Curriculum Vitae

About

Dr. Igoudin is a tenured professor of ESL and Linguistics with 20 years of instructional experience in the English/ESL Department of Los Angeles City College. He has published book chapters and articles in the fields of applied linguistics and language teaching pedagogy, and presented at national and international conferences.

TEACHING EXPERIENCE

Dr. Igoudin specializes in teaching advanced ESL writing courses leading up to Freshman Composition (transfer-level English) as well as undergraduate linguistics courses (Introduction to Language and Linguistics, Sociolinguistics, and Psycholinguistics). He teaches in three modalities: in-person on campus, live on Zoom, and asynchronously (module-based) on Canvas LMS.

Dr Igoudin has been teaching at LACC since 2005, first coming in through the LACCD Project MATCH Faculty Internship program. The internship was followed by several years of teaching part-time until he was hired full-time in 2010.

ACADEMIC SERVICE

At LACC, Dr. Igoudin has established 3 state-certified Certificates of Achievement:
■ Certificate of Achievement in Linguistics
■ ESL Milestone Certificate in Oral Communication
■ ESL Milestone Certificate in Written Communication.

He also originated the following LACC courses:
■ LING 3 Introduction to Psycholinguistics
■ ESL 4C, ESL 5C, and ESL 6C ESL Listening and Speaking
■ ESL 8 Advanced ESL Composition
■ ESL 110 Freshman Composition for Non-Native English Speakers

In 2010-2023, he represented the English/ESL department on the LACC Curriculum Committee. He continues to be Course Coordinator and SLO Assessment Coordinator for Linguistics and Advanced ESL Writing Courses (2010-present).

In 2011-15, Dr. Igoudin served as Chair of the Los Angeles Community College District ESL Committee where he coordinated the development of the districtwide credit ESL writing/grammar, listening/speaking, and reading course sequences.

He volunteered to serve as Graduate Name Reader at 2018-2020 LACC Commencements.

In addition, Dr. Igoudin has given talks on careers in teaching English and linguistics for gradstudents at CSU Long Beach, UC Santa Barbara, and UCLA.

EDUCATION AND AWARDS

Dr. Igoudin holds a Master of Arts degree in Linguistics with the option in Teaching ESL and a TESL Certificate from California State University, Long Beach. Prior to changing his career to teaching English, Dr. Igoudin had earned a doctorate from Stanford University in a non-language field. 

In 2018-2019, he served as an Andrew W. Mellon Fellow with the Excellence in Pedagogy and Innovative Classrooms Program (EPIC) of the Humanities Division of University of California at Los Angeles (UCLA), assisting in the development of new, interdisciplinary undergraduate programs at UCLA.

In 2013, he received the David Eskey Award for Curricular Innovation in ESL from California Teachers of English to Speakers of Other Languages (CATESOL).

LANGUAGE PROFICIENCY

A professionally trained linguist, Dr. Igoudin is proficient, besides English, in French, Hebrew, Russian, and Spanish.

Book Chapters

(2023). “¡La Lucha Sigue! Decolonizing College Composition Classrooms in Latinx California.” In Castañeda-Peña, H., Gamboa, P., and C. Kramsch (eds.), Decolonizing Linguistic Research in Latin America: Moving to a Multilingual Mindset. London, NY: Routledge, pp. 217-240.

(2022). “The Legal and the Human: Spotlighting Social Issues through Memoiristic Writing.” In Gabor, G. O. (ed.), Writing as Performance: Accounts of Autoethnography. Newcastle, UK: Cambridge Scholars, pp. 23-34.

(2021). “Critical Ethnography and Dialogic Reflection in Student-Led Language Research.” In Barros, S, and D. De Jesus (eds.) What Is Critical in Language Studies? Disclosing Social Inequalities and Injustice. London, New York: Routledge, pp. 59-74.

(2013). “Social Identity and Language Learning Motivation: Exploring the Connection and Activating Learning.” In Ushioda, E. (ed.), International Perspectives in English Language Teaching: Motivation. London: Palgrave Macmillan, pp. 192-215.

(2013). “Asian American Girls who Speak African American English: A Subcultural Language Identity.” In Du Bois, I., and N. Baumgarten (eds.), Multilingual Identities: New Global Perspectives. Berlin: Peter Lang, pp. 51-65.

(2012). “Towards a Culture-Inclusive Language Pedagogy in Multilingual Social Contexts.” In: Alao, G., Derivry-Plard, M., and S. Yun-Roger (eds.), Multilingual and Multicultural Pedagogy. Paris: Editions des Archives Contemporaines, pp. 7-22.

OTHER PUBLICATIONS

(2021). “Your Voice Matters: Engaging Multilingual College Students in Creative Writing.” UCLA Excellence in Pedagogy and Innovative Classrooms (EPIC). March 2021. Division of Humanities, UCLA.

(2019). Listed contributor to: The Mellon Seminar Series in Teaching Excellence: Concluding Report. Lee, R. and D. MacFadyen (eds.). Division of Humanities. UCLA.

(2014). “Should the Culture Match the Language? Pluricultural Pedagogy in Language Teaching.” Quality Education and Language Competences for 21st Century Blog. The European Centre for Modern Languages of the Council of Europe. Graz, Austria.

(2014). “ESL and English: Different Paths, Common Goals.” CATESOL News 46(4).

(2014). “Academic Preparedness of ESL Students: A Factor in Student Success and Program Survival.” CATESOL News 45(4).

(2008). “Adult ESL Student Motivation for Participation in Advanced Language Learning.” The CATESOL Journal 20(1), 27-48.

(2005). “Asian American Adolescent Girls at the Crossroads of Language and Identity.” The Journal of Interdisciplinary Studies, 18, 87-94. California Polytechnic State University, Pomona.