“There is a dearth of research that focuses on the linguistic features of adolescent L2 [second language] students’ analytical and academic writing,” Maamuujav said. “Identifying the needs of these language-minority students and understanding the challenges they encounter when engaging in academic and school-based writing is necessary to better serve these students and help them access college.”
Maamuujav’s doctoral research foci include writing and rhetoric, critical reading, genre analysis, academic writing, composition, second language writing and acquisition, and technology in writing and literacy development. She earned her B.A. in English and Education and her M.A. in Linguistics at University of the Humanities in Mongolia, and her M.A. in Teaching English to Speakers of Other Languages (TESOL) at California State University, Los Angeles (CSULA). Prior to joining UCI’s doctoral program, she taught English and writing courses for 13 years.
“My experience of teaching, along with being a first-generation college student, English learner, and an international resident from Mongolia, has given me an appreciation of the commitment that Minority Serving Institutions, such as UCI, are making to advance equity, promote inclusion, and recognize diversity as an asset,” Maamuujav said. “The goal of my study is in alignment with UCI's Inclusive Excellence Action Plan ‘to facilitate access’ and ‘to educate and employ for diversity’.”
Maamuujav is specializing in Teaching, Learning, and Educational Improvement (TLEI) for her doctoral work. Professor Emerita Carol Booth Olson serves as her advisor.
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