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Youngjoo Yi

Associate Professor, Department of Teaching and Learning

Program Area: Foreign, Second, and Multilingual Language Education

(614) 292-1696


Youngjoo Yi is an Associate Professor in Foreign, Second, and Multilingual Language Education in the College of Education and Human Ecology at the Ohio State University. Yi’s teaching has revolved around middle and secondary students’ English language learning in the United States and Asia, K-16 world/heritage language instruction and graduate-level courses in TESOL and literacy education.

As an applied linguist and qualitative researcher, her research centers on the language and literacy experiences of multilingual students and their identity construction. Drawing from sociocultural perspectives of language and literacy learning, her work has explored how adolescent multilingual students engage in multilingual, digital, and multimodal learning across informal and formal contexts and negotiate their identities through multiple language and literacy practices.

She has recently examined issues around digital and multimodal literacies of multilingual students and TESOL teachers’ perceptions, experiences and implementation of multimodal literacies and technology in the classroom. She is on the editorial review boards of the Journal of Second Language Writing, TESOL Journal, TESOL Quarterly, Literacy Research and Instruction and Journal of Language Sciences. Before coming to the college, she was an associate professor at Georgia State University. She received her doctorate in Foreign and Second Language Education from Ohio State.


  • PhD, Foreign and Second Language Education, The Ohio State University, Columbus, Ohio, 2005
  • MA, Teaching English to Speakers of Other Languages, Arizona State University, Tempe, Arizona, 1998
  • BA, History Education (Minor: English Education), Kyungpook National University, Daegu, South Korea, 1995

Research Interests


  • Guest co-editor of a special issue on biliteracy practices for the Journal of Asian Pacific Communication (2009)
  • Member of editorial review board for the Journal of Second Language Writing, TESOL Journal, TESOL Quarterly, Literacy Research and Instruction, and Journal of Language Sciences
  • Chair for American Educational Research Association (AERA), Second Language Research-SIG (2011-2013)
  • Program Chair for American Educational Research Association (AERA), Second Language Research-SIG (2009-2011)
  • Newsletter editor for American Educational Research Association (AERA), Second Language Research-SIG (2007-2009)
  • E-Discussion manager for Teachers of English to Speakers of Other Languages (TESOL), Second Language Writing-Interest Section (SLW-IS)
  • Designing and teaching a digital storytelling class for Rising 8th Graders in a summer program at the Latin American Association, Atlanta, Georgia, Summer 2012

Selected Publications

  • Yang, S., Yi, Y. (2017). Negotiating multiple identities through eTandem learning experiences. CALICO Journal, 34(1), 97-114.
  • Yi, Y. Angay-Crowder, T. (2016). Multimodal pedagogies for teacher education in TESOL. TESOL Quarterly, 50(4), 988-999.
  • Yi, Y., Choi, J. (2015). Teachers’ views of multimodal practices in K-12 classrooms: Voices from teachers in the United States. TESOL Quarterly, 49(4), 838-847.
  • Yi, Y. (2014). Becoming a multilingual writer, researcher, and educator. In G. Tinker Sachs, G. Verma. (Eds.), Critical mass in the academy: Symbiosis and diversity (pp. 50-61). Champaign, IL: Common Ground.
  • Yi, Y. (2014). Possibilities and challenges of multimodal literacies in the learning and teaching of second and world languages. Language and Linguistics Compass, 8(4), 158-169.
  • Odo., D. M., Yi, Y. (2014). Engaging in computer-mediated feedback in academic writing: Voices from L2 doctoral students in TESOL. English Teaching, 69(3), 129-149.
  • Yi, Y. (2013). Adolescent multilingual writer’s negotiation of multiple identities and access to academic writing: A case study of a Jogi Yuhak student in an American high school. Canadian Modern Language Review, 69(2), 207-231. 
  • Yi, Y. (2013). ESOL teachers as writing teachers: From the voices of pre-service teachers. In L. C. de Oliveira, T. Silva. (Eds.), Second language writing in the secondary classroom: Experiences, issues, and perspectives (pp. 133-148). New York: Routledge.
  • Angay-Crowder, T., Choi, J., Yi, Y. (2013). Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 31(1). 36-45.
  • Choi, J., Yi, Y. (2012). The use and role of pop culture in heritage language learning: A study of advanced learners of Korean. Foreign Language Annals, 45(1), 110-129.
  • Yi, Y., Shim, E. (2011). Trends and challenges for EFL writing teacher education in Korea: A content analysis. Studies in Humanities, 29, 51-72.
  • Yi, Y. (2010). Adolescent multilingual writer’s transitions between in- and out-of- school writing practices. Journal of Second Language Writing, 19, 17-32.
  • Yi, Y. (2010). Identity matters: Theories that help explore adolescent multilingual writers and their identities. In M. Cox, J. Jordan, C. Ortmeier-Hooper, G. Schwartz (Eds.), Reinventing identities in second language (pp. 303-324). Urbana Champaign, IL: National Council of Teachers of English.
  • Yi, Y., Hirvela, A. (2010). Technology and ‘self-sponsored’ writing: A case study of a young Korean American. Computers and Composition, 27(2), 94-111.
  • Wang, C., Calandra, B., Yi, Y. (2010). Technical, pedagogical and culture considerations for language learning in MUVEs. In T. Anderson (Series Ed.) and G. Veletsianos (Vol. Ed.), Emerging technologies in distance education (pp. 285-299). Canada: Athabasca University Press.
  • Yi, Y. (2009). Adolescent literacy and identity construction among 1.5 Generation students from a transnational perspective. Journal of Asian Pacific Communication, 19(1), 100-129.
  • Yi, Y. (2008). Voluntary writing in heritage language: A study of biliterate Korean-heritage adolescents in the U.S. The Heritage Language Journal, 6(2), 72-93.
  • Yi, Y. (2008). Relay writing in an adolescent online community. Journal of Adolescent and Adult Literacy, 51, 260-270.
  • Hirvela, A., Yi, Y. (2008). From expectations to empowerment: How a mentor and dissertation writer negotiated the intricacies of a qualitative results chapter. In C. Casanave and X-M. Li (Eds.), Learning the literacy practices of graduate school: Insiders’ reflections on academic enculturation (pp. 121-133). Ann Arbor, MI: University of Michigan Press.
  • Yi, Y. (2007) Engaging literacy: A biliterate student’s composing practices beyond school. Journal of Second Language Writing, 16, 23-39.
  • Yi, Y. (2005). Asian adolescents’ in and out-of-school encounters with English and Korean literacy. Journal of Asian Pacific Communication, 15(1), 57-77.