Curriculum Vitae
Education
Ph.D. Linguistics, University of California, Davis. September 2013.
Dissertation: Language policies, identities and education in refugee resettlement.
Advisor: Vai Ramanathan
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M.A. Linguistics/Teaching English to Speakers of Other Languages (TESOL), University of California, Davis. June 2008.
Thesis: Written feedback, student writing and institutional policies: Implications for novice teacher development. Advisor: Vai Ramanathan
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B.A. Anthropology, University of Arkansas, Fayetteville. May 2003.
Honors thesis: Trees of life: Meso-American tree myths. Advisor: Steve Striffler
Graduated with Honors, Magna cum Laude
Teaching
UM-FLINT COURSES
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LIN 102 Advanced Academic Skills for Non-Native English Writers
This course is part of the Bridge Program and provides English as a Second Language (ESL) support to international and immigrant students who require additional English language instruction. In this course, students improve their academic English grammar and vocabulary, build confidence in their college writing abilities, and explore US academic culture.
ENG/LIN 150 Taboo Language
This course covers many of the fundamentals of linguistics through guided research into taboo language. Students conduct 5 research projects which include: collecting original data, reflecting on the data, connecting their data to linguistic theories of language, and writing up the research in a social science research paper.
ENG/LIN151 #HowWeTalkNow
This introductory course explores how technology – especially the internet – has changed our language and how we communicate. Students conduct original research projects on how information is shared on social media and how individuals engage with the internet differently depending on age and experience.
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ENG/LIN 200 Introduction to Linguistics
This course is an introduction to the study of language including phonology, morphology, grammar, semantics, language variation and change, and language learning/acquisition. I focus on helping students understand how languages function and connecting that understanding to their everyday interactions, their communication skills, and their future careers.
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TEL 313 Second Language Acquisition
This course prepares students in the Teaching English to Speakers of Other Languages (TESOL) Certificate Program for the capstone course, TEL410. It focuses on the theories of second language acquisition, the research methods, and the individual and cross-cultural issues to learning an additional language. Pedagogical theories are introduced and attendance at the Michigan TESOL conference is mandatory.
TEL 410 Teaching English to Speakers of Other Languages (TESOL) Seminar and Practicum
This is a 6-credit course that includes a practicum component where students teach English as a Second Language (ESL) under the mentorship of a master teacher. ESL pedagogy, student-centered teaching, testing and assessment, curriculum design, and lesson planning are all covered in the seminar. Students submit proposals to the regional conference, Michigan TESOL, and present if their presentations are accepted. Students leave this course with a teaching portfolio that includes sample lessons, a teaching philosophy, evidence of teaching, and a teaching resume.
Scholarship
PEER-REVIEWED BOOKS
Feuerherm, E. & Ramanathan, V. (Eds.). (2016). Refugee resettlement in the United States: Language, policies, pedagogies. Bristol, U.K.: Multilingual Matters.
PEER-REVIEWED JOURNAL ARTICLES
Feuerherm, E. & Oshio, T. (2020). Conducting a community-wide ESOL programme needs analysis. English Language Teaching Journal 74(3), pp 327-337. https://doi.org/10.1093/elt/ccaa011
Feuerherm, E. & Blumner, J. (2018). Growing pains and course correction: Internationalizing a writing program. Across the Disciplines 15(1), pp. 8-25.
Feuerherm, E. (2011/2012). Written feedback, student writing and institutional policies: Implications for
novice teacher development. CATESOL Journal, 23(1), pp. 132-154.
PEER-REVIEWED CHAPTERS
Feuerherm, E., Showstack, R., Santos, M., Martinez, G., & Jacobson, H. (2021). Language as a Social Determinant of Health: Partnerships for Health Equity. In Warriner and Miller (Eds.) Extending applied linguistics for social impact: Cross-disciplinary collaborations in diverse spaces of public inquiry. London, UK: Bloomsbury Publishing.
Feuerherm, E. (2019). A researcher’s coming-of-age through participatory action research: The intersections of cultures, identities, and politics. In Bigelow and Warriner (Eds.) Critical reflections on research methods: Power and equity in complex multilingual contexts. (53-70) Bristol, UK: Multilingual Matters.
Feuerherm, E. (2016). Building a participatory program for Iraqi refugee women and families: negotiating policies and pedagogies. In Feuerherm & Ramanathan (Eds.). Refugee resettlement in the United States: Language, policies, pedagogies. (74-94). Bristol, U.K.: Multilingual Matters.
Feuerherm, E. & Ramanathan, V. (2016). Introduction to refugee resettlement in the United States. In Feuerherm & Ramanathan (Eds.). Refugee resettlement in the United States: Language, policies, pedagogies. (1-17). Bristol, U.K.: Multilingual Matters.
Feuerherm, E. & Roumani, R. (2016). The journey to U.S. citizenship: Developing a participatory curriculum for Iraqi refugees. In Loring & Ramanathan (Eds.) Language, immigration and naturalization: Legal and linguistic issues. (56-76). Bristol, U.K.: Multilingual Matters.
Feuerherm, E. (2013). Keywords in refugee accounts: implications for language policies. In V. Ramanathan,
Ed. Language Policies and (Dis)Citizenship. (52-72). Bristol, U.K.: Multilingual Matters.
BOOK REVIEWS
Feuerherm, E. (2016). Review of Fostering International Student Success in Higher Education. TESOL Journal, 7(3), 755-758.