Michigan State University

Arts and Letters College Directory

Koen Van Gorp

  • Assistant Professor
  • Linguistics, Languages, and Cultures
Biography

Ph.D., KU Leuven (Belgium)Koen Van Gorp is Assistant Professor in the Applied Linguistics program (TESOL and Second Language Studies) at the Department of Linguistics, Languages, and Cultures at Michigan State University. Koen is the Co-PI and Head of Research of the National LCTL Resource Center (NLRC), a Department of Education/Title VI-funded national language resource center. Before joining MSU in 2016, Koen worked at the Centre for Language and Education (KU Leuven) for almost 25 years. From 2010 onward, he was an Associate Director of the CLE and the Director of the Certificate of Dutch as a Foreign Language (CNaVT), the international standardized test of Dutch as a Foreign Language. Koen is still a Research Fellow at the Research Group Language, Education and Society and the Centre for Language and Education, KU Leuven, Belgium.Key interests include task-based language teaching and assessment, second language development, content-based language learning, curriculum development, teacher training, language awareness and multilingual education, and language-in-education policy.Together with Kris Van den Branden (KU Leuven), Koen is founding Co-Editor of TASK. Journal on Task-Based Language Teaching and Learning (John Benjamins). He is also involved in the International Association for Task-Based Language Teaching (IATBLT) – as Governor of the non-profit organization, member of the Editorial Board of ITL – International Journal of Applied Linguistics, and Individual Expert Member for the Association of Language Testers in Europe (ALTE).Currently, Koen is currently the chair of the TOEFL Committee of Examiners (COE) at Educational Testing Service (ETS) (September 2024 – October 2027) and a member of  the TOEFL COE Research Subcommittee (October 2024 – September 2027). He also serves as a Co-PI for the Center for Standardized Testing in Education in Flanders, Belgium.

Works

Journal articles

  1. Van Gorp, K., Heidrich Uebel, E., Kronenberg, F., & Murpy, D. (2024). How Important Is Studying Languages for Undergraduate Students and Why (Not) Study Languages? Foreign Language Annals 57, 900-920. https://doi.org/10.1111/flan.12783
  2. Van Gorp, K., & Verheyen, S. (2024). Primary school children’s conflicted emotions about using their heritage languages in multilingual classroom tasks. The Modern Language Journal 108, 101-126. https://doi.org/1111/modl.12893
  3. De Costa, P., & Van Gorp, K. (2023). Centering Critical Multilingual Language Awareness in language teacher education: Towards more evidence-based instructional practices. Language Awareness 32, 553-559. https://doi.org/10.1080/09658416.2023.2285359
  4. Van Gorp, K., De Costa, P. I., Ponzio. M., Rawal, H., Her, L., & Deng, M. (2023). The emergence of critical multilingual language awareness in teacher education: the role of experience and coursework. Language Awareness 32, 662-689. https://doi.org/10.1080/09658416.2023.2257601
  5. Coss, M., & Van Gorp, K. (2022). Feedback and Assessment. (Fall 2022 Focus Topic: Assessment and Feedback). The Language Educator 17(4), 18-22.
  6. Vandommele, G., Van Gorp, K., Van den Branden, K., & De Maeyer, S. (2022). Assessing the development of L2 speaking skills in inside-school and outside-school settings through growth modeling. Applied Linguistics 43(6), 1094-1115. https://doi.org/10.1093/applin/amac024
  7. Sierens, S., Van Gorp, K., Slembrouck, S., & Van Avermaet, P. (2022). The relationship between cognitive/linguistic task difficulties and linguistic interdependence in emergent bilinguals: An exploratory study using a task-based listening comprehension test. Studies in Second Language Acquisition 44(4), 1020-1044. https://doi.org/10.1017/S0272263121000826
  8. Fritzsche, S., Giupponi, L., Heidrich Uebel, E., Kronenberg, F., Long, C. P., Van Gorp, K. (2022). Languages as Drivers of Institutional Diversity: The Case of Less Commonly Taught Languages (Winter 2022 Special Issue: Antiracism in the World Language Classroom). The Language Educator 17(1), 45-47.
  9. De Backer, F., Vantieghem, W., Van Gorp, K., Slembrouck, S., & Van Avermaet, P. (2021). Teacher expectations of multilingual students’ achievement: Can teachers accurately predict science performance on a linguistically accommodated test? (Special Issue: Assessment Innovations in Multilingual Contexts, Guest editors: J. L. Schissel & A. Arias). Journal of Multilingual Theories and Practices 2(2), 207-232. https://doi.org/10.1558/jmtp.19513
  10. Uştuk, Ö., & Van Gorp, K. (2021). Putting process drama in practice with TBLT principles: TESOL in action. TESOL Quarterly 55(2), 643-654. https://doi.org/10.1002/tesq.3003
  11. Van den Branden, K., & Van Gorp, K. (2021). Implementing task-based language education in primary education: Lessons learnt from the Flemish experience. Language Teaching for Young learners 3(1), 3-27. https://doi.org/10.1075/ltyl.20013.bra
  12. Sierens, S., Van Gorp, K., Slembrouck, S., & Van Avermaet, P. (2021). The strength of cross-language interdependence between listening comprehension proficiency in Turkish–Dutch emergent bilinguals: Testing Three Hypotheses. Language Learning 71(2), 453-486. https://doi.org/10.1111/lang.12441

Edited volumes

  1. Van Gorp, K., & De Costa, P. I. (Eds.). (2023). Developing Critical Multilingual Language Awareness from Pedagogical Stance to Researched-Based Practices: Global Perspectives, Special Issue, Language Awareness 32, 553-708.
  2. Deygers, B., Carlsen, C., Saville, N., & Van Gorp, K. (Eds.). (2018). The Use of the CEFR in Higher Education. Special Issue. Language Assessment Quarterly 15(1).
  3. Hélot, C., Frijns, C., Van Gorp, K., & Sierens, S. (Eds.). (2018). Language awareness in multilingual classrooms in Europe: From theory to practice (Contributions to the Sociology of Language 109). De Gruyter Mouton.
  4. Van Avermaet, P., Slembrouck, S., Van Gorp, K., Sierens, S., & Maryns, K. (Eds.). (2018). The multilingual edge of education. Palgrave.
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