning, School of Education, Virginia Common wealth University in Richmond Virginia in 2005 and continued to work until 2010. There Cho taught Teaching English To Speakers of Other Languages (TESOL), and ESL pedagogical courses. In addition, she ran a teacher training grant. In The Bridge, Cho stated “It seems insurmountable for English language learners to meet the grade-level standards in such a short period of time, particularly without special assistance from appropriately trained content-area teachers,” (http://www.soe.vcu.edu/files/2012/03/Bridge_Sp_08.pdf). Seonhee Cho joined the College of Mount Saint Vincent, New York in 2010. Cho’s major responsibilities involve teaching TESOL graduate courses and coordinate TESOL program including student advising.

Major Scholarly Works
Cho made about 25 presentations at international, national and local conferences such as TESOL, AAAL, AERA, NYSTESOL and VATESOL. Her major research has been published in peer-reviewed journals as follows.

Cho, S. (2004). Challenges of entering discourse communities by publishing in English: Perspectives of Non-native speaking doctoral students. Journal of Language, Identity and Education, 3(1), 47-72. Syracuse University’s Missy Watson referenced Cho’s article in Publication Practices And Multilingual Professionals In Us Universities: Towards Critical Perspectives On Administration And Pedagogy. "Of course, many researchers have acknowledged the powers of graduate pro- grams, especially the politics of professors mentoring native English speaking and non-native English speaking students during dissertation and manuscript writing (Belcher & Braine, 1995; Belcher & Connor, 2001; Blakeslee, 1997; Cho, 2004; Li, 2006; Ramanathan, 2002; Reid, 1994; Spack, 1988)."

Cho, S. (2008). Beyond language skills: International teaching assistants’ experiences in U.S.-based ESL programs. Journal of Graduate Student Teaching and Professional Development, 11, 90-108. Cho wrote chapter 5 of section 3 in the Improving Graduate Assistant's Skills and Knowledge Studies in Graduate and Professional Student Development Number 11 edited by Laura B. Border.

Cho, S. & Reich, G. A. (2008). New immigrants, new challenges: High school social studies teachers in English language learner instruction. The Social Studies, 99, 235-242. Rachel Welnaik referenced Cho’s article in ELL teaching strategies: Beneficial to all Students or Just ELLs? "I found that mainstream teachers feel that ELLs disrupt the classroom dynamics and are too much of a burden (Cho & Reich, 2008; Reeves, 2006; Walker, Shafer, & Iiams, 2004; Youngs & Youngs, 2001)." Also ELLs, "take up too much of the teacher’s time (Cho & Reich, 2008; Reeves, 2006; Walker et al., 2004; Youngs & Youngs, 2001)."

McDonough, T. J. & Cho, S. (2009). Strategies for connecting to English language learners in the science classroom. The Science Teacher, 76, 34-37. Titled under Making Connections the abstract says, "Secondary science teachers are faced with an increasing number of students whose first language is not English and charged with preparing them for federal- and state-mandated end-of-course exams."

Cho, S. & McDonnough, J.T. (2009). Meeting the needs of high school science teachers in English language learner instruction. Journal of Science Teacher Education. 20 (4), 385-424. The abstract says, "this survey study explored high school science teachers' challenges and needs specific to their growing English language learning (ELL) student population."

Cho, S. (2009). Disciplinary enculturation experiences of five east Asian doctoral students in second language studies. Asia Pacific Journal of Education, 29 (3), 295-310. The abstract says, "This study reports on the non-discursive aspects of the disciplinary enculturation experiences of five international doctoral students from East Asia in three Second Language studies graduate programs in the United States."

Cho, S., Xu, Yaoying, & Rhodes, J. A. (2010). Examining English language learners motivation of, and engagement in in reading: A qualitative study. The Reading Matrix 10 (2), 205-220. The abstract says, "With a growing concern about English language learners’ (ELLs) reading achievement, this study explored issues related to a reading intervention study with a particular focus on ELLs’ participation."

Cho, S. (2013). Disciplinary enculturation experiences of three Korean students in U.S.-based MATESOL programs. Journal of Language, Identity, and Education, 12 (2),136-151. The abstract says, "This study examined the disciplinary enculturation experiences of three Korean students in U.S.-based Master of Arts in Teaching English to Speakers of Other Languages (MATESOL) programs."