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 non-ESOL teachers to meet English learners' linguistic, cultural, and academic needs.

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 for 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 preparing non-ESOL teacher's to address English learners' linguistic, cultural, and academic needs across the PreK-12 curriculum in Maryland public schools. Dr. Fagan's research has appeared in numerous publications within the TESOL and Applied Linguistics fields. He also (co-)authors numerous publications with the Maryland State Department of Education and the Maryland TESOL Association.

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

Honors & Awards

2020-2021- Second Vice President, Maryland TESOL Association

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

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

Publications

Selected Recent Publications

Pentón Herrera, L., Fagan, D.S., & Lyons, S. (in press). Maryland TESOL handbook for educators of English learners. Maryland TESOL Association

Maryland State Department of Education English Learner Advisory Council*. (2020). A guide to school for families of English learners. Maryland State Department of Education.
*C. Copland, A. Ensor, D.S. Fagan, Y.-C. Han, C. Harkowa, J. Love, L. Medina, L. Muller, M. Nitsch, A. Stokes, P. Tucker, I. Yoon

Fagan, D.S. & Jones, L. (2020, Spring/Summer). 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). 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.

Selected Recent Presentations

Fagan, D.S., Terrell Shockley, E., & Tirrell Corbin, C. (2020, November). Merging marginalized populations. Maryland State Department of Education’s Supporting Diverse Populations Series. Baltimore, MD.

Fagan, D.S (2020, May). ESOL student interjections as opportunities for moving the lesson forward. District of Columbia Office of the State Superintendent's annual Multilingual Learner Conference, Washington, DC. (Conference cancelled).

Fagan, D.S. (Invited Speaker) (2020, April). Doing conversation analysis: An exemplar. University of Maryland’s PULSAR Undergraduate Program. College Park, MD.

Fagan, D.S. (Chair). (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. (Conference cancelled)

Fagan, D.S. (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. (Conference cancelled)

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

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 (2017-2024); Anne Arundel County Public School Teachers (2018-2024)

Invited Member-Maryland State Department of Education (MSDE) Maryland Recovery Plan External Stakeholders Committee (2020-present)

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

Invited Member- Every Student Succeeds Act (ESSA) State Plan External Stakeholders Committee, Title III Higher Education Representative (2016-2020)

Courses

TLPL 646: Linguistics in Education
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