Catherine Box

Lecturer

Educational Linguistics Division

Graduate School of Education
University of Pennsylvania

215-898-3283

cbox@upenn.edu

Professional Biography

Dr. Box comes from a family of proud teachers, and she began her teaching career in the college composition classroom at West Chester University. After receiving her master’s degree in English and her high school teaching certification, she began working with English teachers in the Greater Philadelphia area and then in high schools in Paris, France. In all of these classroom experiences, Dr. Box was particularly drawn to exploring the challenges of students who were learning the dominant language of the school and were adjusting to life in a new country. She returned to the United States to pursue a doctorate in Applied Linguistics at Teachers College, Columbia University, where she taught adult ESL and French courses.

Before arriving at Penn GSE, Dr. Box served as full-time faculty in the TESOL & Applied Linguistics program at Teachers College, where she worked with budding educators in examining content-based ESL instruction, task-based language teaching, and discourse analysis. She also taught practica for students working in K-12 public schools, as well as those teaching in adult ESL settings. As an edTPA Fellow at Teachers College, she supported public school student teachers during the rollout of edTPA in New York. She has served as an advocate for multilingual students through her work as an executive board member of New York State TESOL. 

Research Interests and Current Projects

Dr. Box’s research utilizes the conversation analytic framework to examine communication, particularly in multilingual educational spaces. She has paid particular attention to ESL classrooms and content-based classrooms with multilingual learners, exploring how and when participation occurs. Her dissertation analyzes the discourse of TESOL supervisors as they balance the many demands of training budding ESL teachers. At times, her passion for social activism takes her outside of the traditional sphere for a classroom researcher. She is presently working with two sets of data: one in a multilingual elementary school classroom, and another in a grassroots political organization that seeks to resist an agenda of exclusion. 

 

Selected Publications

Box, C. D., & McKenna, A. (March 2016). A lesson from the field. Secondary accents: A newsletter of the secondary schools interest section. TESOL International, Inc.

Box, C. D. (2015). When and how students take the reins: Specifying student initiatives in tutoring sessions with preschool-aged children. Applied Linguistics Review, 6, 43–62.

Box, C. D., Creider, S. C., & Waring, H. Z. (2013). Talk in the second and foreign language classroom: A review of the literature. Journal of Contemporary Foreign Language Studies, 396(12), 86–97.

Kieffer, M. J., & Box, C. D. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders. Learning & Individual Differences, 24, 168–175.

Waring, H. Z., Creider, S. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Learning, Culture, & Social Interaction, 2, 249–264.

Box, C. D. (2012). Embodied (non)participation in a tutoring session. Special Issue of Language and Information Society, 16, 79–108.

Box, C. D. (2011). Microanalyzing discourse in the second and foreign language classrooms: A review of the literature. Working Papers in TESOL & Applied Linguistics, 11(2), 1–14.