Visiting Assistant Professor
Dr. Burden's research interests include discourse analysis through corpus study of children’s language learning materials for their gender representations to deconstruct the text through critical literacy frameworks. Secondary interests involve the use of technology-enhanced language learning (TELL) with a focus on writing instruction and digital/multimodal literacies.
(2018). Three Methods to Enhance Peer Review in Your Classroom. In M. Weimer (Ed.), The College Teacher's Handbook: A Resource Collection for New Faculty (pp. 73-76). Madison, WI: Magna Publications.
(under review) Are We Beyond Bias? An Update on Gender Representation in American- Made ESL Materials. Issues in Applied Linguistics.
(In Press) Gender Representations in US K-5 English-Language Textbooks. LACUS Forum. (44)1.6-17
(2021) Lipstick on Pigs: Critical Discourse and Image Analysis of Non-Humans in US Children’s ESL Textbooks. Euro-American Journal of Applied Linguistics and Language. (8) 1.
(2020) Placing children within pink and blue picket fences: Patriarchal gender tropes in U.S. children’s English language development textbooks. Language. Text. Society. December.
(2020) Gender Bias in Classroom Texts: Strategies to Challenge It. TESOL Connections. February.
(2018). Pinterest: Pinning the Gap Between SoTL and SLCE in Higher Education. International Journal of Service-Learning and Community Engagement. (6) 1, Article 9.
(2018). Practicing and Assessing Note-taking Skills with Adobe Reader. FLTMAG June 20. https://fltmag.com/practicing-and-assessing-note-taking-skills/
(2016) Three Methods to Enhance Peer Review in Your Classroom. Teaching Professor (30) 10, p1
(2010). Favor-asking speech acts in the ESL/EFL classroom. Synergy, I (1),21-26.
(2020) Gender representation in American made English language learning textbooks: A multi-modal study (Order No. 27833533). Available from ProQuest Dissertations & Theses Global. (2414392801)