Kwok, Michelle individual record
Clinical Assistant Professor

I focus on sociocultural perspectives of literacy in particular because literacy has historically acted as a gatekeeper to educational opportunity and equity. From my early career as a writing teacher for international and immigrant students, to teaching elementary students, and then teaching high school students abroad in Japan, I have seen and experienced how literacy is a source of identity, power, and opportunity. Because of experiences like these, I have dedicated my research studies to understanding how to prepare future teachers to support youth for the literacy demands of their school, work, and future.

education and training
selected publications
Academic Articles7
  • Kwok, M., Welder, R. M., Moore, J., & Williams, A. M. (2022). Beyond Keywords: Applying Systemic Functional Linguistics to Unpack the Language of Additive Word Problems. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION. 1-24.
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  • Kwok, A., Rios, A., & Kwok, M. (2022). Pre-service teachers' motivations to enter the profession. JOURNAL OF CURRICULUM STUDIES. 54(4), 576-597.
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  • Kwok, M. (2022). Tensions between disciplinarity and generality within a professional development on writing instruction. ENGLISH TEACHING-PRACTICE AND CRITIQUE. 21(1), 71-83.
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  • Kwok, M. N., Rios, A. R., Kwok, A., & Matthews, S. D. (2021). Teacher Candidates' Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching. EDUCATION AND URBAN SOCIETY. 53(8), 886-908.
  • Kwok, M. N., Ganding III, E., Hull, G. A., & Moje, E. B. Sociocultural approaches to high school writing instruction. Examining the roles of context, positionality, and power. Handbook of writing research. 257-271. Guilford Press New York, NY.
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Texas A&M University; 356 Harrington Tower;
College Station, TX 77845