Faculty & Staff

Office location: 46F Horace Mann
Phone: 212 678 3759
Email: clp@tc.columbia.edu

Silvana Dushku is the Director of the Community Language Program and TESOL Certificate Program at Teachers College, a position she has been holding since July 2017. Previously, she worked as English language faculty and teacher trainer in Europe for eight years. She obtained an M.A. degree in TESL, and a Ph.D. in Education/SLATE at the University of Illinois at Urbana-Champaign. For about two decades, she has been involved in English language teaching at all levels, IEP administration, curriculum design, program development, and teacher training. Language learning is her passion and she has studied several foreign languages. She has a strong interest in teaching and researching vocabulary and spoken English, teacher professionalization, applied corpus linguistics, and blended learning.

James E. Purpura is Professor of Linguistics and Education in the Applied Linguistics and TESOL Program at Teachers College, Columbia University. He teaches courses in second and foreign language assessment and research design in applied linguistics. He has written scholarly books on assessment, and has published widely in the journals, handbooks, encyclopedias, companions, and other edited volumes. He is currently the Co-Editor of Language Assessment Quarterly and is co-editor of two books series. Jim has served on scientific committees related to assessment and has consulted in several countries. In 2017 Jim served as a U.S. Teaching and Research Fulbright Scholar at the University for Foreigners of Siena (Italy), and currently he is on the Committee on Language Assessment for the U.S. Foreign Service Institute sponsored by the National Academies of Sciences, Engineering and Medicine.

Jim began his career teaching French in the U.S., and English as a Second or Foreign Language in the U.S., France, Iran, Saudi Arabia, Kuwait, and Spain. In his early career, he played a leading role in the development of several English language curricula, including an English for specific purposes curriculum in Iran, in Saudi Arabia, and in Kuwait. He co-authored a successful English language textbook series (4 levels) published by Pearson. Jim is currenting co-authoring a book on learning-oriented assessment (LOA), and is actively carrying out research on scenario-based assessment.

Allie Hope King is a doctoral candidate in Applied Linguistics at Teachers College, Columbia University. She has an Ed.M. in Applied Linguistics from TC, an M.Ed. in Foreign Language Education and TESOL from the University of Pittsburgh, and a bachelor’s in Modern Languages from Carnegie Mellon University. Her research focuses on classroom discourse, specifically what co-teacher interaction looks like through a conversation analytic lens. Prior to returning to New York for her current academic endeavors, she taught ESL in a number of contexts and locations around the U.S. While at TC, she has taught several courses in the Community Language Program, and has been a mentor and instructor for the TESOL Certificate Program.

Natalia Sáez has an M.A. in cognitive science from Universidad de Chile and an M.A. in applied linguistics from Teachers College, Columbia University, where she is currently a doctoral student specializing in second language acquisition. She has taught Spanish and English to children and adults, both in NY and abroad. She has also taught second language acquisition courses to graduate students, and conducts research with adult learners and emerging bilingual children. Her research interests include second language metaphorical competence and conceptual restructuring.

Farah Akbar is a doctoral student in the Applied Linguistics Program at Teachers College, Columbia University, where she previously earned an M.A. in TESOL. She also has an M.A. in English Literature and an M.A. in Applied Linguistics from the University of Karachi, Pakistan. She has taught ESL/EFL for almost 15 years in Pakistan and the U.S. She has taught TESOL Practicum and Second Language Acquisition courses to graduate students at TC. Farah has also taught in the M.A. TESOL program and the International English Language Institute (IELI) at Hunter College, City University of New York. Her areas of interest include second language acquisition (SLA), interactional feedback, naturalistic L2 development, computer-mediated communication (CMC), and teacher education. Farah teaches the Pedagogical English Grammar course in the TESOL Certificate Program.

Yuna Seong has been in the field of English as a second language (ESL) education and second language assessment since 2000 and has taught English at a number of universities and language schools in Korea, Hawaii, and New York. She is currently a Clinical Assistant Professor at the English Language Institute (ALI), New York University and is currently working towards her doctoral degree in applied linguistics at Teachers College, Columbia University with specialization in second language assessment. She has an MA in Second Language Studies from University of Hawai’i at Manoa with concentration on LAMPE (Language Assessment, Measurement, and Program Evaluation). Her research interests include teaching and measuring second language speaking ability, scenario-based assessment, and metacognitive and cognitive processes in second language test performance. She is also an SAT/PSAT fairness reviewer for College Board and instructor of Classroom Practices at the TESOL Certificate Program at Teachers College, Columbia University. 

Michael Perrone received his doctorate from Teachers College, Columbia University, with a concentration in educational assessment, after earning his MA from Hunter College, CUNY and MSW from Columbia. He served as an Adjunct Lecturer and Field Supervisor in the Curriculum and Teaching Department at Hunter for eight years, while also working as a Field Instructor in the Applied Linguistics and TESOL programs at Teachers College for over five years. His research interests include the construction, implementation, and evaluation of classroom-based assessments to enhance student learning, in addition to focusing on the effects of high-stakes assessments on teacher pedagogy and learners' academic development. Michael teaches the Second Language Assessment course in the TESOL Certificate Program.