Research Discipline/Bio
Sean Hughes is a doctoral candidate in applied linguistics. He earned an EdM in applied linguistics at Teachers College, an MA-TESOL from The New School, and a dual B.A. from the University of Oklahoma in anthropology and German literature. Sean served as a high school German teacher in Miami, Florida, and later an ENL teaching fellow in the Bronx. After leaving the US in 2007, Sean taught elementary and junior high in Japan, then university in South Korea, China, Oman, and Vietnam. He also served as an English Language Fellow and an English Language Specialist hosted by the U.S. Department of State in the ASEAN (Association of Southeast Asian Nations) region for two years before returning to NYC to pursue his doctorate. Sean's research interests lie in conversation analysis, critical discourse analysis, discourse and identity, and multimodality of discourse. Currently, he is researching the socialization of gender and sexuality in L2 contexts.
Educational Background
Ed.M., Applied Linguistics, Teachers College, 2021
M.A., TESOL, The New School, 2015
B.A., German and Anthropology, The University of Oklahoma, 2006
Honors/Awards
Arthur Zankel Urban Fellow, Teachers College, 2019-2021
Shirley Chisholm Provost Student Excellence Award, Teachers College, 2023
English Language Fellow, U.S. Department of State, 2017-2019
English Language Specialist, U.S. Department of State, 2023-Present
Publications/Exhibitions
Hughes, S. (Forthcoming). Non-cisnormative coming out: An online conversation analytic account. In K.E. Jensen, J. Kirkeby, K. Jelby and S. Thorkildsen (Eds.) Language, norms and digital lives: Linguistic approaches to online practices and identities. Copenhagen University Press.
Hughes, S. (2024). Snapping as a Resource for Endorsing a Critical Stance. Bulletin Suisse de Linguistique Appliquée 117.
Hughes, S. (2022). Socialization of appropriate classroom behavior: A micro-longitudinal conversation analytic account. Studies in Applied Linguistics and TESOL 22(1). https://doi.org/10.52214/salt.v22i1.9899
Hughes, S. (2021). The role of sociocultural theory in L2 empirical research. Studies in Applied Linguistics and TESOL 21(1). https://doi.org/10.52214/salt.v21i1.8394
Compton, C. and Hughes, S. (Editors). (2021). Calm amidst chaos: How to find happiness in an era of dysfunction. Student Press Initiative.
Hughes, S. and Williams, A. (Editors). (2021). Stuck in the middle: Writing grown in Brooklyn. Student Press Initiative.
Davidesco, I., Creider, S. C., Yu, D., Hughes, S., Salas, V., Laurent, E., and Ali, G. A. (2021, April 9-12). Exploring student engagement in cooperative science learning: An
interdisciplinary approach. 2021 AERA Annual Meeting Proceedings.
Yu, D., Creider, S. C., Davidesco, I., and Hughes, S. (2021, March 20-23). Metaphors in action: A conversation analytic account of group learning in the science classroom. American Association for Applied Linguistics 2021 Virtual Conference Proceedings.
Hughes, S. (2021). A Case for Incorporating ICT in ESL and EFL Writing Instruction. In J. James, V.V. Kumar, and V.S. Thakur (Eds.), Teaching English language, literature and imparting critical thinking to the digital natives (pp. 230-254). IGI Global.
Beltran, J. and Hughes, S. (Editors). (2020). Sí, así es la vida (Yes, that’s life). Student Press Initiative.
Hughes, S. and Viprek, B. (Editors). (2020). 2020 vision. Student Press Initiative.
Last Updated: Jun 12, 2025