Younhee Helen Kim joined University of Macau in 2018 as Assistant Professor of English. Before she joined the institution, she has taught at the National Institute of Education, Nanyang Technological University in Singapore as Assistant Professor and a few other universities in Korea as an adjunct. She did her MA and PhD at the department of Second Language Studies at the University of Hawai`i at Manoa. Her research interests include Conversation Analysis, Second Language Acquisition, Bilingual Language Acquisition, Children’s interaction, and Teacher Education. Her work in these areas appeared in tier one journals such as Journal of Pragmatics, Applied Linguistics, Journal of Teacher Education and academic handbooks and encyclopedia volumes.
Her current research on children’s interaction examines whether and how the interactional patterns in bilingual parent-child interaction influences the emergence of grammatical routines in child speech. The project also attempts to explore the potential of combined use of Conversation Analysis and Corpus Linguistics in a single study that examines a corpus of interaction.
Aug. 2003 – Dec. 2009: University of Hawaii at Manoa, Ph.D. in Second Language Acquisition
Aug. 2000 – Aug. 2003: University of Hawaii at Manoa, MA in English as a Second Language
1991 – 1995: Korea University, BA in English Language Education
Conversation Analytic approach to language learning, Conversation Analysis, Child Language, Teacher Education
Courses Regularly Taught
Second Language Acquisition
Language Meaning and use
Understanding Talk-in-Interaction (Introduction to Conversation Analysis)
Topics in Pragmatics
Theories and Practices in English Language Teaching
Kim, Y-h., & Crepaldi, Y. T. (In press). Co-constructed storytelling as a site for socialization in parent-child interaction: A case from a Malay-English bilingual family in Singapore. Journal of Pragmatics.
Kim, Y-h., & Silver, R. E. (2020). “What do you think about this?”: Differing Role Enactment in Post-Observation Conversation. In S. Kunitz, N. Markee, & O. Sert (Eds.), Emerging issues in classroom discourse and interaction: Theoretical and applied CA perspectives on pedagogy. Springer.
Carlin, P. A., & Kim, Y-h. (2019). Teaching Qualitative Research: Versions of Grounded Theory. Grounded Theory Review, 29-43.
Kim, Y-h. (2019). Teacher and Professional Conversation. In M. A. Peters & R. Heraud (Eds.), The Encyclopedia of Educational Innovation. Springer.
Kim, Y-h. (2019). “What is stoyr- steruh type?”: Knowledge asymmetry, Intersubjectivity, and Learning Opportunities in conversation-for-learning. Applied Linguistics, 40(2), 307-328.
Kim, Y-h. (2018). Repetition with slight variation primarily through final particles in Korean-English bilingual children’s interaction. East Asian Pragmatics, 3(1), 59-90.
Kim, Y.-h. (2018). Private speech and mutual engagement in preschoolers’ playtime interaction: Talk and Embodiment. The Sociolinguistic Journal of Korea, 26(2), 119-165.
Kim, Y-h. (2017). Topic initiation in conversation-for-learning: Developmental and pedagogical perspectives. English Teaching, 72, 1. 73-103.
Kim, Y-h., & Silver, R. E. (2016). Provoking reflective thinking in post observation conversations. Journal of Teacher Education, 67(3), 203-219.
Kim, Y-h. (2016). Development of L2 Interactional Competence: Being a Story Recipient in L2 English Conversation. Discourse and Cognition, 23(1), 1-29.
Kasper, G., & Kim, Y.-h. (2015). Conversation-for-Learning: Institutional talk beyond the classroom. In N. Markee (Ed.), Handbook of Classroom Discourse and Interaction. New York: Wiley-Blackwell.
Kim, Y-h (2012). Practices for initial recognitional reference and learning opportunities in conversation. Journal of Pragmatics, 44, 709-729.