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Wong, Cathy

Chiu-Yin (Cathy) Wong, Ph.D.

  • Associate Professor
  • TESOL Teacher Education
  • M.Ed./ESL Program Director

Department: Curriculum and Instruction

Office: McAllan Hall 205

Phone: (732) 571-3652

Email: cwong@monmouth.edu

Prior to earning her doctoral degree in Curriculum and Instruction with an emphasis on Second Language Education from Texas Tech University, Dr. Wong had taught in Hong Kong, Korea, Hawaii, and Texas. Her enthusiasm and passion in teaching make her courses enjoyable to students. Dr. Wong’s students often comment that she is a talented instructor and that her courses are well organized and rich with content and learning opportunities.

Currently, Dr. Wong’s research focuses on teachers’ use of strategies to create a translanguaging space for emergent bilingual/multilingual students. 

Education

Doctor of Philosophy degree in Curriculum and Instruction, Texas Tech University

Masters degree in Applied Linguistics, Texas Tech University

Bachelor’s degree in TESOL, Brigham Young University-Hawaii

Selected Scholarly Publications

  • Wong, C.Y., & Turkan, S. (2022). “No one knows who I am”: What school leaders can learn from ESL teachers’ voices. NYSTESOL Journal, 9(1), 30-38. 
  • Wong, C.Y., Pompeo-Fargnoli, A., & Harriott, W. (2022). Focusing on ESOL Teachers’ Well-being during COVID19 and beyond. ELT Journal, 76, 1-10.  https://doi.org/10.1093/elt/ccab069
  • Wong, C. Y., & Estudillo, A. G. (2021). “It’s like flying a plane while constructing it”: Exploring blended formatted courses in teacher preparation programs through the instructor perspective. Journal of Teacher Education and Educators, 10(2), 174-195. 
  • Wong, C.Y., Estudillo, A., Chapman, S. (2021). Blended Learning in Graduate Teacher Education Programs: Understanding Teacher Candidates’ Perceptions and Experiences. Currents in Teaching and Learning, 12(2), 97-109.
  • Wong, C.Y., Meadows, B., & Ober, G. (2020). Using the SIOP Instruction Model for Narrative Writing: A case study of a teacher’s experience of using the model in a high school setting. TESL Reporter, 53(1-2),37-58.
  • Chapman, S. J., Wong, C. Y., & Estudillo, A. G. (2020). Hurdle or pathway to learning? Student and instructor sentiment towards graduate-level hybrid learning. The International Journal of Technologies in Learning, 28(1), 1-15 .
  • Wong, C.Y., Ober, G., & Meadows, B. (2020). Writing Instruction across the Elementary School/Middle School Divide: A Case Study of one ESL Teacher’s Experiences. In Alatriste, L. G., & Crosby, C. (Eds.), Second Language Writing across PK16 Contexts: Intersections of Teaching, Learning, and Development (pp.21-44). University of Michigan Press. 
  • Pompeo-Fargnoli, A. & Wong, C. Y. (2020). Homeschooling and parental mental health during COVID-19. North Atlantic Region Association for Counselor Education and Supervision (NARACES) Newsletter.
  • Wong, C.Y., & Lubniewski, K. (2020). Hong Kong Teacher Perceptions of U.S. Culture and Education: A Case Study to Prepare for a Collaboration. New Waves Educational Research & Development, 23(1), 26-42.
  • Wong, C.Y., & Harriott, W. (2019). Jen’s Story: How Being Gifted and Talented Affects a Teacher. In Van Sickle, M. L., Swanson, J. D., Bazler, J., & Lubniewski, K. L.  (Eds.), Nurturing the Development of GATE Teachers (pp.123-133). Hershey, PA: IGI Global.
  • Kim, J., Wong, C.Y., Lee, Y. (2018). Transformative Learning Through an Online Global Class Project in Teacher Education. The Teacher Educator 53(2), 190-207.

Selected Scholarly Conference Presentations

  • Wong, C.Y., & Turkan, S. (2022, April). “No one knows who I am”: What school leaders can learn from ESL teachers’ voices to provide equitable education for emergent bilinguals. Round table presentation at the 2022 American Educational Research Association (AERA) Annual Meeting. April 21-26, 2022.
  • Estudillo, A., G., & Wong, C. Y. (2022, April). Exploring blended formatted courses in teacher preparation programs through the instructor perspective. Round table presentation at the 2022 American Educational Research Association (AERA) Annual Meeting. April 21-26, 2022.
  • Zambak, V., Wong, C.Y., Kamei, A., & Sorochka, K. (2021, April). Elementary Pre-Service Teachers’ Attitudes about Inclusive Education and their Skills to Notice Students’ Diverse Needs. Round table presentation at the 2021 American Educational Research Association (AERA) Annual Meeting, virtual. April 15-19, 2021.
  • Zambak, V., Wong, C.Y., Kamei, A., & Sorochka, K. (2021, February). Attitudes and noticing skills of elementary preservice teachers about Mathematical reasoning of diverse learners. Paper presented at the 2021 Annual AMTE Conference, virtual. February 18-20, 2021.
  • Wong, C.Y. (2020, April). Using the SIOP Model for Writing Instruction: A Case Study of a Teacher’s Experience. Paper presentation accepted at the annual meeting of the Chinese-American Educational Research and Development Association, San Francisco, CA. (cancelled due to COVID-19).
  • Crosby, C., Alatriste, L., Wong, C.Y., Meadows, B., de Oliveira, L., & Hirvela, A. (2020, March). Second language writing across PK16 context. Panel presentation accepted at the TESOL Convention. Denver, CO. (cancelled due to COVID-19).

Research Awards

Top two finalists for the AERA Second Language Research SIG Dissertation Award (2011)

Grant Support/Academic Funding

2019 Transformative Learning Grant, PI, School of Education, Monmouth University

2017 Transformative Learning Grant, PI, School of Education, Monmouth University

2017 Creativity Grant, PI, Monmouth University

2016 Transformative Learning Grant, PI, School of Education, Monmouth University

2016 Creativity Grant, PI, Monmouth University

2015 Co-Recipient of the Transformative Learning Grant, Co-PI, School of Education, Monmouth University

Courses

Recently Taught Classes

2022 Summer E

  • Applied Linguistics for Language Teaching – ED 536
  • Applied Linguistics for the Language Educator – ED 336
  • Culturally and Linguistically Responsive Teaching – ED 428
  • Diversity in Education – ED 606

2022 Summer B

  • Teaching English Language Learners in Mainstream Classroom – ED 550
  • Theories and Practice of Esl Instruction Part I – ED 583
  • Theories and Practice of Esl Instruction Part I – ED 327

2022 Spring

  • Bilingual Education: Theories and Practices – ED 586
  • Theories and Practice of Esl Instruction Part II – ED 328
  • Theories and Practice of Esl Instruction Part II – ED 584

2021 Fall

  • Issues and Practices in World Language Education Part II – ED 374
  • Theories and Practice of Esl Instruction Part I – ED 327
  • Theories and Practice of Esl Instruction Part I – ED 583
  • Theories and Practice of Esl Instruction Part II – ED 584
  • Theories and Practice of Esl Instruction Part II – ED 328

2021 Summer E

  • Applied Linguistics for Language Teaching – ED 536
  • Applied Linguistics for the Language Educator – ED 336
  • Culturally and Linguistically Responsive Teaching – ED 428
  • Diversity in Education – ED 606

2021 Summer B

  • Teaching English Language Learners in Mainstream Classroom – ED 550
  • Theories and Practice of Esl Instruction Part I – ED 583
  • Theories and Practice of Esl Instruction Part I – ED 327

2021 Spring

  • Bilingual Education: Theories and Practices – ED 586
  • Theories and Practice of Esl Instruction Part II – ED 328
  • Theories and Practice of Esl Instruction Part II – ED 584

2020 Fall

  • Teaching English Language Learners in Mainstream Classroom – ED 550
  • Theories and Practice of Esl Instruction Part I – ED 327
  • Theories and Practice of Esl Instruction Part I – ED 583
  • Theories and Practice of Esl Instruction Part II – ED 584
  • Theories and Practice of Esl Instruction Part II – ED 328

2020 Summer E

  • Applied Linguistics for Language Teaching – ED 536
  • Applied Linguistics for the Language Educator – ED 336
  • Culturally and Linguistically Responsive Teaching – ED 428
  • Diversity in Education – ED 606

2020 Summer B

  • Teaching English Language Learners in Mainstream Classroom – ED 550
  • Theories and Practice of Esl Instruction Part I – ED 327
  • Theories and Practice of Esl Instruction Part I – ED 583

2020 Spring

  • Bilingual Education: Theories and Practices – ED 586
  • Theories and Practice of Esl Instruction Part II – ED 328
  • Theories and Practice of Esl Instruction Part II – ED 584

2019 Fall

  • Teaching Diverse Populations – ED 550
  • Theories and Practice of Esl Instruction Part I – ED 583
  • Theories and Practice of Esl Instruction Part I – ED 327
  • Theories and Practice of Esl Instruction Part II – ED 584
  • Theories and Practice of Esl Instruction Part II – ED 328

2019 Summer E

  • Applied Linguistics for Language Teaching – ED 536
  • Applied Linguistics for the Language Educator – ED 336
  • Culturally and Linguistically Responsive Teaching – ED 428

2019 Summer B

  • Teaching Diverse Populations – ED 550
  • Theories and Practice of Esl Instruction Part I – ED 583
  • Theories and Practice of Esl Instruction Part I – ED 327

2019 Spring

  • Bilingual Education: Theories and Practices – ED 586
  • Theories and Practice of Esl Instruction Part II – ED 328
  • Theories and Practice of Esl Instruction Part II – ED 584

Frequently Taught Classes

  • Applied Linguistics for Language Teaching (ED 536)
  • Applied Linguistics for the Language Educator (ED 336)
  • Bilingual Education: Theories and Practices (ED 586)
  • Culturally and Linguistically Responsive Teaching (ED 428)
  • Diversity in Education (ED 606)
  • Issues and Practices in World Language Education Part II (ED 374)
  • Teaching Diverse Populations (ED 550)
  • Teaching English Language Learners in Mainstream Classroom (ED 320, ED 550)
  • Teaching Students With Diverse Needs (ED 320)
  • Theories and Practice of Esl Instruction Part I (ED 327, ED 583)
  • Theories and Practice of Esl Instruction Part II (ED 328, ED 584)