I have been teaching English as a second and foreign language since I graduated from high school in 1997. After teaching for years without a degree in English, I decided to pursue a master’s in TESOL. It was then that I discovered the fascination of research in its diverse forms, including action research, discourse analysis, and genre analysis. My interest in TESOL guided my PhD work as well and I focused on professional development for teachers of English language learners.
- 2002: BA in Swedish from Gothenburg University, Sweden
- 2005: MA in TESOL from the University of Illinois at Urbana-Champaign
- 2010: PhD in Curriculum and Instruction from the University of Wisconsin-Madison
I am currently employed as a researcher by the WIDA Consortium at the Wisconsin Center for Educational Research, University of Wisconsin-Madison. I conduct qualitative research studies related to teacher learning and teacher practice. I have the privilege to be a part of a dynamic and diverse team of researchers, which is a welcome change after the isolation of my dissertation work!
Areas of Interest:
My main areas of interest include the following:
- Professional development for teachers who work with English language learners
- The relationship between teacher learning, teaching practice, student learning, and context
- The development of academic literacy in language learners
- The formation and sustainability of professional communities of teachers (with a focus on equity and voice)
- The teaching of composition to English language learners
Molle, D. (in press). The pitfalls of focusing on instructional strategies in professional development for teachers of English learners. Teacher Education Quarterly
Molle, D. (in press). Book review: The Power of Learning through Inquiry: Teacher Research as a Professional Development Tool in Multilingual Schools by Aida A. Nevárez-La Torre. Critical Inquiry in Language Studies.
Molle, D. (2013). Facilitating professional development for teacher of English language learners. Teaching and Teacher Education, 29, 197-207.
Sardegna, V., & Molle, D. (2010) Videoconferencing with strangers: Teaching Japanese EFL students verbal backchannel signals and reactive expressions. Intercultural Pragmatics, 7(2), 279-310.
Molle, D., & Prior, P. (2008) Multimodal genre systems in EAP writing pedagogy: Reflecting on a needs analysis, TESOL Quarterly, 42(4), 541-566.