Eman Elturki

Eman Elturki is a Lecturer in the Department of English at the University of Illinois at Chicago, where she teaches first-year composition and academic writing courses for multilingual and domestic students. Her teaching emphasizes academic inquiry, rhetorical awareness, sustainability, and writing across academic and public contexts. She regularly designs, reviews, and revises curricula aligned with programmatic outcomes and student needs.

Dr. Elturki brings extensive experience in second language education, curriculum development, and program administration. Prior to joining UIC, she held teaching and administrative leadership roles at Washington State University’s Intensive American Language Center, where she led curriculum design and review, faculty mentoring, assessment, and accreditation efforts for academic English and pathway programs. Her work has supported undergraduate and graduate pathway programs and multilingual writers across disciplines.

Her scholarship focuses on curriculum planning and evaluation in English language teaching, multilingual writing development, corpus-based pedagogies, pathway programs in higher education, and linguistic and cultural diversity. She is the author of a recent book on curriculum fundamentals in English language teaching and has published widely in peer-reviewed journals and edited volumes.

Research & Teaching Interests

• Second language teaching and writing
• First-year writing and multilingual composition
• Academic writing development
• Curriculum planning, development, and evaluation
• Program assessment and accreditation
• Pathway and bridge programs in higher education
• Linguistic and cultural diversity in higher education
• Corpus-based pedagogy and computer-assisted language learning

Elturki, E. (2026). Fundamentals of curriculum planning, development, implementation, and evaluation in English language teaching. University of Michigan Press. https://doi.org/10.3998/mpub.12793178

Elturki, E. (2023). Collocational patterns of problem and solution markers. In V. Viana (Ed.), Teaching English with corpora: A resource book. Routledge. https://doi.org/10.4324/b22833

Elturki, E. (2023). Language patterns and rhetorical moves in research papers. In V. Viana (Ed.), Teaching English with corpora: A resource book. Routledge. https://doi.org/10.4324/b22833

Elturki, E. (2022). A comprehensive framework for navigating the review and revision of the ELT curriculum. English Language Teacher Education and Development Journal, 25, 38-46.

Elturki, E. (2021). Writing within the disciplines: An exploratory study of writing in graduate pathway programs and the shifting role of the English for Academic Purposes curriculum. Pedagogies: An International Journal, 1-18. https://doi.org/10.1080/1554480X.2021.1975542

Elturki, E. & Hellmann. K. (2021). Faculty experiences teaching in linguistically and culturally diverse contexts at the university level. International Journal for Academic Development, 1-15. https://doi.org/10.1080/1360144X.2021.2007483

Elturki, E. (2020). A systematic process for assessing assessment. English Teaching Forum, 58(4), 12-21. https://eric.ed.gov/?id=EJ1284943

Elturki, E. & Harmon. E. (2020). Systematic integration of extensive reading in the curriculum: Strategies and resources. TESOL Journal, 11(3), 1-12. https://doi.org/10.1002/tesj.517

Elturki, E. (2019). Equipping international graduate students with cognitive and metacognitive strategies: Literature review writing. Syllabus, 8(2), 1-8.

Elturki, E., Liu, Y., Hjeltness, J., & Hellmann, K. (2019). Needs, expectations, and experiences of international students in pathway programs in the United States. Journal of International Students, 9(1), 186-205. https://doi.org/10.32674/jis.v9i1.274

Elturki, E. & Salsbury, T. (2016). A cross-sectional investigation of the development of modality in English language learners’ writing: A corpus-driven study. Issues in Applied Linguistics, 20(1), 51-72. https://doi.org/10.5070/L4200016202

Elturki, E. & Salsbury, T. (2015). Little voice mine: Semantic prosody and formulaic sequences in a longitudinal learner corpus. English Teaching & Learning, 39(4), 93-131.

Ph.D. in Language, Literacy, and Technology, Washington State University
M.S. in Teaching English to Speakers of Other Languages (TESOL), University of Southern California