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, 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: firstname.lastname@example.org
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: email@example.com
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. 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.
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. 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.
Dr. Kelly Conroy is Assistant Professor of Spanish at Western Kentucky University. She earned her PhD in Foreign Language Education at the University of Texas at Austin. She teaches courses on Spanish linguistics and teaching methodologies. Her research interests include student teacher development, teacher talk/target language use, language policy, and second language acquisition. Email:firstname.lastname@example.org
Carlos Jasso is from the state of Guanajuato, Mexico. He earned his Bachelor's Degree in Spanish (University of Guanajuato) and received his Master's Degree in Teacher Training of Teachers of Spanish as a Foreign Language (University of Barcelona). Since 1995, he is professor of Mexican and Latin American Literature for foreign students at the Language Department in the University of Guanajuato. He is co-author of the Bachelor's Degree in Teaching Spanish as a Second Language and responsible for the subjects of Language Theory, Research Methods, and Mexican Literature in the Context of Teaching Spanish as a Second Language. He has worked in various educational institutions offering courses, workshops, and presentations on literature and teacher training. He is currently doing research on second language readers of literary texts. Email: email@example.com
Dr. Elizabeth Kissling received her PhD in Linguistics from Georgetown University and MA in Hispanic Literature from the University of North Carolina at Chapel Hill. She is Assistant Professor of Spanish Applied Linguistics at University of Richmond. She teaches beginning through advanced Spanish language and linguistics courses and is particularly interested in research on second language Spanish pronunciation/accent, cognitive linguistics, and study abroad. Email: firstname.lastname@example.org
Dr. Paloma Lapuerta graduated from the University of Salamanca, Spain, and she holds a Ph.D. from the University of Geneva, Switzerland. She has many years (31 as of 2015!) of teaching experience at higher institutions around the world, including Spain, Switzerland, South Africa, and the United States. She has taught Spanish language, culture, and literature at the University of Geneva in Switzerland, University of Natal in Durban, South Africa, and Dartmouth College, among others. She was also for several years a faculty member at the Middlebury College School of Languages, both in Spain and in Middlebury, Vermont, during the summers. Currently, she is a Full Professor at Central Connecticut State University. She is the author of several College level textbooks, such as Mosaicos, Identidades, La escritura Paso a Paso and Unidos, all published by Prentice Hall, and she has also co-authored the series of High School Textbooks Fans del Español, published by Santillana USA. She speaks Spanish, French and English fluently, Italian, less fluently, and German, which she has been learning for the last 3 years. Email: lapuertap
Dr. Terrence Mannetter received his Ph.D. in Hispanic Philology from the University of Wisconsin Madison, where he received extensive training in Old Spanish Lexicography and Paleography at the Seminary of Medieval Spanish Studies at Madison. He has taught Spanish language and literature for over 25 years. During this time, he has done research in the Scholarship of Teaching and Learning in conjunction with the Carnegie Foundation, as well as Spanish language research projects using Digital Humanities tools. He has served as Director of the Winter in Mexico study abroad program in Mexico for many years through the University of Wisconsin River Falls. email: email@example.com
Dr. Gustavo Mejia holds a PhD from the University of Essex in England. He is currently Professor in the Department of Modern Languages at Central Connecticut State University. He has taught at several institutions of higher learning in different parts of the world, and has been Associate Director of the Middlebury College School of Spanish in Vermont. He also directed Middlebury College's Graduate School in Spain. Dr. Mejia has also taught at the University of Natal Durban in South Africa and at the Universidad de los Andes and Universidad Nacional in his native Colombia. He coordinates the Summer Institute for Teachers of Spanish (SITS) at CCSU, and has participated in workshops on the Integration of Language and Culture through the use of technology. Dr. Mejia has authored and edited cholarly books and articles on Latin American Literature of the 19th and 20th centuries. He has also contributed to Spanish language textbooks, including Mosaicos (5th Edition), and co-authored La escritura paso a paso (Prentice Hall). This will be the second time he teaches at SLI. Email: MejiaG@mail.ccsu.edu
Dr. Marta Tecedor is an Assistant Professor at Texas Tech University, where she directs the Spanish lower-level courses. She earned her PhD in Second Language Acquisition from the University of Iowa. She teaches courses in teaching methods, second language acquisition, computer-assisted language learning, and Spanish language. Her research focuses on the use of technologies in L2 teaching and learning, and the development of interactional competence. Email: firstname.lastname@example.org
Dr. Julio Torres is an Assistant Professor of Second Language Acquisition and Director of the Spanish Language Program at the University of California, Irvine. His research interests include heritage and second language acquisition, bilingualism, cognition and task-based language learning. He earned his Ph.D. in Spanish Linguistics at Georgetown University. In his previous position at SUNY Albany, he developed writing-focused courses for Spanish heritage speakers and taught graduate courses in Spanish Teaching Methodology and Heritage Language Acquisition. He also is the recipient of the 2014 Russell Campbell’s Young Scholar Special Recognition Award for his contribution to the field of Heritage Language Education. E-mail: email@example.com
Dr. John Trimble completed an MA in Teaching Spanish at Northern Arizona University before earning his PhD in Hispanic Linguistics at the University of Minnesota. Now he is an Assistant Professor of Spanish at Weber State University where he teaches Spanish language and linguistics courses, as well as courses in language acquisition and teaching methods. His research investigates Spanish language variation and the acquisition of Spanish phonetics and phonology. He has published on the acquisition of Spanish intonation and variation in political discourse. He is also currently investigating the effectiveness of hybrid courses in beginning Spanish. Email: firstname.lastname@example.org
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.
Tom Mathews received his MA from Middlebury College in Madrid, Spain, and then completed a PhD in Linguistics at the University of Delaware. He has been teaching at the secondary and university level for 30 years. He is a professor of Spanish at Weber State University where he teaches all levels of language and courses in Spanish linguistics and advanced grammar as well as methods courses for future teachers. Tom has published articles on language teaching and assessment in Foreign Language Annals, Hispania and Connections, among other places. He has been president of the Southwest Conference on Language Teaching and is currently the Executive Director of the Utah Foreign Language Association. Email: email@example.com
Ariel Zatarain Tumbaga received his M.A. in Spanish literature, focusing on the Novel of the Mexican Revolution, at UCSD and his PhD in Hispanic Languages and Literature at UCLA, where he concentrated in 20th Century Mexican and Chicana/o Literature and Culture. His current research centers on the representation of the Yaqui nation in Mexican and Chicana/o literature, as well as Mexican and Latin American concepts of race; this is the topic of his article “Arraigamiento: Contesting Hegemonies in Alfredo Véa Jr.’s La Maravilla” in Aztlán: A Journal of Chicano Studies. He is Assistant Professor of Spanish at Southern Oregon University. Email: firstname.lastname@example.org
Cynthia Kauffeld received her PhD in Spanish Philology/Linguistics from the University of Wisconsin-Madison and is Assistant Professor of Hispanic Studies at Macalester College. She teaches language courses of all levels and introductory and advanced courses in Hispanic linguistics such as Introduction to Hispanic Linguistics, History of the Language, and Spanish Dialectology. Her research interests include Andalusian Spanish, colonial Spanish, paleography and dialectology. Email: email@example.com
María Paz Moreno is a native of Spain. She received her Licenciatura in Spanish Philology from the University of Alicante and later earned her PhD in Spanish Literature from The Ohio State University. She is currently an Associate Professor of Spanish at the University of Cincinnati, where she teaches literature, language and culture courses. Her research focuses on Spanish contemporary poetry, as well as on gastronomical literature and the intersections between food, culture and literature. She is the author of a number of books and critical editions, among them El culturalismo en la poesía de Juan Gil-Albert (Alicante: IGA, 2000), Juan Gil-Albert. Poesía completa (Valencia: Pre-Textos/IGA, 2004), and a study on Spanish cookbooks, De la página al plato. El libro de cocina en España. (Gijón: Trea, 2012). In 2012, she edited the Cincinnati Romance Review monographic volumeWriting About Food: Culinary Literature in the Hispanic World. As a poet, she has published seven books and has been included in a number of anthologies. Email: firstname.lastname@example.org
Rachel Shively is an Assistant Professor of Spanish and Applied Linguistics in the Department of Languages, Literatures, and Cultures at Illinois State University. She received her M.A. and Ph.D. in Hispanic Linguistics from the University of Minnesota, in addition to an M.Ed. in Education (Minnesota) and a B.A. in Anthropology (University of Arizona). Shively's teaching experience includes Spanish as a Foreign Language, English as a Second Language, and Linguistics and Applied Linguistics courses. Her research focuses on second language pragmatics, discourse analysis, and language and culture learning during study abroad. Her work has been published in journals such as The Modern Language Journal, Foreign Language Annals, and the Journal of Pragmatics. In 2011, Shively was awarded the prestigious ACTFL-MLJ Pimsleur Award for Research in Foreign Language Education.
Catherine M. Barrette is Associate Professor of Spanish and Director of Spanish Basic Courses at Wayne State University. She earned her PhD in Second Language Acquisition and Teaching from the University of Arizona, specializing in pedagogy and program administration. At Wayne State she teaches courses in Spanish language and applied linguistics at the undergraduate and graduate levels. With three co-authors she developed an introductory college textbook (Impresiones, Prentice Hall, 2004) that employs a task-based approach to language and culture. Furthermore, she is co-editor of a volume in the AAUSC series in Language Program Direction on language program articulation (Language Program Articulation: Developing a Theoretical Foundation, Heinle & Heinle, 2005), and has published research on language program articulation, teacher training, assessment, and instructional technology. Email: email@example.com
Eduardo Olid Guerrero is Assistant Professor at Muhlenberg College. He holds a PhD from the University of California, Davis. His current research interests include early modern relationships between England and Spain, Golden Age drama in translation, teaching early modern Spanish literature through performance, and Miguel de Cervantes' works on the 21st century U.S stage. Email: firstname.lastname@example.org
Katie Stafford currently teaches Advanced Grammar at Lehigh University in Bethlehem, PA. She also directs the UC Davis study abroad program in Madrid. She loves to travel, and has lived in Spain and Colombia. After earning a bachelor’s degree in Spanish and English at the University of California, Davis, Katie spent several years teaching high school Spanish in the Bay Area in California. She earned her Masters at Stanford University, and then returned to UC Davis, where she is completing her PhD. Her dissertation, “Narrating War in Peace and Democracy: The Spanish Civil War in the Transition and Today,” examines how narrative of various prominent cultural products has evolved during democracy. Email: email@example.com
Ana Oskoz is Associate Professor at the University of Maryland Baltimore County. She completed a BA in Spanish language and literature at the University of Deusto, Spain. While in the United States, Ana studied at the University of Iowa where she received her MA and PhD in Foreign Language Education. Her most recent research focuses on the use of Web 2.0 tools, such as wikis and blogs, for L2 writing development and (inter)cultural communication. Email: firstname.lastname@example.org
Scott Rex holds a PhD in Spanish Linguistics from the University of California at Davis and is currently Associate Professor of Spanish at Southern Oregon University, where he directs Foreign Languages and Literatures as well as the foreign language teacher education program. Previously, he directed the Self-Instructional Language Program at the University of South Alabama and developed linguistics courses for education students. He has worked in teacher training and preparation at Sacramento State University and the University of South Alabama. His research interests include theoretical syntax and second language acquisition. Email: email@example.com
Francisco Cabello is a native of Seville, Spain. He holds a BA in Modern Philology from the University of Seville, an MA in English from Claremont Graduate University, and was awarded his PhD in Spanish from the University of California at Davis. He is the author of the popular book Total Physical Response in the First Year with versions in Spanish, English and French. His research interests include the use of theater in language classes. Email:firstname.lastname@example.org
Luisa María Quintero earned her PhD in Latin American Literatura from Wayne State University. Her dissertation “(In)visible in Sight: The Provocation of Abjection, Alterity and Agency in the Work of Víctor Gaviria,” integrates post-structural cinematic and literary theory with cultural anthropology. This interdisciplinary analysis carries out an innovative interpretation of Latin-American film, poetry and testimonial as part of a larger discussion on urban poverty. She has a BA in Arts in Anthropology from University of Michigan and a BA In Spanish and Literature from Universidad de Medellín, Colombia. Currently she is teaching Spanish for Heritage Learners and Intermediate Spanish at Wayne State University. Email: email@example.com
Ramsey Tracy received her PhD in Spanish from Tulane University and is a Visiting Assistant Professor of Hispanic Studies at Trinity College. She administers courses in Mexican and Caribbean Literature and Cultural Studies as well as intermediate through advanced Spanish. Her current research centers around19th and 20th century social movements, their artistic and musical representations, and their popular memory among indigenous and peasant communities in Central Mexico and the Mayan speaking Yucatan. Email: firstname.lastname@example.org
Judith Liskin-Gasparro received her PhD in Foreign Language Education from the University of Texas at Austin and is Associate Professor of Spanish at the University of Iowa, where she also co-directs an interdisciplinary doctoral program in Second Language Acquisition. She teaches courses in teaching methods, second language acquisition, and Spanish language and applied linguistics, and until recently she was the director of the elementary and intermediate Spanish program. She is particularly interested in foreign language proficiency assessment, program evaluation and outcomes assessment, and the teaching materials (she is a co-author of two recent textbooks). Email: email@example.com
Troy Crawford, BA (Southern Oregon University), MBA (University of Guanajuato), MS (University of Guanajuato), MA (University of London), PhD (University of Kent, Canterbury) teaches courses on discourse analysis, techniques for teaching reading, writing, and grammar, and qualitative research methods. He has published articles in the area of second language writing and co-authored Close-up (Reading Comprehension). He is an Oral Examiner for University of Cambridge Local Examinations Syndicate and an Expert Translator for the Guanajuato State Supreme Court. He currently works in the educational planning department at the University of Guanajuato. Email: firstname.lastname@example.org
Mariche García Bayonas, a native of Spain, holds a PhD in Spanish Linguistics from Indiana University. She is currently an Assistant Professor at the University of North Carolina-Greensboro where she teaches undergraduate and graduate courses in linguistics. Her areas of research are phonetics/phonology, sociolinguistics and second language acquisition. Email: Megarcia@uncg.edu
Sonia Kania received her PhD in Spanish from the University of Wisconsin-Madison and is Assistant Professor of Spanish at the University of Texas at Arlington. She was director of the Department of Modern Languages' Summer Study Abroad Program in Valladolid, Spain for three years and is currently a research fellow at UT Arlington's Center for Greater Southwestern Studies and the History of Cartography. She teaches advanced and graduate courses in Spanish language and linguistics and is particularly interested in the History of the Spanish Language, Spanish Dialectology, and the Origins of American Spanish. Her research focuses on Colonial Mexican and New Mexican Spanish. Email:email@example.com
Enrique Marquez holds his PhD in Spanish from the University of Miami (1979). He also earned his MA in Linguistics from Université de Paris III-Sorbonne (1982); and his DEA in Linguistics, École des Hautes Études en Sciences Sociales de Paris (1985). He has taught at the U.S. Naval Academy in Annapolis, MD. Currently, he is Associate Professor of Spanish and French at Florida Gulf Coast University, where he leads the Foreign Language Program and is in charge of teaching Spanish, French, and cinema courses. He has published numerous academic books and articles, and presented papers at national and international forums. Email: firstname.lastname@example.org
Mary E. O'Donnell earned a PhD in Second Language Acquisition specializing in program language direction from the University of Iowa. She also has an MA in Spanish literature from the University of Notre Dame. Currently, she is teaching at James Madison University. She has taught Foreign Language Teaching Methodology and Spanish for Medical Professionals-as she is a Registered Nurse. Recently, she was the Director of Intermediate Spanish at Purdue University where she trained, supervised, and mentored teaching faculty and graduate teaching assistants. Her areas of academic interest include foreign language (FL) assessment, teacher training and supervision, the use of technologies in FL classrooms, and reading and writing in a foreign language. Email: email@example.com
Susan Hildebrandt is an Assistant Professor of Applied Linguistics and the Coordinator of Teacher Education in the Department of Languages, Literatures, and Cultures at Illinois State University. She earned her PhD in Foreign Language and ESL Education from the University of Iowa, and was subsequently awarded the 2008 ACTFL-MLJ Emma Marie Birkmaier Award for Doctoral Dissertation. Before her graduate studies, she taught Spanish at the elementary, middle, and high school levels for six years. Her research concerns second language teacher education and professionalization, assessment and evaluation, educational policy, and students with disabilities in the foreign language classroom. Email: firstname.lastname@example.org
Joshua J. Thoms received his PhD in Second Language Acquisition from the University of Iowa and is currently Assistant Professor of Spanish and Applied Linguistics at Utah State University. He teaches graduate and undergraduate courses on foreign language teaching methodology, theories of second language acquisition, applied linguistic research methods, and computer assisted language learning. His research interests include the role of classroom discourse in second language (L2) learning in Spanish language and literature classrooms, the effects of technology on L2 teaching and learning, and issues related to graduate student TA professional development. Recent publications include a state-of-the-art review of the literature on classroom discourse (Foreign Language Annals, 2012) and a co-edited AAUSC volume entitled Hybrid language teaching and learning: Exploring theoretical, pedagogical and curricular issues (Heinle Cengage, 2012). Email: email@example.com
Craig Bergeson received his MA from the University of Nevada, Reno and his PhD from the University of Colorado, Boulder. He is Professor of Spanish at Weber State University. He has developed courses that build language proficiency through the integration of various disciplines, such as art, film, history, literature, music, and photography. His research interests include methods of teaching literature and culture, contemporary Spanish narrative, and time in narrative literature. Email: CBERGESON@weber.edu
Rafael Orozco, a native of Colombia, earned his Ph.D. in linguistics at New York University. He is an Assistant Professor of Spanish Linguistics at Louisiana State University where he teaches courses in Spanish Linguistics including Language Variation in the Spanish-Speaking World and Spanish in the United States. His teaching and research interests include Spanish Sociolinguistics, Colombian Spanish, Caribbean Spanish, Spanish in the United States, and Spanish in Contact with English. He is coeditor of the volumes Lenguaje, arte y revoluciones ayer y hoy: New Approaches to Hispanic Linguistic, Literary, and Cultural Studies (Cambridge Scholars Publishing, 2011), and Colombian Varieties of Spanish (Iberoamericana, 2012). His work has been published in journals such as Revista Internacional de Lingüística Iberoamericana (RILI), Spanish in Context,and Lingüística, as well as in several edited collections. Email:firstname.lastname@example.org
Dennie Hoopingarner has been teaching our online Technology in the Classroom course for the past five years. He has also served as Director of the Language Learning Center and Associate Director for Technology Implementation at the Center for Language Education And Research at Michigan State University. Hoopingarner earned his M.Ed in Secondary and Adult Education at Grand Valley State University, and his PhD in Linguistics at Michigan State University. He has been teaching at the college level since 1994. Previous to returning to the United States, he taught English and Chinese in the Republic of China. Hoopingarner has created numerous software programs for language teaching, applying technology and linguistic and learning theory to create innovative applications for language learning. Email: email@example.com