: Building 2S
Ph.D. New York University
M.A., New York University
B.A., Washington University
Biography / Academic Interests
Professor Benesch's field is applied linguistics, the application of linguistic theory to pedagogical problems, such as teaching English to non-native speakers. Her sub-speciality is English for academic purposes, the preparation of English language learners for the demands of college literacy. Professor Benesch’s interest in critical pedagogy led her to propose “critical English for academic purposes”, to posit a more visible and active role for English language learners in responding to and shaping academic life.
Professor Benesch has been ESL Coordinator in the CSI English department since 1987.
Scholarship / Publications
Considering emotions in critical English language teaching: Theories and praxis. New York: Routledge, 2012.
Critical praxis as materials development: Responding to military recruitment on a U.S. campus. In N. Hardwood (Ed.). English Language Teaching Materials: Theory and Practice. Cambridge: Cambridge University Press, 2010.
“‘Generation 1.5' and its discourses of partiality: A critical analysis.” Journal of Language Identity and Education, 7, 294-311, 2008.
“Interrogating in-between-ness: A postmodern perspective on immigrant students”. In Roberge, M., Siegal, M., & Harklau, L. (Eds). Generation 1.5 in College Composition: Teaching Writing to US educated Learners of ESL (pp. 65-72). New York: Routledge, 2009.
“What about the students? English language learners in postsecondary settings”. In Cummins, J. & Davison, C. (Eds). International Handbook of English Language Teaching, Part Two (pp. 655-667). New York: Springer, 2007.
“Critical Media Awareness: Teaching Resistance to Interpellation”. In J. Edge, (Ed.), (Re)locating TESOL in an Age of Empire (pp. 49-64). Houndmills, Basingstoke, Hampshire, UK: Palgrave Macmillan Ltd, 2006.
"Critical Pragmatism: A Politics of L2 Composition.” In T. Silva and P. K. Matsuda (Eds). On Second Language Writing (pp. 161-172). Mahwah, NJ: Lawrence Erlbaum, 2001.