Drew Fagan

Research Interests

Influence of teacher talk on language learning opportunities in classroom discourse, conversation analysis (CA) and second/foreign language classroom interactions, factors affecting teacher cognition, preparing mainstream teachers for working with English

Bio

Dr. Drew S. Fagan is Associate Clinical Professor of Applied Linguistics and Language Education, Coordinator for the Teaching English to Speakers of Other Languages (TESOL) Program, and Associate Director for the Multilingual Research Center for the Department of Teaching and Learning, Policy and Leadership in the College of Education. Over the past two decades, Dr. Fagan has worked as an English to Speakers of Other Languages (ESOL) teacher and teacher educator in PreK-12, higher education, and adult education settings across the United States, Japan, China, Spain, and Mexico, and was the first TESOL Fulbright Fellow to the Slovak Republic. Utilizing the methods of conversation analysis and ethnographic analysis, Dr. Fagan's research bridges the fields of teacher cognition and discourse analysis. He examines factors affecting teacher discourse and the subsequent effects of that on language learning opportunities in classroom interactions. His current work focuses on mainstream, non-ESOL teacher discourse as it affects English learners' simultaneous language and academic content learning. Dr. Fagan's work has appeared in numerous publications within the TESOL and Applied Linguistics fields.

For more information, visit Dr. Fagan's website: http://terpconnect.umd.edu/~dfagan/index.html

Honors & Awards

2018 University of Maryland's Provost's Excellence Award for Professional Track Faculty

2017 Distinguished Outreach/Partnership Award for the College of Education- University of Maryland

Publications

Selected Recent Publications

Fagan, D.S. & Jones, L. (2020, Winter). The Danielson Framework and TESOL: Considerations. MD TESOL Newsletter. Retrieved from https://marylandtesol.wildapricot.org/.

Fagan, D.S. (2019). Teacher embodied responsiveness to student displays of trouble within small-group activities. In J.K. Hall & S. Looney (Eds.), The embodied accomplishment of teaching (pp. 100-121). Bristol, UK: Multilingual Matters.

Fagan, D.S. (2019, Fall). Educating all teachers working with English learners: Considerations from a school district-university partnership. MD TESOL Newsletter. Retrieved from https://marylandtesol.wildapricot.org/.

Fagan, D.S. (2019, September). Interweaving teaching and student-centeredness in small-group activities. AL Forum: The Newsletter for the TESOL Applied Linguistics Interest Section. Retrieved from http://newsmanager.commpartners.com/tesolalis/issues/2019-08-26/4.html.

Fagan, D.S. (2018). Addressing learner hesitancy-to-respond within initiation-response-feedback sequences. TESOL Quarterly, 52, 425-435. doi: 10.1002/tesq421.

Fagan, D.S. (2017). [Review of the book Social interaction and teacher cognition by Li Li.] Classroom Discourse, 8, 294-296. doi: 10.1080/9463014.2017.1367697.

Selected Recent Presentations

Fagan, D.S. (Chair). (upcoming- 2020, April), Teacher and learner beliefs: Perspectives from world languages classrooms. Panel to be presented at the American Educational Research Association (AERA) annual conference, San Francisco, CA.

Fagan, D.S. (upcoming- 2020, April). Utilizing learner volunteered comments in whole-class interactions as a tool for activity progression. Paper to be presented at the American Educational Research Association (AERA) annual conference, San Francisco, CA.

Fagan, D.S., & Jones, L. (Invited Facilitators) (upcoming- 2020, March). Professional development grant. Workshop presented for the Maryland TESOL Association, College Park, MD.

Fagan, D.S. (Chair), Karake, Z., & Bertot, J. (2019, November). Understanding the promotion dossier. Panel presented at the annual University of Maryland Professional Track Symposium, College Park, MD.

Fagan, D.S. (2019, March). Interweaving teaching and student-centeredness in small-group activities. Paper presented at the annual meeting of the International TESOL Association, Atlanta, GA.

Eckhaus, T., & Fagan, D.S. (Invited Facilitators) (2019, March). Insider tips: Writing a winning grant proposal. Workshop presented for the Maryland TESOL Association, Elkridge, MD.

Peercy, M., Martin-Beltran, M., Fagan, D.S., & Zentek, K. (2018, November). Lessons learned from university-district collaborations for ESOL teaching and learning. Panel presented at the annual Greater Impact Conference on "District-University Partnerships for Excellence: Developing the Equity Proficient Leader", College Park, MD.

Fagan, D.S. (Chair), Sisskin, V., Sunderman, G., & Moghadam, L. (2018, October). Understanding the promotion dossier. Panel presented at the innaugural University of Maryland Professional Track Faculty Symposium, College Park, MD.

Sunderman, G.L., Fagan, D.S., Goffney, I.M., Levin, D.M., & Imig, D. (Invited Panel) (2018, February). Change and innovation in teacher preparation. Panel presented at the Maryland State Senate Education, Health, and Environmental Affairs Committee, Annapolis, MD.

Grants & Projects

Director- TESOL Post-Baccalaureate Certificate Program introducing non-ESOL PreK-12 teachers to working with English learners across disciplines: Prince George's County Public School Teachers (2017-2022); Anne Arundel County Public School Teachers (2018-2021)

Invited Member- Maryland State Department of Education (MSDE) Every Student Succeeds Act (ESSA) State Plan External Stakeholders Committee, Title III Higher Education Representative (2016-present)

Invited Member- Maryland State Department of Education (MSDE) English Learner Advisory Council (2013-Present)

Courses

TLPL 656: Teaching Culturally and Linguistically Diverse Exceptional Learners
TLPL 657: Teaching for Cross-Cultural Communication
TLPL 662: Second Language Acquisition
TLPL 666: English Grammar for TESOL
TLPL 793: Methods of Discourse Analysis
EDUC 899: Dissertation Advising