Doreen Ewert has an MA in English Literature from the University of Notre Dame and a PhD in TESOL and Applied Linguistics from Indiana University. She has taught second language learners and language teachers in Poland, Japan, Lithuania and the US, and directed English language programs for pre-academic and matriculated ESL learners for several decades. She has also taught undergraduate and graduate students in the areas of second language learning and teaching, linguistics, English grammar, and composition. She presents regularly at professional conferences and leads workshops on topics related to her research on curriculum implementation, teacher development, second language writing, reading fluency, and content-based instructional practices.
- Director, Academic English for Multilingual Students (AEM)
- PhD, TESOL and Applied Linguistics, Indiana University
- MA, English Literature, University of Notre Dame
Shin, S. & Ewert, D. (In Press). What accounts for integrated reading-to-write task scores? Language Testing
Ewert, D. (2014). Transitioning to Academic Literacy: Adult ESL Learners Taking Content Seriously. TESOL Journal, 5, 265-287
Gordon, J., Darcy, I., & Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference. Aug. 2012. (pp. 194-206). Ames, IA: Iowa State University
Ewert, D. (2012). The effects of extensive reading on adult reading behavior and proficiency in an intensive English program. Proceedings of the Extensive Reading World Congress, 1, September 3-5, 2011, Kyoto, Japan.
Ewert, D. & Mahan, R. (2012). Extensive Listening in a Self-access Learning Environment. 2011 MITESOL Conference Proceedings. Kalamazoo, Michigan. October 8, 2011.
Darcy, I. Ewert, D. & and Lidster, R. (2012). Bringing pronunciation instruction back into the classroom: An ESL Teachers' pronunciation "toolbox." In J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011. (pp. 93-108). Ames, IA: Iowa State University.
Ewert, D. (2011). ESL curriculum revision: Focus on integration and fluency proving effective. Journal of Basic Writing, 30, 5-33.
Ewert, D. (2009). L2 writing conferences: Investigating teacher talk. Journal of Second Language Writing, 18, 251-269.
Ewert, D. (2009). Making Connections: Using literature for extensive reading. In A. Cirocki (Ed.) Extensive Reading in English Language Teaching, (pp. 387-407). Munich, Germany: Lincom Europa.
Ewert, D. (2008). Non-narrative writing for pre-academic L2 adults learners. INTESOL Journal, 5, 9-22.