Ekaterina Moore

Dr. Ekaterina Moore is an Associate Professor of Clinical Education who teaches classes in the MAT-TESOL and EdD programs. Her research focuses on social aspects of language learning and teaching. Moore uses language socialization theory and discourse analytic and ethnographic methods to examine classroom practices that promote development of linguistic and cultural expertise, reproduction and transformation of norms, co-construction of social worlds, and creation of an equitable and inclusive classroom culture. She is interested in experiences of both first and additional language learners, including heritage language speakers.

Selected Publications:

Moore, E. (2021). Crying in a Russian preschool: Teachers’ pragmatic acts in response to children’s distress. Journal of Pragmatics 183, pp. 192-209.

Moore, E. & Ferrario, K. (2021). Creating an inclusive classroom: A language socialization approach. In J. Crawford & R. Filback (Eds.) TESOL Guide for Critical Praxis in Teaching, Inqiry, and Advocacy. IGI Global.

Trombino, C. & Moore, E. (2021). Critical ethnography in a language classroom: Learning to become an equitable practitioner. In J. Crawford & R. Filback (Eds.) TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy. IGI Global.

Moore, E. & Nash, A. (2020). Heritage Language Education. In Conrad, S. Sattlenman, L., and Hartig, A. (Eds.) The Cambridge Introduction to Applied Linguistics. Cambridge University Press.

Moore, E. & Burdelski, M (Eds.). (2020) Introduction: Peer Conflict and Language Socialization in Preschool. Conflict in Preschools Across Cultures Linguistics and Education Special Issue.

Moore, E. (2020). “Be friends with all the children”: Friendship, Group Membership, and Conflict Management in a Russian Preschool. Conflict in Preschools Across Cultures Linguistics and Education Special Issue.

Moore, E. (2019). Affective Stance and Socialization to Values in a Russian Heritage Language Classroom. In M. Burdelski and K. Howard (Eds.) Language Socialization in the Classroom. Cambridge University Press.

Moore, E. (2017). Managing classroom transgressions: Use of directives in a reading practice. Linguistics and Education 41, 35-46.

Moore, E. (2015). Gender Socialization Through Literary Texts and Their Interpretations: A Study of Two Folk Tales Used in a Russian Preschool. In Mills, S. and Mustapha, A. S. (Eds.) Gender Representation in Learning Materials: International Perspectives (pp. 164- 192). Routledge.

2014 Moore, E. (2014).  ‘You are children, but you can always say...’: Use of Hypothetical Direct Reported Speech in a Heritage Language Classroom. Text and Talk, 34(5), 591-621.