Spanish Summer Language Institute
Dr. Anne Connor is Professor of Spanish at Southern Oregon University. She began directing the Summer Language Institute for Spanish Teachers in 2007, the year of the program's inception. She received her PhD in Spanish from Vanderbilt University. Beyond directing the SLI, she teaches intermediate through advanced Spanish courses at SOU. Her research interests include the Fantastic in Contemporary Latin American Literature and Film, U.S. Latino Literature and Culture, Women Writers of Latin America, and Music and Culture of Latin America. Her most recent article "Behaving Badly: Irreverent Play in Cortázar's Fantomas contra los vampiros multinacionales" was published in Ciberletras (2013). Email: email@example.com
French Summer Language Institute
Dr. Daniel Morris (Ph.D., University of Oregon) is Professor of French, Director of the French Summer Language Institute, and has served for over ten years as Chair of the Department of Foreign Languages and Literatures at Southern Oregon University. A certified French OPI tester and trainer for the American Council on the Teaching of Foreign Languages, he has written articles and given conference presentations on French literature, culture, film, and language pedagogy. He is the founding director of the Southern Oregon Foreign Language Articulation project, and has organized and led numerous workshops for high school language teachers. His current research interests include French and Francophone literature, French film, French language pedagogy, and the impacts of globalization on culture. Email: firstname.lastname@example.org
Dr. Marianne Golding, (Ph.D., University of California at Los Angeles) received her PhD in French Literature from UCLA and is Professor of French at Southern Oregon University, where she has taught since 1998. She teaches beginning through advanced French courses and is particularly interested in Autobiography, Feminist Literature, and Francophone Literature, Culture and Film. In addition to various articles and conference presentations, she authored the second edition of The Graded French Reader.
Dr. Heather Willis Allen (Ph.D., Emory University) is Assistant Professor of French at the University of Wisconsin-Madison, where she serves as Course Chair for Elementary French 1 and participates in the doctoral program in Second Language Acquisition. She teaches undergraduate courses in French language, cultural studies, creative writing and graduate seminars in second language acquisition. Her research focuses on teacher development, New Literacy Studies, and language-learning motivation and has appeared in journals including Foreign Language Annals, the French Review and the Modern Language Journal. In 2011, she co-edited the AAUSC annual volume entitled “Educating the Future Foreign Language Professoriate for the 21st Century,“ and she is also co-author of a textbook entitled Alliages culturels: La société française en transformation(Heinle Cengage).
Dr. Kristin Hoyt is Associate Professor of French and Foreign Language Education (FLED) at Kennesaw State University and serves as Assistant Chair of the Department of Foreign Languages. She also serves as Coordinator for P-16 FLED Partnerships and is engaged in innovative research on the integration of school-based experiences, such as instructional rounds and collaborative micro-teaching, throughout the entire FLED teacher preparation program. Additionally, Dr. Hoyt is involved in ongoing classroom-based research related to advancing intercultural competence in language learners. Dr. Hoyt has prior K-12 teaching experience and has worked extensively with pre-service and in-service language teachers, as well as international visiting educators teaching foreign languages in US schools.
Dr. Kimberley Healey (PhD University of Pennsylvania) served as Assistant Professor of French at the University of Rochester before moving to Oregon where she now teaches French (all levels) and AP Literature at Ashland High School. She has also taught upper and lower-level French courses at Southern Oregon University. Her book on early twentieth-century French literature, The Modernist Traveler (Nebraska), explores the construction of the self through writing and travel. Dr. Healey’s research continues to focus on colonialism and postcolonial literary responses in the Francophone world. She has split her career equally between college and high school teaching and strives to make education relevant in the face of real-world constraints and challenges. She brings critical insights and research into her high-school teaching, and sound pedagogical practices into her college instruction. Her inclusive and interdisciplinary approach to teaching is informed by her extensive experience abroad as well as her work in departments of French, English, Comparative Literature and Education.
Born in Marseille, France, Guy Spielmann (Ph.D. Vanderbilt University) teaches French and Performing Arts at Georgetown University. His scholarly interests cover Early-Modern European performing arts broadly conceived, with a particular focus on stagecraft and non-literary genres (such as fairground theater and commedia dell'arte), as well as various forms of contemporary popular culture, notably film and comics. He has published over 60 articles in journals and collected volumes, as well as two books, Le Jeu de l'ordre et du chaos (Paris, 2002) and Parades (Paris, 2006), and is co-author of the beginners' French textbook Deux-Mondes (McGraw-Hill), now in its seventh edition. His long-time interest in comics led him to create in 1995 the International Comic Arts Forum (ICAF), a yearly conference that he chaired off and on until 2008. Dr. Spielmann frequently gives lectures and presentations on French-language bande dessinée, preferably to audiences not already sympathetic to the idea that comics deserve serious scholarly inquiry.
Après plusieurs longs séjours à l’étranger (États-Unis et Espagne) et l’obtention de deux licences en anglais et espagnol, Muriel Lannier s’est orientée vers l’enseignement du français aux étrangers et a validé son Master en didactique du français langue étrangère et interculturalité en 2007 (Université catholique de l’ouest). Enseignante au Centre international d’études françaises depuis 2003, elle a toujours cherché à associer les arts à ses pratiques de classe, notamment en animant depuis plusieurs années un cours d’expression théâtrale auprès d’étudiants étrangers. Dernièrement, elle a participé à l’écriture d’un ouvrage de grammaire de niveau A1/A2 (« Grammaire essentielle du français », éditions Didier) et assure la coordination de la méthodologie du travail universitaire (niveau licence 1) à l’Université catholique de l’ouest.
Dr. Lindsy L. Myers (Ph.D., University of Missouri-Kansas City) is Associate Teaching Professor of French at the University of Missouri-Kansas City. She serves as the director of the Lower Division French language series and recently coordinated an integrated curricular redesign enhancing communication among the modern language coordinators in the department. Dr. Myers has also led her department’s implementation of a comprehensive assessment program. She teaches undergraduate and graduate courses in French language and linguistics, general and applied linguistics, and foreign language pedagogy. Her research includes pragmatic analysis of spoken language and its classroom applications plus best practices in assessment and interactive, task-based foreign language teaching, appearing most recently in The Language Educator (ACTFL). Dr. Myers co-wrote Tex’s French Grammar (http://www.laits.utexas.edu/tex/) and in 2014 co-edited a volume with Stacey Katz Bourns entitled Perspectives on Linguistic Structure and Context: Studies in Honor of Knud Lambrecht (John Benjamins). Email: MYERSLL@umkc.edu
Lauren Schaffer, (M.A., UC Santa Barbara; post M.A. studies at the Sorbonne) has an Oregon K-12 teaching credential in French, and taught in the public schools for 30 years. She currently teaches as an adjunct faculty member at Southern Oregon University. For the past 11 years, she has been a workshop presenter for the Bureau of Education and Research (BER) traveling around the United States and Canada giving methodology/ pedagogy teacher training workshops for teachers of all languages. Her areas of expertise include proficiency-based instruction, assessment, and integrating film, poetry, music, art, and games into the Second Language Curriculum.
CHANTAL P. THOMPSON, a native of Brittany, France, is a Teaching Professor of French at Brigham Young University (Utah). She is the coordinator of first-year courses, founder of the African Studies Program at Brigham Young University, and teaches Francophone African Literature in the French Department, as well as a variety of upper-division language courses. She has directed 4 Study Abroad Programs in Senegal, West Africa. Professor Thompson has received many teaching awards at the Department, College and University levels, including the Karl G. Maeser Distinguished Teaching Award and the prestigious Susa Young Gates Professorship (1998-2008). As a certified ACTFL Tester and Trainer, and popular lecturer, Professor Thompson has presented workshops worldwide on all aspects of foreign language instruction and assessment. Recent workshops and speaking engagements have included Jakarta (Indonesia), Frankfurt (Germany), Caracas (Venezuela), Oxford (England), Bangkok (Thailand) and Rabat (Morocco). She is the author of three French textbooks: Mais oui!, a first-year program; Moments littéraires, a literary anthology for intermediate courses; and Ensuite, a second-year College text She is also the former national long jump champion of France!
Rose Lecompte was born in Bastia (Corsica). After completing her studies at the Ecole des Beaux Arts in Lyon, she studied Art History at the Sorbonne in Paris, specializing in contemporary art (19th and 20th centuries). Following her studies, she worked in a painting gallery in Paris, organizing expositions, and researching and documenting paintings. Due to contacts of her supervisor at the gallery, she also worked on the authentication of important art works from major collections. She has been living in Angers since 1987, where she has been teaching Art History to native French and foreign students at the Université Catholique de l'ouest since 1990. At the same time, as the artistic director of a local cultural organization, she regularly organizes painting and sculpture expositions.
Dr. Bonnie Adair-Hauck (Ph.D, University of Pittsburgh). is a second language research professor for the University of Pittsburgh’s European Studies Center and the European Union Center of Excellence where she also serves as a language consultant for educational institutions both nationally and internationally. Adair-Hauck has taught French at the middle school, high school and university levels. She has also taught masters and doctoral level language methodology/acquisition courses world language teachers. Since, 2001, she has served as the Director of the University of Pittsburgh’s French Immersion Institutes designed to broaden middle and high school teachers’ cultural understanding of French speaking countries while concurrently strengthening their French speaking/listening skills. Her research interests include classroom discourse analysis, the benefits of story-based language learning, standards-based instruction and performance-based assessment and co-constructed feedback to improve learner performance. She has published articles in numerous language publications, and is the recipient major teaching awards, including the American Association of Teachers of French Outstanding Educator of the Year Award (1998) and the ACTFL Anthony Papalia Award for Excellence in Teacher Education (2012).
A native of Nantes ("Naoned" in Breton) in western France, Sébastien Dubreil received his B.A. in Economics and M.A. in Economics and Business Administration from the University of Nantes. He taught Economics and French at a technical high school in France for two years. After working at Sewanee, the University of the South, for two years, Sébastien moved to Emory University in Atlanta where he received his doctorate in French and Second Language Acquisition in 2002. He taught at the University of Notre Dame for four years before returning to Tennessee in 2006. His research interests include the definition of culture in the foreign language classroom, its place in the curriculum, the use of multimedia technologies (video, the Internet) and telecollaboration in the teaching of culture, and the methods of assessment of culture learning. He has also published in the area of French and Francophone cinema and presented on the linguistic situation in his native region of Brittany. In 2013, Sébastien published Alliages Culturels: La Société Française en Transformation(Heinle/Cengage Publishing), a book co-authored with Dr. Heather Willis Allen (UW-Madison). His work has appeared in CALICO, The International Journal of Virtual and Personal Learning Environments, the L2 Journal, and the Modern Language Journal among others. Email: email@example.com
Dr. Thomas Armbrecht (PhD, Brown University) is an Associate Professor of French at the University of Wisconsin-Madison. He specializes in theatre as literature and dramatic art, 20th-century French philosophy, and Queer Studies. Previous publications include a study of genre and gender in the works of Marguerite Yourcenar and Julien Green, as well a writings about the intersections of art and literature. He is currently at work on a book about polymathy and polyphony in the works of French authors Pierre Loti, Jean Cocteau, and Hervé Guibert.
Dr. Kate Paesani (Ph.D., Indiana University) is Associate Professor of French at Wayne State University, where she serves as Director of Basic French courses and advises students in the interdisciplinary Master of Arts in Language Learning program. She teaches undergraduate and graduate courses in French language and linguistics, and graduate courses in second language acquisition and foreign language pedagogy. Her research focuses on literacy-based approaches to instruction, literature across the curriculum, and foreign language teacher development and has appeared in journals such as Annual Review of Applied Linguistics, Foreign Language Annals, French Review, and L2 Journal. She has co-edited two books and is currently working on a foreign language methods book entitled A Multiliteracies Framework for Collegiate Foreign Language Teaching(Prentice) with co-authors Heather Wills Allen and Beatrice Dupuy.
Dr. Beatrice Dupuy is Associate Professor of French and Foreign Language Education in the Department of French and Italian at the University of Arizona where she also directs the Introductory and Intermediate French language program. She is a faculty member of the Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching (SLAT) in which she serves as Chair of the Pedagogy Curriculum Sub-committee. She is co-director of CERCLL (Center for Educational Resources in Culture, Language, and Literacy), a Title VI Language Resource Center funded by the U.S. Department of Education. Her research focuses on foreign language teaching assistants’ professional growth in relation to teaching in an integrated multidisciplinary and multiliteracies curriculum and on experiential learning as a theoretical and practical framework for foreign language education in home and study-abroad contexts. Her research has appeared in Foreign Language Annals, the Canadian Modern Language Review, System, Applied Language Learning, etc. She has co-authored with Robert Ariew (University of Arizona) a first-year French textbook, Français Monde: Connectez-vous à la Francophonie (Pearson/Prentice Hall, 2011) and is currently working on a foreign language methods book entitled A Multiliteracies Framework for Collegiate Foreign Language Teaching (Pearson/Prentice Hall) with co-authors Heather Wills Allen and Kate Paesani.