Sarina Chugani Molina

Assistant Professor

  • EdD University of San Diego, Leadership Studies
  • MA University of Hawai'i, East Asian Languages and Literature: Linguistics, Second Language Pedago
  • BA University of Hawai'i, East Asian Languages and Literature: Japanese; Minor: Comparative Religi

Dr. Sarina Chugani Molina currently serves as coordinator of the MEd in TESOL, Literacy, & Culture program and faculty in the Department of Learning and Teaching. She has designed and developed online and onsite TESOL programs for both local and international audiences. Dr. Molina conducts teacher training in local and international contexts. Last summer, she conducted two teacher training sessions for over 160 teachers in China and Thailand.

Her research interests include Teaching English as an International Language, supporting the needs marginalized students in academic communities, and TESOL teacher development, particularly as it relates to developing mindful, reflective practitioners. She continues to present in both local and international conferences. This year, she presented her work on "Developing reflective practitioners through action research in TESOL" at the International TESOL Convention in Baltimore, Maryland.

Some of her recent publications include:

Molina, S. C. (2016). The complexity of providing feedback when teachers and students speak different varieties of English: A case study. Journal of Teaching and Teacher Education, 4 (1), pp. 61-69.

Molina, S. C. (2016). English language teaching in China: Teacher agency in response to curricular innovations. English language teaching: Teacher agency and policy response.
Ng, P. & Boucher-Yip (Eds.) Routledge.

Quezada, R., Alexandrowicz, A., & Molina, S. (2015). Family, school, community engagement, and partnerships: Theory & Practice. London: Routledge.

Recent Publications:

Molina, S. C. (forthcoming January, 2017). English as an international language case study. Contribution to chapter in Preparing teachers to teach English as an International Language. Matsuda, A. (Ed.) Multilingual Matters.

Molina, S. C. (2017). English language teaching in China: Teacher agency in response to curricular innovations. English language teaching: Teacher agency and policy response. Ng, P. & Boucher-Yip (Eds.) Routledge.

Molina, S. C. (2016). The complexity of providing feedback when teachers and students speak different varieties of English: A case study. Journal of Teaching and Teacher Education, 4 (1), pp. 61-69.

Molina, S. C. (2015). Transnational English language teaching: Opportunities for teacher learning and development. English Language Teacher Education and Development, 18, pp. 20-28.

Molina, S.C. & Manasse, M. (2015) Mentor text 2: Supporting community college ESOL students find voice through scaffolded reading opportunities. CATESOL Journal, 27 (2), pp. 281-301.

Molina, S. C. (2015). Mediating teacher learning through dialogical learning spaces integrated in a TESOL practicum experience. Journal of Teaching and Teacher Education, 3 (1), pp. 75-88.

Quezada, R., Alexandrowicz, A., & Molina, S. (2015). Family, school, community engagement, and partnerships: Theory & Practice. London: Routledge.

Molina, S.C. (May, 2015). Navigating social responsibility alongside migrant workers in an ESOL classroom. Social Responsibility Special Interest Newsletter. International TESOL Organization. http://newsmanager.commpartners.com/tesolsris/textonly/2015-05-19/4.html

Molina, S.C. (September, 2014). Growing up as a global nomad: Problematizing nativeness in an era of World Englishes. NNEST Newsletter: The Newsletter of the Nonnative English Speakers in TESOL. International TESOL Organization. http://newsmanager.commpartners.com/tesolnnest/issues/2014-09-09/6.html

Molina, S. (2014). Stories of human values. Charleston, SC: Create Space (Self-publication used for English language teaching in two villages surrounding Bangalore, India).

Molina, S. (2014). Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL. Charleston, SC: Create Space (Self-publication used by TESOL teacher training programs in the U.S., Mexico, and online).

Molina, S. (2014). English for global citizens. Bangkok, Thailand: Eastern Printing PLC.

Molina, S. C. (December, 2014). Critical Theory in Practice for English Language Teaching. HEIS Newsletter: The Newsletter for Higher Education in TESOL Interest Section, TESOL International Association.

Molina, S. C. (2013). The Value of Meaning-Making and Cultural Knowledge for Teachers Working in Culturally and Linguistically Diverse Contexts. Journal of Teaching and Teacher Education, Vol. 1(1), pp. 1-16.

Molina, S. C. (2013). Romanticizing culture: Teacher’s perceptions of the role of culture in the education of culturally and linguistically diverse students. CATESOL Journal, 24 (1).

Molina, S. C. (2013). Family, school, community engagement and partnerships: An area of continued inquiry and growth. Journal of Family, Schools, Community Partnerships: An imperative for k-12, and colleges of education in the development of 21st century educators.

Molina, S. & Lattimer, H. (2013). Defining global education. Policy Futures in Education. Volume 11(4).

Molina, S. C. (March, 2013). Review of Teaching grammar: What really works. Second Language Writing News: The Newsletter of the Second Language Writing Interest Section. TESOL International Association. http://newsmanager.commpartners.com/tesolslwis/issues/2013-03-04/6.html

Molina, S. C. (April, 2013). Review of Innovations in pre-service education and training for English language teachers. Edited by Julian Edge and Steve Mann http://newsmanager.commpartners.com/tesolteis/issues/2013-04-08/8.html


Molina, S. C. (2013). Linguistics for teaching English in multilingual classrooms: An introduction to fundamental concepts with practical strategies. Charleston, SC: Create Space (Self-publication used by TESOL teacher training programs in the U.S., Mexico, and online).

Molina, S., Lagedrost, J. M., & Sundmacher, D. (2012). Scaffolding second language writing instruction for international students in a graduate level TESOL program in the United States: An Action Research Study. Second Language Writing News, International TESOL organization.

Inoue, N. & Molina, S. (2011). Lost in translation: Strategies Japanese language learners use in communicating culturally specific expressions in English. CATESOL Journal, 22 (1).

Molina, S. C. (2008) A homeless refugee. Tidepools: A journal of ideas, Vol. 22. Oceanside, CA: Mira Costa College Press.

Molina, S. C. (2003) Visual English: A fun way to learn English with karaoke. Los Angeles, CA: El Mar Corporation.

Molina, S. C. (2003). Visual English: A fun way to learn English with karaoke: Teacher’s manual. Los Angeles, CA: El Mar Corporation.

Molina, S. C. (2003). Visual English: A fun way to learn English with karaoke: Student workbook. El Mar Corporation, Los Angeles, CA.