Let’s make it official
Ready to become a Lynx? We are still accepting applications, but housing and class registration are first-come, first-served.

Amy Gooden

Associate Professor

Amy Gooden

Dr. Amy Gooden is passionate about the intersection of language, education, culture, and inclusion. She received her master’s degree in Education from Harvard University’s Graduate School of Education. She holds a doctorate in Education from Boston University with a concentration in second language teacher education and intercultural teaching and learning. Dr. Gooden has recently been nominated by the federal government to serve as an English Language Specialist for the US Department of State.

At Lesley University, she serves as Associate Professor of TESOL/ Bilingual Education and Co-Director of the Lesley University Institute for English Language Programs Beyond Borders. She teaches undergraduate and graduate courses such as Sheltered English Immersion, Intercultural Education and Communication, Writing Workshop for Multilingual Learners, and Education Abroad: Examining Human Migration at the Crossroads of Spain and Morocco. She also teaches as an adjunct in the International Higher Education master's program.

Dr. Gooden teaches courses at the Harvard University Derek Bok Center for Teaching and Learning and serves as Technical Advisor for global English language education projects for USAID in Morocco.  She was formerly the Academic Director of Global Academic Advantage Programs and has developed a suite of student and faculty development supports for global pathways students. 

Her research focuses on case-based pedagogy as a language teaching and intercultural awareness and education tool for educators of multilingual and multicultural learners in K-12 and higher educational contexts; inclusive and decolonizing language teacher education; and arts-based and restorative justice approaches to supporting the needs of immigrant and refugee students and families.   

For more than a decade, Amy served as a Preceptor for Harvard University’s Institute for English Language Programs, where she was awarded the prestigious Excellence in Teaching Award for her work supporting international graduate students and multilingual learners in English for Academic Purposes (EAP) courses.

Thereafter, she served as Lecturer in TESOL/Bilingual/Modern Foreign Language and Intercultural Education and Director of International Teacher Education Certificate Programs at Boston University School of Education, including a global TEFL teacher education partnership she spearheaded with the Chinese Ministry of Education. In this role, Amy also authored and was awarded Governor Deval Patrick’s Gateways Cities grant to support the creation of a multi-year university/public school district partnership. The BU/Malden School District Reach for the Stars Academy was designed to support the language and learning needs of emerging bilingual middle school students through whole-child, arts-infused approaches to teaching and learning. She was also awarded a state grant to direct the Somali Development Center’s language and acculturation program for refugee families. In addition, she served as Coordinator of Field Placements for language teacher licensure programs.   

As a licensed ESL and Spanish teacher, she has taught English as a second language and Spanish in public and private schools in Massachusetts and Rhode Island. She serves as an educational consultant and provides professional development for teachers of multicultural and multilingual learners in local school districts and universities including the Boston pathways to licensure program and Brown University-Shenzhen Institute.

She has presented her research nationally and internationally as has been invited by the US Department of State to present on the themes of inclusion and differentiation in language teaching and learning to teachers of critical languages. She has conducted field research on cultural pluralism in a Bribri indigenous and Jamaican descendent community in Costa Rica and on educational, cultural, and social barriers for Roma in Southern Spain.   

Recent International Work

Senior Educational Technical Special for USAID Morocco DEEP Project, Spring and Summer 2021 

  • Dr. Gooden was recently selected to serve as a Senior Educational Technical Specialist for the Global Data for Evidence in Education (DEEP) Project with USAID’s Bureau for Economic Growth, Education and the Environment (E3), providing analytic and evaluation support to USAID.  In her role, she has supports the English language instruction reform in higher education and provides recommendations for Foundation Year and Language Education Higher Education Reform in Morocco. She participated in workshops with USAID and the Government of Morocco to provide technical support regarding English language instruction in higher education.  

Co-Director; Lesley University Institute for English Language Programs Beyond Borders 

  • Co-Facilitator, Teaching for neurodiversity: Building inclusive teaching and learning classrooms, Lesley University/Authentic Caribbean Foundation 
    • Country Partners: St. Lucia, Saint Vincent and the Grenadines, Grenada, Jamaica, St. Kitts and Nevis 
  • Co-Instructor, English for Education and Empowerment: Multilingual Parent Advocacy Certificate course, The Lesley-Brockton School and Community Engagement Project, Spring 2021 (course co-developed by Dr. Gooden) 
  • Co-Instructor, Integrated English Skills for Academic Purposes, Lesley University/ Institute of Science, Technology and Advanced Studies of Haiti, Summer 2019 (course co-developed by Dr. Gooden) 


  • Gooden, A., Wang, Q., Gu, H., Ma, H. & Pan, Y. (2022). Evaluating Curricular and Pedagogical Practices of Internationalization in Higher Education--A Post-colonial Perspective. BERA Blog (forthcoming) 
  • Gooden, A., Wang, Q., Gu, H, Ma, H. & Pan, Y. (2022). Have we addressed internationalization sufficiently? Investigating British and Sino‐British postgraduate curricula with a postcolonial design perspective - Wang - 2022 - The Curriculum Journal - Wiley Online LibraryThe Curriculum Journal, DOI:10.1002/curj.146. [ESCI]  
  • Wang, Q., & Gooden, A. (2022 Accepted). Leveraging women’s advantage: Incorporating emotion and agency in leadership transformation. The paper is accepted for presentation at the International Leadership Association’s 6th Women & Leadership Conference on Reflection and Rejuvenation: Inspiring Women Leaders, to be held June 15-16, 2022 in Portsmouth, UK. (www.ilaglobalnetwork.org
  • Gooden, A. & Wang, Q.,  (April 24, 2022). Cultivating postcolonial curricular: A comparative study of international education in a Sino-British and U.K. Universities. The paper was virtually presented at the annual meeting (April 22-27, 2022) of the American Educational Research Association (AERA), San Diego, CA. (https://www.aera.net).
  • Gooden, A. (2021). A Casebook of Inclusive Pedagogical Practices for Second Language Teacher Education (umich.edu). Ann Arbor, MI: University of Michigan Press. 
  • Gooden, A. and Wang, Q. (2021) A Transnational University’s Role and Practices in International Higher Education: A Post-Colonial Perspective. BERA (British Education and Research Association) Conference 2021, September 13-16, London, UK.
  • Gooden, A. & Vital, L. M. (June 2021). Teaching and learning English for academic purposes: Pedagogical approaches for culturally responsive online environments. Teaching Culturally and Linguistically Diverse International Student in Open or Online Learning Environments Research Symposium, University of Windsor.
  • Vital, L. M., Gooden, A., Gilchrist, L. A. (June 2021). Re-imagine education post COVID-19: Diverse abilities. The Institute of Caribbean Studies & The Authentic Caribbean Foundation.
  • Gooden, A. & Bashir, Sahra (2019). A goat amongst lions: Unveiling the challenges faced by a Somali refugee mother of a child with autism. In Affirming disability: Strengths-based portraits of culturally and linguistically diverse families’ experiences navigating special education systems. In Disability, Culture & Equity Book Series. A. Artiles, Editor New York, NY: Teachers College Press.
  • Gooden, Amy and Zlateva, Maria N. (2018). A casebook for second language teacher education: Reflecting on the language classroom. Ann Arbor, MI: University of Michigan Press.
  • Gooden, A. (2017). Reach for the Stars: Restructuring Schooling for Emergent Bilinguals with a Whole-Child, Arts-Infused Curricular ApproachJournal of Pluralism, Pedagogy, and Practice. Volume 9. Issue 1, Article 11., Cambridge, MA.
  • Gooden, A. (2017). Stories Matter: The transformative power of the case study methodCenter for Artistry and Scholarship.
  • Gooden, A. (2017). Case-based pedagogy in L2 teacher education: An effective socio-cultural approach. Paper presented at TESOL International Convention and English Language Expo, Seattle, Washington.
  • Gooden, A. & Keh, M. (2016). Exploring the role of nonnative speaker status and value orientation in ELLs: Reflections during Retrospective Miscue Analysis (RMA). Paper presented at the Literacy Research Association 66th Annual Conference, “Mobilizing Literacy for Social Transformation,” Nashville, Tennessee.  
  • Gooden, A. (2016). Using the Harvard Business School Case Study Method as a Teacher Preparation Tool. Paper presented at the Back to School Faculty Development Education Symposium, University of Technology, Kingston, Jamaica. 
  • Gooden, Amy Cournoyer and Kelly Chase (2015). Habits of Mind: Forging University-School Partnerships to Bring a High-Quality Enrichment Curriculum to English Learners, Voices in Urban Education, 41:26–35.
  • Gooden, Amy Cournoyer (2014). Building Language Educators: The Implications of Case-based Pedagogy Using Practicum-Based Student-Teacher-Generated Cases for Pre-Service Language Teacher Education, Dissertation: Boston University School of Education.
  • Cournoyer, A.B. (2012). English for educators. Brown University/Shenzhen Teacher/Headmaster Training Institute, Providence, RI: Brown University. 
  • Cournoyer, A.B. (2010). Case-based pedagogy using student-generated vignettes: A pre-service intercultural awareness tool. Proceedings from the Second International Conference on the Development and Assessment of Intercultural Competence, Tucson, Arizona.
  • Cournoyer, A.B. & Orane, Z.S. (2010). Shifted thinking , shifted ways of being: a cross case analysis of two capacity building initiatives. Proceedings from the Global Risk Forum: International Disaster Relief Conference, Davos, Switzerland. 
  • Cournoyer, A.B. & Morris, S. (2007). Education, politics, and the environment Volume I.Cambridge, MA: Harvard University. 
  • Cournoyer, A.B. (2008) Education, politics, and the environment Volume II. Cambridge, MA: Harvard University. 
  • Cournoyer, A.B. (2008). English for global business Volume I. Cambridge, MA: Harvard University. 
  • Cournoyer, A.B. & Sorenson, L. (2006). This is business Level D. Cambridge, MA: Harvard University.
  • Cournoyer, A.B. (2003). Communication in business: Level C. Cambridge, MA: Harvard University.


  • Gooden, A., Sauer, J., Gimmi, S. (2019). Practicing what we preach: Applying UDL principles for “cross-pollination” in undergraduate learning communities. Presented at the Second Annual Universal Design for Learning Conference, Goodwin College, East Hartford, CT.
  • Cournoyer, A.B., Chase, K., and DeRuosi, D. (2013). Intercultural learning across the board: A case study of a university-public school district partnership. Paper presented with Superintendent of Malden and Assistant Superintendent of Malden at the XII Worldwide Forum on Education and Culture, Rome, Italy.
  • Cournoyer, A.B. (2013). Teaching training seminar: strategies for promoting oral language development and listening in ESL and SEI classrooms. Invited lecture for the Boston Public Schools Pathways Program, Boston, Massachusetts.
  • Cournoyer, A.B. (2012). Teaching training seminar: strategies for promoting literacy development in ESL and SEI classrooms. Invited lecture for the Boston Public Schools Pathways Program, Boston, Massachusetts.
  • Cournoyer, A.B. (2012). Four sociocultural approaches to promoting intercultural competence in second/foreign language teacher education programs: a case study of an Intercultural Education course. Paper presented at the XI Worldwide Forum on Education and Culture, Rome, Italy.
  • Cournoyer, A.B. (2012). Content-based ESL and English language development training. Invited lecture for the Boston Public Schools Pathways Program, Boston, Massachusetts. 
  • Cournoyer, A.B. (2012). Writing the college admissions essay: tips for non-native speakers of English. Invited lecture for Harvard University Graduate School of Education’s program in international student summer programs. 
  • Cournoyer, A.B. (2012). Toward a sociocultural turn: case study method in second language teacher education programs. Paper presented at Hawaii University International Conference on Education.
  • Cournoyer, A.B. (2012). An adult L2 academic writing model. Paper presented at MATSDA/Principles and Procedures of Materials Development: Interaction Between Applied Linguistics and Materials Development, University of Limerick, Ireland.
  • Cournoyer, A.B. (2011). Student-generated cases for intercultural awareness: shifting the knowledge base in L2 teacher preparation pedagogy. Paper presented at the Worldwide Forum on Education and Culture, Rome, Italy. 
  • Cournoyer, A.B. (2011). Teaching training seminar: sheltering instruction in the content areas and general methods of teaching English language learners in K-12 educational settings. Invited lecture for the Boston Public Schools Pathways Program, Boston, Massachusetts.
  • Cournoyer, A.B. (2011). Methods of teaching English as a foreign language: current research and trends in the field. Invited lecture for the Startalk National Turkish Teacher Training Program. 
  • Cournoyer, A.B. (2010). The case for intercultural awareness. Paper presented at the Second International Conference on the Development and Assessment of Intercultural Competence, Tucson, Arizona.
  • Cournoyer, A.B. (2010). Teaching training seminar on teaching speaking and listening to English Language Learners in K-12 Educational Settings. Invited lecture for the Boston Public Schools Pathways Program, Boston, Massachusetts.
  • Cournoyer, A. B. (2009). Differentiated instruction for teachers of critical languages. Invited lecture for the U.S. Department of State Bureau of Educational and Cultural Affairs, Teachers of Critical Languages Program Colloquium, Boston, Massachusetts.
  • Cournoyer, A.B. (2009). Building language educators: The implications of case-based pedagogy using practicum-based student-generated cases for pre-service language teacher education. Paper presented at the Sixth International Language Teacher Education Conference, Washington, D.C.