Indiana University

The Department of Second Language Studies

Debra Friedman

Photo of Debra Friedman

Assistant Professor of Second Language Studies
(812) 855-2680
Morrison Hall 207

Research Interests

  • Second and multilingual language socialization
  • Second language pedagogy
  • Language teacher education
  • Social, political, and ideological aspects of second language education
  • Qualitative research methods


  • Ph.D. 2006, Applied Linguistics and TESL. University of California, Los Angeles
  • M.A. 1998. Teaching English as a Second Language. University of California, Los Angeles
  • B.A. Slavic Languages and Literatures, University of California, Berkeley

Personal Statement

In my work I take a qualitative approach to the study of language learning and teaching in classroom settings. My primary theoretical framework is language socialization, which views learning as grounded in newcomers’ participation in community practices under the guidance of more experienced members. I have utilized this framework to study the role of language education in Ukrainian language revitalization and nation building and academic literacy socialization in a US MA-TESOL program.

In addition to my empirical research, I also have an interest in qualitative research methods in applied linguistics and have co-authored a book (with Charlene Polio of Michigan State University) on research methods in second language writing research.



  • Polio, C., & Friedman, D. (2017). Understanding, evaluating, and conducting second language writing research. New York: Routledge.

Journal Articles

  • Friedman, D. (2019). Citation as a social practice in a TESOL graduate program: A language socialization approach. Journal of Second Language Writing, 44, 23-36.
  • Friedman, D. (2016). Our language: (Re)imagining communities in Ukrainian language classrooms. Journal of Language, Identity, and Education, 15, pp. 165-179.
  • Friedman, D. (2010). Becoming national: Classroom language socialization and political identities in the age of globalization. Annual Review of Applied Linguistics, 30, 193-210.
  • Friedman, D. (2010). Speaking correctly: Error correction as a language socialization practice in a Ukrainian classroom. Applied Linguistics, 31, 346-347.
  • Kagan, O. & Friedman, D. (2003). Using the OPI to place heritage speakers of Russian. Foreign Language Annals, 36, 536-545.

Book Chapters

  • Friedman, D. (in press). Negotiating epistemic authority in a US graduate program in TESOL. In M. J. Burdelski & K. M. Howard (Eds.), Language socialization in classrooms: Culture, interaction, and language development.  Cambridge University Press.
  • Friedman, D. (2012). Socialization and language revitalization. In A. Duranti, E. Ochs, & B. Schieffelin (Eds.), Handbook of language socialization (pp. 631-647). Malden, MA: Wiley-Blackwell.
  • Friedman, D. (2012). How to collect and analyze qualitative data. In A. Mackey & S. Gass (Eds.). Research methodologies in second language acquisition (pp. 180-200). Malden, MA: Wiley-Blackwell.
  • • Friedman, D. & Kagan, O. (2008). Academic writing proficiency of Russian heritage speakers: A comparative study. In D. Brinton, O. Kagan, & S. Bauckus (Eds.), Heritage language acquisition: A new field emerging (pp. 181-198). New York: Routledge.

Courses Taught

  • SLST-S301: Introduction to Second Language Acquisition
  • SLST-T435: TESOL Practicum
  • SLST-T500: Teaching English for Academic Purposes
  • SLST-T505: Introduction to Teaching English for Academic Purposes
  • SLST-T522: Survey of Applied Linguistics
  • SLST-T534: Methods of Teaching ESL/EFL to Adults
  • SLST-T535: TESOL Practicum
  • SLST-T538: L2 Reading and Writing
  • SLST-S600: Qualitative Research in Second Language Studies
  • SLST-S640: Discourse Analysis

The learning of second and foreign languages is a rich and fascinating process involving linguistic, psychological, cultural, and social dimensions. The Indiana University Department of Second Language Studies is dedicated to teaching and research on the structure, acquisition, and use of nonnative language in both instructed and contact contexts.