UMass Boston

Sociocultural Theory, L2 Literacy, Gesture, Cognitive Linguistics, Systemic Functional Linguistics

PhD, Applied Linguistics, The Pennsylvania State University
MA, French, Concentration in Teaching, University of Massachusetts Amherst
BA, Teaching of French, University of Illinois at Urbana-Champaign

• Urbanski, K. (accepted). Second language literacy pedagogy: A sociocultural theory perspective. Multilingual Matters.
• Randall, T., Urbanski, K. (accepted) Development of a CDA program for grammar instruction and assessment in SLA. Language and Sociocultural Theory
• (Buescher) Urbanski, K. (accepted). Theory and methodology: Concept-based instruction for second language literacy development. In R. A. van Compernolle (Ed.) Concept-based instruction: Principle and classroom applications. John Benjamins.
• Stam, G., Urbanski, K., Lantolf, J. & Smotrova, T. (accepted). How concept-based language instruction works in teaching thinking for speaking in an L2. IRAL - International Review of Applied Linguistics.
• Stam, G. & Urbanski, K. (Eds.) (2022) Gesture and multimodality in second language acquisition: A research guide. Routledge.
• (Buescher) Urbanski, K. & Stam, G. (2022). Overview of Multimodality and Gesture in Second Language Acquisition. In G. Stam & K. (Buescher) Urbanski (Eds.) Gesture and Multimodality in Second Language Acquisition: A Research Guide. Routledge.
• Stam, G. & (Buescher) Urbanski, K. (2022). Concluding Remarks. In G. Stam & K. (Buescher) Urbanski (Eds.) Gesture and Multimodality in Second Language Acquisition: A Research Guide. Routledge.
• Buescher, K., & Strauss, S. (2018) Conceptual frameworks and L2 pedagogy: The case of French prepositions. In A. Tyler, L. Ortega, M. Uno, & H. I. Park (Eds.) Usage-inspired L2 instruction: Researched pedagogy. (pp 95-115). John Benjamins.
• Stam, G. & Buescher, K. (2018). Gesture research. In A. Phakiti, P. De Costa, L. Plonsky and S. Starfield (Eds.), Palgrave Handbook of Applied Linguistics Research Methodology. (pp. 793- 809). London: Palgrave Macmillan.
• Buescher, K. (2018). A sociocultural approach to second language literacy pedagogy. In J. Lantolf, M. Poehner, and M. Swain (Eds.), Handbook of Sociocultural Theory and Second Language Development (pp. 378-387). London/New York: Routledge.
• Buescher, K., & Strauss, S. (2018) Conceptual frameworks and L2 pedagogy: The case of French prepositions. In A. Tyler, L. Ortega, M. Uno, and H. I. Park (Eds.) Usage-inspired L2 instruction: Researched pedagogy. (pp 95-115). Amsterdam: John Benjamins Press.
• Buescher, K., & Strauss, S. (2015). A cognitive linguistic analysis of French prepositions à, dans, and en and a sociocultural theoretical approach to teaching them. In K. Masuda, C. Arnett & A. Labarca (Eds.) Cognitive Linguistics and Sociocultural Theory: Applications to Foreign and Second Language Teaching (pp. 155-181). Berlin, Germany: De Gruyter Mouton.
• Negueruela-Azarola, E., García, P. N., & Buescher, K. (2015). From interaction to intra-action: the internalization of talk, gesture, and concepts in the second language classroom. In N. Markee (Ed.) The Handbook of Classroom Interaction (pp. 233-249). Malden: Wiley-Blackwell.

Kimberly Buescher’s research focuses on applications of sociocultural theory to developing literacy, understanding and use of prepositions in French, and gestures.

Classes Taught

APLING 611 Methods and Materials in Foreign Language Education 
APLING 612 Integrating Culture into the Language Curriculum 
APLING 669 Writing Theories in Second Language Instruction 
APLING 673 Teaching Reading in the Bilingual/ESL Classroom
APLING 696 Independent Study 
APLING 703 Applied Linguistics Research Methods 
APLING 707 Language and Pedagogy Research 
APLING 891 Qualifying Paper Seminar 
APLING 892 Dissertation Proposal Seminar 

Social Media & Web

• Academia.edu
• ResearchGate
• LinkedIn