Casey Keck, Ph.D.Casey Keck, Ph.D.

Associate Professor: TESOL

Dr. Casey Keck is a TESOL Associate Professor in the Anaheim University Graduate School of Education and Associate Professor of Linguistics and Associate Chair of the English Department at Boise State University. She has over 20 years of experience teaching English as a second language to immigrants, refugees, and international students. She holds an MA in TESL and a PhD in Applied Linguistics from Northern Arizona University. Her research focuses on best practices in teaching English to adults in both community and university contexts, and her book, Pedagogical Grammar, is used in graduate teacher-training programs throughout the world. Her areas of expertise include corpus linguistics, second language acquisition, TESOL teacher education, and language program evaluation. Casey has provided technical assistance to nonprofits that focus on immigrant and refugee inclusion, including Welcoming America, the Idaho Office for Refugees, and LDS Charities. At Boise State, she coordinates Project SHINE, a service-learning initiative in which university students assist elder refugees in their efforts to obtain citizenship. Casey is a member of Boise’s Neighbors United Adult Education Task Force and the BSU-Jannus Refugee Collaboration Team. In 2016, she received the Exceptional Partnership Award from Boise State Service-Learning, for her long-standing partnerships with local ESL programs.

Message to students:

I am excited for the opportunity to work with you as you pursue a TESOL degree at Anaheim University! As a TESOL graduate, you will play a crucial role in improving the quality of language teaching world-wide, whether it be through innovative research, evidence-based teaching, program development, or advocacy. Please feel free to reach out at any time as you explore these career possibilities.

Publications

Keck, C. (2020). Corpus linguistics in language teaching. In Chapelle, C. (Ed.), Encyclopedia of Applied Linguistics. Wiley Blackwell.

Keck, C., Hardy, T., Giehm, E., Rutten-Turner, E., Deen, R., Mwangi, S., & Eames, K. (2019). English, Work, and Wellness Program Evaluation. Funded project research report submitted to LDS Charities and disseminated among Deseret Industries and Welfare, Self-Reliance, and Family Services offices.

Cahill, K. & Keck, C. (2017). What are the Economic, Civic, and Social Impacts of a Welcoming Framework? Funded project research report submitted to Welcoming America and disseminated among policy-makers in the area of immigrant and refugee integration. K

eck, C. (2015). Textual borrowing in academic discourse: The need for a corpus-based approach. In V. Cortes & E. Csomay (Eds.), Corpus-Based Research in Applied Linguistics: Studies in Honor of Doug Biber (pp. 177-196). Philadelphia: John Benjamins.

Keck, C. & Kim, Y. (2014). Pedagogical Grammar. Philadelphia: John Benjamins.

Keck, C. (2014). Copying, paraphrasing, and academic writing development: A re- examination of L1 and L2 summarization practices. Journal of Second Language Writing, 25, 4-22. *Recognized as a "Best Article of 2014" by the Journal of Second Language Writing

Keck, C. (2013). Corpus linguistics in language teaching. In Chapelle, C. (Ed.), Encyclopedia of Applied Linguistics. Wiley Blackwell.

Keck, C. (2010). How do university students attempt to avoid plagiarism? A grammatical analysis of undergraduate paraphrasing strategies. Writing & Pedagogy, 2(2), Special topics issue on Plagiarism and the Academy, 193-222.

Biber, D., Csomay, E., Jones, J., & Keck, C. (2007). Introduction to the identification and analysis of vocabulary-based discourse units. In D. Biber, U. Connor, & T. Upton (Eds.) Discourse on the Move: Using Corpus Analysis to Describe Discourse Structure (pp. 155-173). Philadelphia, PA: John Benjamins.

Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Journal of Second Language Writing, 15, 261-278.

Keck, C., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S. (2006). Investigating the empirical link between task-based interaction and acquisition: A meta-analysis. In J.M. Norris & L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 91-131). Philadelphia, PA: John Benjamins.

Keck, C., & Biber, D. (2004). Modal use in spoken and written university registers: A corpus-based study. In R. Facchinetti & F. Palmer (Eds.), English Modality in Perspective: Genre Analysis and Contrastive Studies (pp. 3-26). New York: Peter Lang.

Keck, C. (2004). Bridging the gap: Corpus linguistics and language teaching research. Language Teaching Research, 8, 81-107.

Biber, D., Csomay, E., Jones, J., & Keck, C. (2004b). Vocabulary-based discourse units in university registers. In A. Partington, J. Morley, & L. Haarman (Eds.), Corpora and Discourse (pp. 23-40). New York: Peter Lang.

Biber, D., Csomay, E., Jones, J., & Keck, C. (2004c). A corpus linguistic investigation of vocabulary-based discourse units in university registers. In U. Connor & T.A. Upton (Eds.), Applied Corpus Linguistics: A Multidimensional Perspective (pp. 53-72). New York: Rodopi.