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Brian G Hibbs

Dalton State College, School of Education, Faculty Member

West Virginia University, Foreign Languages, Alumnus

Dalton State College, Liberal Arts, Faculty Member

The University of Arizona, Second Language Acquisition and Teaching, Alumnus

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Welcome! I am a professor of education at Dalton State College. I teach courses in applied linguistics, TESOL methodology, and culture and education designed to prepare pre-service elementary education teachers to work effectively with multilingual learners of English. I have presented and published on a wide array of topics, including autoethnography, children's and adolescent literature, critical language awareness, dialectical variation, faculty development, funds of knowledge/identity, intercultural competence, language ideologies, research cultures, social-emotional learning, teacher research, and translanguaging.

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Papers by Brian G Hibbs

Integrating Instructional Conversation Pedagogy into ESOL Teacher Preparation

Pioneering socio-critical approaches in English as a foreign language (EFL) research, 2026

The purpose of this chapter is to explore pre-service ESOL teachers’ views concerning the logisti... more The purpose of this chapter is to explore pre-service ESOL teachers’ views concerning the logistics of a course unit on instructional conversations (ICs). The chapter begins with an overview of sociocriticality and its foundational role in second language acquisition and moves to a review of sociocultural theory and critical theory in order to better understand the component parts of this concept. Next, the chapter provides a summary of the theory of instructional conversations along with a review of the instructional and conversational elements of such discussions and summarizes previous research on the contributions of ICs to English learners’ content knowledge and language proficiency. The chapter then outlines the logistics of the course unit, provides a synopsis and discussion of the overall findings of the investigation along with a description of the relevancy of the unit to pre-service teachers’ familiarity with and understanding of the theory and practice of IC pedagogy.

Developing Pre Service ESOL Teachers’ Awareness of and Appreciation for Social Emotional Learning

TESOL Today, 2025

Social-emotional learning (SEL) is essential in educational realms for a variety of reasons, part... more Social-emotional learning (SEL) is essential in educational realms for a variety of reasons, particularly considering the fact that students need to be equipped with the skills and strategies necessary to function successfully not only as learners but also as human beings. Although SEL has been increasingly explored in the last several decades at the primary and secondary levels, less attention has been paid to its importance at the tertiary level, specifically regarding pre-service teachers. This article consequently explores the advancement of pre-service ESOL teachers’ familiarity with and understanding of social-emotional learning (SEL) and its particular importance for multilingual learners. During the course of the investigation, a multimodule course unit on social-emotional learning was incorporated into a TESOL methodology course for undergraduate teacher candidates. Data for this research were collected via pre-unit and post-unit questionnaires consisting of statements taken from the Self-Rated Emotional Intelligence Scale (SREIS) (Brackett et al., 2006). Findings of this investigation revealed that participants believed that the unit made more effective contributions to their emotional and social competencies in certain areas but was less successful in doing so with respect to others.

Creating a Culture of Research as an Applied Linguist at a Small Liberal Arts College

Research Cultures in Applied Linguistics and TESOL, 2025

This chapter explores one faculty member’s efforts to embed research endeavors as a tenure-track ... more This chapter explores one faculty member’s efforts to embed research endeavors as a tenure-track professor at a small four-year postsecondary institution. I begin with a review of the concepts of research and scholarship and highlight important differences between these two phenomena. I then provide an overview of the four types of scholarship identified by Boyer (1990) and examine the Scholarship of Teaching and Learning (SoTL) and its applicability to faculty at teaching-focused institutions. Next, several SoTL studies I have engaged in are summarized in order to demonstrate the extent to which I have worked to expand my investigative horizons while also collecting essential information about my instructional efforts. Finally, the chapter ends with a description of various implications of SoTL for faculty/staff members in applied linguistics at smaller institutions wishing to more intentionally integrate research into their pedagogical efforts.

Embedding Translanguaging into ESOL Teacher Education

Embedding translanguaging into ESOL teacher education, 2025

This chapter summarizes the logistics and findings of an exploratory study designed to familiariz... more This chapter summarizes the logistics and findings of an exploratory study designed to familiarize pre-service ESOL teacher candidates with the concept of translanguaging while also collecting and analyzing information regarding their perspectives on the strengths and weaknesses of the course unit along with their views on improving the course unit moving forward. The chapter begins with an overview of translanguaging and its importance for multilingual learners of English and moves to a review of previous literature exploring the integration of translanguaging into language teacher preparation. Next, the chapter outlines the components of a course unit on translanguaging as part of an applied linguistics course, the data collection and analysis procedures, emergent findings, and implications of the study for both educators and researchers.

Exploring the relevancy of the funds of knowledge and identity approaches for pre-education majors

Funds of knowledge in teacher education: Sustaining local diversity amidst global standards, 2025

Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. ... more Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 117-137). IGI Global Scientific Publishing.] Exploring the Relevancy of the Funds of Knowledge and Identity Approaches for Pre-Education Majors This chapter explores the development of pre-education majors' awareness of an appreciation for their cultural and linguistic funds of knowledge/identity. The chapter begins with an overview of the funds of knowledge approach by briefly examining the history of the approach and the fundamental principles governing the approach. The chapter then reviews the concept of funds of identity, a more recent extension of funds of knowledge, and provides a summary of previous studies which have investigated the funds of identity approach in teacher education. Next, the chapter considers the logistics of a unit on funds of knowledge/identity in a first-year seminar course for pre-education majors along with a synopsis of participants' funds of identity. The chapter concludes with a report on the limitations of the study along with implications of the research for teacher educators.

Investigating the Relevancy of Kolb's Experiential Learning Cycle for Second Language Acquisition

Exploring multicultural dimensions of literary, linguistic, and education frontiers, 2025

This chapter reviews the relevancy of Kolb’s experiential learning cycle to the field of second l... more This chapter reviews the relevancy of Kolb’s experiential learning cycle to the field of second language acquisition, particularly with respect to linguistic and cultural competence. The chapter begins with an overview of the fundamental principles of Kolb’s experiential learning cycle and its place in the educational realm and then moves to an examination of potential applications of the cycle to the acquisition of second language grammar via the PACE model (Adair-Hauck & Donato, 2002a, 2002b) and to the development of students’ intercultural competence via Allan’s intercultural learning spiral (Allan, 2003). The chapter ends with an exploration of ways in which readers may conceivably implement this information in their own respective contexts.

Jesus Montaño and Regan Postma-Montaño. Tactics of Hope in Latinx Children’s and Young Adult Literature

Camino Real: Estudios de las Hispanidades Norteamericanas, 2023

Due to the anti-immigrant rhetoric permeating the American landscape in recent years, many Latinx... more Due to the anti-immigrant rhetoric permeating the American landscape in recent years, many Latinx children and young adults feel powerless to combat this prevailing viewpoint since their cultural and linguistic backgrounds are frequently not acknowledged or valued in today's society. In their book Tactics of Hope in Latinx Children's and Young Adult Literature, Jesus Montaño and Regan Postma-Montaño seek to remedy this situation by analyzing Latinx characters in various children's and young adult titles as exemplars to demonstrate to readers that their life stories are indeed worth sharing with others which can serve as beacons of hope and roles models to emulate. In the Introduction, the authors frame their discussion through the children's book My Papi Has a Motorcycle to demonstrate that Latinx children's experiences should be understood, valued, and appreciated. Using Gloria Anzaldúa's concept of nepantla (inbetween space), Montaño and Postma-Montaño argue that many Latinx youth inhabit this in-between/third space where they live between two linguistic, geographic, and cultural worlds. !is theme is more deeply explored in subsequent chapters in the book. In the "rst chapter, the authors analyze Side by Side / Lado a lado: !e Story of Dolores Huerta and Cesar Chavez / La historia de Dolores Huerta y César Chávez, Tomás and the Library Lady, and Under the Feet of Jesus to highlight the experiences of Latinx farm workers, their triumphs and struggles, anad their resolve to "ght for improved labor conditions for these workers. Consequently, the characters in these books acquaint readers with important Latinx "gures that have worked to transform the topography of the work world for farm workers and provide readers with models that they can emulate to carry on this work in their own communities.

Advancing ESOL Pre-Service Teachers' Beliefs about Cultural Diversity through Funds of Identity

This chapter explores the utilization of the funds of identity approach as a viable avenue for ex... more This chapter explores the utilization of the funds of identity approach as a viable avenue for expanding pre-service ESOL teachers' beliefs about cultural diversity. The chapter begins with an examination of the concepts of diversity and inclusion and then provides an overview of the funds of knowledge and funds of identity approaches and their relevancy for teacher education writ large. Next, the chapter outlines several studies which have investigated the contribution of the funds of identity approach to ESOL teacher candidates' views of themselves, their students, and their role as TESOL professionals. Finally, the chapter provides the logistics of an exploratory study designed to collect and analyze information about two preservice teachers' participation in several funds of identity activities and their perspectives on the contribution of these activities to their awareness of their own cultural identities and the pertinence of the tasks to their professionalization as future ESOL educators.

Embedding L2 Proficiency Pedagogy into ESOL Teacher Education

TESOL Today, 2024

This article considers an exploratory study designed to understand the relevancy of a course unit... more This article considers an exploratory study designed to understand the relevancy of a course unit on L2 proficiency to pre-service ESOL teachers’ understanding of the nature of the concept of proficiency and their awareness of strategies for developing multilingual learners’ proficiency
in English in their own instructional contexts. The article begins with an exploration of the concept of proficiency and its relevancy for ESOL teacher education and summarizes previous studies concerning the development of L2 proficiency in English among language learners and language educators. The article then describes the logistics of the course unit on L2 proficiency and the data collection and analysis procedures for the study. Finally, the article reviews preliminary findings emerging from the study and proposes avenues for further research along with recommendations for ESOL teacher educators

Integrating Autoethnography into Qualitative Dissertation Research

Qualitative Research Methods for Dissertation Research, 2025

Integrating autoethnography into qualitative (dissertation) research. In R. Throne (Ed.), Qualita... more

Fostering Pre Service Teachers Appreciation of Students Linguistic Strengths via Translanguaging

Differentiated Instruction, Equity, and Inclusion in Language Education, 2025

This chapter overviews the impact of a course unit on translanguaging within an ESOL teaching met... more This chapter overviews the impact of a course unit on translanguaging within an ESOL teaching methodology course which was designed to advance pre-service elementary education teachers' awareness of the translanguaging approach in an effort to support their understanding and appreciation of the importance of acknowledging multilingual learners' linguistic funds of knowledge. The chapter begins with a review of the concepts of identity and power and the role translanguaging plays with respect to these phenomena. The chapter provides a summary of relevant literature concerning the integration of translanguaging into teacher education and then moves into a description of the components of the course unit on translanguaging, the research context for the study, and preliminary findings. Finally, the chapter ends with a description of the relevancy of the investigations' findings for both researchers and teacher educators.

Utilizing Multicultural Literature to Develop Pre-Education Majors' Views Towards Cultural Diversity

International academic transformations and cross-border collaborations, 2025

This chapter reviews the logistics and findings of an exploratory study designed to investigate t... more This chapter reviews the logistics and findings of an exploratory study designed to investigate the contribution of multicultural children’s and adolescent literature on pre-education majors’ views regarding cultural diversity. The chapter begins with an exploration of the concept of internationalization and its critical importance in education. Next, the chapter outlines the construct of intercultural competence along with the theories that framed the study. The chapter then summarizes the children’s books and corresponding activities that composed the pedagogical intervention along with a synopsis of the outcomes of the study by sociocultural variable. Results from the study indicate that participants’ views on cultural diversity overall positively evolved during the course of the study and that the multicultural texts contributed substantially to their understanding and appreciation of the complex issues and dilemmas associated with those possessing certain sociocultural identities.

Promoting Pre Service ESOL Teachers Understanding of English Learners Social Emotional Learning

Utilizing emotional experience for best learning design practices, 2025

This chapter explores a research study intended to document and understand ESOL (English to Speak... more This chapter explores a research study intended to document and understand ESOL (English to Speakers of Other Languages) teacher candidates' experiences regarding a course unit on social-emotional learning for English learners. The chapter begins with an overview of socialemotional learning and its relevancy for multilingual learners of English. Next, the chapter reviews several studies that have investigated the role of the approach in (language) teacher education. The chapter then outlines the logistics of multimodule course unit on social-emotional learning embedded within a language teaching methodology course. Finally, the chapter summarizes the results of an exploratory study designed to document and understand teacher candidates' perspectives regarding the strengths and weaknesses of the course unit.

Facilitating Pre-service ESOL Teacher Candidates’ Critical Language Awareness Through Dialectical Variation Study

TSTT 2023 International Conference, 2023

Curzan & Adams (2012) define language as “…a conventional system of signs that allows for the cre... more Curzan & Adams (2012) define language as “…a conventional system of signs that allows for the creative communication of meaning” (p. 8). The linguistic attributes of a given language
often remain hidden, and speakers are often unaware of its properties. Fairclough (1992)
indicates that critical language awareness “highlights how language conventions and language practices are invested with power relations and ideological processes which people are often unaware of” (p. 7). Consequently, not only is it important for people to become aware of the educational and political consequences of using language, but it is essential for teachers to advance this knowledge amongst students as they are ultimately responsible for the preparation of the future citizens of society.

Readying Student for Learning with Classroom Warmup Activities

Dalton State Digest, 5(2), 2024

Imagine that students are rushing in to your class just as you’re about ready to start. Students’... more

The Current Scenario of English in Education in Rojava - Policy, Implementation and Implications

TESOL Today, 2024

Recent changes in English language education in Rojava have led to a need for understanding the c... more Recent changes in English language education in Rojava have led to a need for understanding the challenges faced by teachers in Rojava’s universities. This qualitative study combines in-person and online interviews with four English teachers and an analysis of university documents to identify the key challenges in implementing English language policies in Rojava today. The study reveals significant obstacles, including financial constraints, overcrowded classrooms, and concerns about teacher quality. To address these challenges, the study suggests comprehensive training programs for English language teachers, improving their English communication skills, pedagogical training, and technology integration into English language classes. By tackling these issues, Rojava’s universities can improve their English language policies and overall English language education. Limitations and future research suggestions are discussed in the article.

Embedding Social Emotional Learning into Pre Service ESOL Teacher Education

Studies in Educational Management, 2024

This paper outlines an exploratory study intended to document the contribution of a course unit o... more This paper outlines an exploratory study intended to document the contribution of a course unit on social-emotional learning (SEL) for English learners on English to Speakers of Other Languages (ESOL) teacher candidates’ beliefs concerning the approach. The paper begins with an overview of the concept of SEL and its importance in education. The paper then highlights several investigations that have examined the role of SEL in educator preparation from various perspectives. Next, the paper summarizes the logistics of a course unit on social-emotional learning for English learners embedded within a TESOL methodology course and outlines an exploratory study intended to determine the relevancy of the unit to participants’ convictions regarding the approach and its specific applicability to multilingual learners of English. Finally, the paper displays the preliminary results of the study and discusses the importance and relevancy of the findings for ESOL teacher education.

Applying the Funds of Identity Approach to Teacher Education Theory and Practice

Transforming teacher preparation through identity, development, and effective technologies, 2024

This chapter reviews the concept of funds of identity and its fundamental role in advancing pre-s... more This chapter reviews the concept of funds of identity and its fundamental role in advancing pre-service teachers’ awareness and understanding of their students’ cultural and linguistic identities as well as their own. The chapter begins with an overview of the concept of identity and subsequently moves into an examination of the history of the funds of knowledge approach and traces its extension into the funds of identity approach along with the similarities and differences between both procedures. The chapter then summarizes previous literature on funds of identity highlights the main findings of these studies. Finally, the chapter examines various activities that can be used with both students and student-teachers alike to document, identify, and recognize essential aspects of their linguistic and cultural backgrounds.

Integrating the Funds of Knowledge Approach into ESOL Teacher Preparation

Conference Proceedings of the Future of Education International Conference , 2024

Cho et al. (2019) explain that culturally and linguistically diverse students are "learners who a... more Cho et al. (2019) explain that culturally and linguistically diverse students are "learners who are part of an ethnic and/or language group considered to be different from that of the majority population" (p. 54). Numerous scholars have commented on the fact that public school classrooms are becoming increasingly diverse for a myriad of education, social, and/or political reasons and that, as a result, teachers must necessarily be prepared to teach students coming from a variety of linguistic and cultural backgrounds. These learners have traditionally been viewed from a deficit perspective (Valenzuela, 1999) in that their previous cultural and linguistic experiences were not identified, understood, or valued; more recently, however, these pupils are progressively being considered from an asset-based perspective (Bartlett & García, 2011) in which their linguistic and cultural identities are supported and advanced through a variety of means. One such procedure which has gained certain notoriety in recent years is the funds of knowledge approach, defined by González et al. (2005) as "historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being" (p. 72). Consequently, this paper will outline an exploratory study designed to equip ESOL pre-service teachers with the skills and strategies needed to effectively instruct these learners via the funds of knowledge approach. The paper begins with an overview of a course unit on the funds of knowledge approach integrated within an ESOL culture and education course for teacher candidates enrolled in an elementary-education program at a small liberal arts college in the southeastern United States. Next, the paper outlines the logistics of the course unit along with the readings, corresponding activities, and assignments that constituted the unit. The paper then reviews the structure and organization of an investigation conducted to document students' perspectives concerning the strengths and weaknesses of the course unit via a mixedmethods post-course questionnaire. Finally, the paper presents preliminary findings obtained from the study suggesting that the course unit successfully familiarized participants with both the theoretical underpinnings and specific techniques for recognizing and validating English learners' cultural and linguistic assets.

Expanding Pre-Education Students’ Beliefs about Race and Ethnicity through Multicultural Children’s Literature

Antiracist research on K-12 education and teacher preparation: Policy, pedagogy, curriculum, and practices , 2024

Expanding pre-education students' beliefs about race and ethnicity through multicultural children... more Expanding pre-education students' beliefs about race and ethnicity through multicultural children's literature. In M. Zhou, J. Thompson, & T. Brown (Eds.), Antiracist research on K-12 education and teacher preparation: Policy making, pedagogy, curriculum, and practices (pp. 25-60). Rowman & Littlefield.] Expanding Pre-Education Students' Beliefs about Race and Ethnicity through Multicultural Children's Literature This chapter highlights the findings of a research study designed to track the development of preeducation majors' personal and professional beliefs about race/ethnicity and the contributions of multicultural children's literature to students' evolving stances towards these concepts. Participants in the study were pre-education majors enrolled in a multicultural education course at a small four-year college in the southeastern United States. The chapter begins with a synthesis of intercultural competence and provides a review of Critical Race Theory along with a description of how multicultural children's literature can help students understand and appreciate racial diversity. The chapter then provides an overview of the context for the study, data collection and analysis procedures, and preliminary findings. Results demonstrated that, from the students' perspective, the children's books provided them with opportunities to better understand and appreciate the challenges and struggles of minority racial/ethnic groups in the United States.