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In-progress Research Project: Developing intercultural competency and communication skills for study abroad
Background, motivation and objectives:
Background: Cal Poly, as an educator of students in an increasingly interwoven global community, encourages students to immerse themselves in different cultures as part of their college experience. Study abroad – along with working and interning abroad – is increasingly seen as an integral part of higher education through which students may become “global citizens” and develop a “global mindset,”
attributes increasingly perceived as synonyms of adaptability and intercultural competence in a
knowledge-based global economy. Becoming more sensitive to cultural differences through study abroad and related experiences can also enhance students’ empathy to different realities, thereby fostering a commitment to values of diversity and inclusion.
It is generally assumed that when exposure to another culture and language is constant and intensive, the likelihood that students improve their intercultural competency and communication skills increases exponentially. However, research shows that study abroad experiences do not necessarily lead to greater intercultural understanding or a broader linguistic repertoire, but may in fact confirm
participants’ biases including, for example, a sense of national superiority (e.g., Du, 2015; Goldoni, 2013). Moreover, students who are troubled by cultural differences between the target culture and their own can exhibit increased anxiety when interacting with native speakers in the host country which can result in decreased learning gains over the course of a study abroad program (e.g., Allen & Herron, 2003).
Motivation: Considering these findings, it seems necessary that Cal Poly students taking part in study abroad programs be given opportunities, prior to their departure, to better prepare themselves to adapt to cultural differences they are likely to encounter. This is especially true when students participate in short- study abroad programs, the most popular option amongst US college students (Institute for International Education, 2017), since in this kind of program, students will have much less time to adjust.
The potential exists for Cal Poly students who will be studying abroad to benefit from the intercultural competency and communication skills of interaction with bilingual/multilingual Cal Poly peers in pre-departure study abroad sessions. Cal Poly is home to students who grew up bilingually and biculturally – as is the case of Latinx students. These bilingual students not only have rich life experiences to draw on, but also have a solid background as to how to communicate in languages other than English in a variety of social contexts. A consensus has been established amongst researchers that the
bi/multilingual and bi/multicultural abilities of Latinx students (i.e., Spanish heritage language learners) should be considered an asset in a growing global community and marketplace (e.g., Blake & Zyzik, 2003; Carreira & Armengol, 2001).
Through the development of pre-study abroad orientation workshops like those proposed here, inclusive spaces of dialogue and team work can be created on campus amongst minority and majority students. Bi/multicultural and bi/multilingual Latinx students who work as co-leaders/conversation partners of such orientation workshops can contribute to improving the ability of other Cal Poly students to be more receptive to cultural differences so that these study abroad students, in turn, can better engage with the cultural values of the people they will be living with in their sojourn abroad.
In addition to face-to-face conversations and practice, technological advances and computed- mediated communication (CMC) allow students to begin connecting across the globe and networking prior to the start of a program. The pre-study abroad orientation workshops proposed here will also include Skype sessions between the Cal Poly students who will be studying abroad and students from the host university. Such exchanges can further contribute to fostering intercultural understanding, mutual communication, and a sense of belonging in a group. Networking with locals is critical in enriching the learning experience overseas (Isabelli-García, 2006).
Objectives: This research project has, as an overarching objective, the creation of spaces of dialogue between Cal Poly students of diverse backgrounds that will enhance the learning experiences of all. More specifically, this project will investigate:
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(a) the effectiveness of “hands-on” pre-study abroad orientation workshops that use a task-based language teaching (TBLT) framework, and that encourage Cal Poly students to engage with
bi/multicultural and bi/multilingual peers from their own campus community (Latinx students) who can help them develop strategies to embrace a culture and language that is different from their own,
(b) the potential professional development and empowering of underrepresented Latinx students at Cal Poly who work as bi/multicultural and bi/multilingual assistants in “hands-on” pre-study-abroad orientation workshops
(c) the cultural and linguistic advantages of connecting Cal Poly students with members of the target culture and community (the host country) prior to study abroad (networking through mediated communication such as Skype).
Research Questions: The research questions that guide this ongoing project are the following:
RQ1: Is the implementation of “hands-on” pre-study abroad orientation workshops co-led by Cal Poly bi/multilingual and bi/multicultural students beneficial for the intercultural competency, global mindset and communication skills of Cal Poly students who will be studying abroad? If so, to what extent?
RQ2: Does co-leading a “hands-on” pre-study abroad orientation workshop empower Cal Poly’s bi/multilingual and bi/multicultural students? If so, to what extent?
RQ3: Do complementary computed-mediated communications (e.g., through Skype) between Cal Poly students and students from the host country enhance intercultural competency, mutual communication and a sense of belonging to a group? If so, to what extent?
Impact of the research project and student involvement
The completion of this research project, in all of its phases, will have significant impact on the professional development of minority students who will contribute to the project as assistants and collaborators. In other words, this research project not only serves as a space for open conversation that creates a sense of community amongst a group of diverse students at Cal Poly but also as relevant preparation for the students who are going to be immersed in the target culture and language. The communication tasks conducted within this research project will follow a communication-oriented, task- based language teaching (TBLT) framework. TBLT is an approach that aims to improve learner
communication skills in a second language by engaging learners in interactionally authentic language use (Ellis, 2017). TBLT is intrinsically a learn-by-doing approach, since, with this approach, emphasis is placed on preparing students to effectively interact with native speakers in real-life situations; that is, students will learn the language and culture through doing – by conducting real-world tasks in the target language and culture. The series of publications that comes from this project will serve to guide other universities in how to conduct pre-study abroad orientation workshops involving a diverse student body, following a task-based approach that not only taps into the concrete learning needs of students who go abroad, but also enhances intercultural understanding and effective communication in a second language, and promotes diversity and inclusion on campus.
Proposed scholarly activity: Timeline and dissemination
Phase 1: Pilot (completed): In Spring 2018, I conducted a series of pre-study abroad orientation workshops of 1 hour and a half between Latinx students who served as bi/multicultural and
bi/multilingual workshop co-leaders and conversation partners with Cal Poly students from different majors who were going to study in Spain. The workshop allowed me to develop:
(i) Hands-on tasks using a TBLT approach that tapped into cultural differences and effective communication with native speakers. For example, the students who were going to study abroad interviewed their Latinx conversation partners in Spanish to learn about their experiences growing up bilingually and biculturally; they also developed questions in Spanish for when they contacted the students from the host university through Skype. Most of the questions were related to aspects of the culture students felt they needed to understand better, such as student expectations at the host university, cultural expectations when sharing a meal with a family,
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areas or topics to avoid with locals, common behaviors when shopping or eating out (e.g., how much to tip). Workshops fostered a sense of belonging among Latinx students who saw themselves as guides, and cultural and language referents.
(ii) Reflection sheets in which students who participated in the workshop could reflect on the exchanges with Latinx students and whether this helped them to understand a culture that was different from their own and communicate more effectively with Spanish native speakers.
(iii) Complementary hands-on assignment: Cal Poly students who were going to study abroad were provided with the contact information of students from the host university (University of
Valladolid, Spain) and they started a conversation with them via computed-mediated- communication (i.e., Skype or other online platforms) prior to their departure for Spain.
(iv) Online surveys: Online surveys consisting of open-ended and Likert-scale questions were administered using Qualtrics amongst Cal Poly students who were studying abroad and Latinx students who co-led the workshops in order to address the research questions listed above (RQs 1, 2, and 3).
Phase 2: This Spring (2019), the researcher plans to conduct a new series of pre-departure workshops with the support of the International Center, using the refined instruments and tasks she piloted, and to collect more data from a new group of Cal Poly students who will be studying abroad in Spain and from Latinx students who will assist her as co-leaders of the pre-study abroad workshops. Latinx students will be provided a small stipend for their collaboration.
Phase 3: Analysis of results and write-up (Summer 2019). The qualitative data collected will be analyzed using NVivo software and the quantitative data will be analyzed using SPSS software.
Dissemination: Peer-reviewed publications and peer-reviewed conference The results of this project will be disseminated in at least two peer-reviewed articles.
(1) The first will be a book chapter that the researcher will be writing and submitting for peer review this summer of 2019; the book chapter is entitled, “Enhancing readiness for the immersive experience: Spanish Heritage Language Learners as conversation partners in predeparture workshops” to be included in R. Pozzi, T. Quan, & C. Escalante (Eds.), Heritage Speakers of Spanish in Study Abroad. Abingdon, UK: Routledge.
(2) The second is an article that the researcher will be writing and submitting for peer review this summer of 2019 in the Journal The Global Impact Exchange: A Quarterly Publication of Diversity Abroad; the title of the article is “Integrating diversity and inclusion into pre-departure experiences, advising and curriculum development”.
References:
Allen, H. W., & Herron, C. (2003). A mixed‐methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36(3), 370-385.
Blake, R., & Zyzik, E. (2003). Who’s helping whom?: Learner/heritage‐speakers’ networked discussions in Spanish.
Applied Linguistics, 24(4), 519–544.
Carreira, M., & Armengol, R. (2001). Professional opportunities for heritage language speakers. In J. Peyton, D.
Ranard, & S. McGinnis (Eds.). Heritage languages in America: Preserving a national resource (pp. 109–142).
McHenry, IL, and Washington, DC: Delta Systems and Center for Applied Linguistics.
Du, H. (2015). American college students studying abroad in China: Language, identity, and self‐presentation.
Foreign Language Annals, 48(2), 250-266.
Ellis, R. (2017). Task-based language teaching. In S. Loewen, & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition. Abingdon, UK: Routledge.
Goldoni, F. (2013). Students' immersion experiences in study abroad. Foreign Language Annals, 46(3), 359-376.
Institute for International Education. (2017). Open doors 2017 fast facts. Retrieved January 3, 2018, from https://www.iie.org/Research-and-Insights/Open-Doors/Fact-Sheets-and-Infographics/Fast-Facts
Isabelli-García, C. (2006). Study abroad social networks, motivation and attitudes: Implications for second language acquisition. Language Learners in Study Abroad Contexts, 15, 231-258.
Curriculum Vitae Updated: March 2019
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Silvia Marijuan
World Languages and Cultures California Polytechnic State University
San Luis Obispo, CA (805) 756-2273 [email protected] I. EDUCATION
Ph.D. Spanish Applied Linguistics,
Georgetown University, Washington, D.C., 2015
Dissertation title: (El) la mapping: An integrated account of learning context, feedback and agreement morphology in the processing of OclVS sentences in advanced L2 Spanish
M.S., Spanish Applied Linguistics,
Georgetown University, Washington, D.C., 2012
Licenciatura en Letras (BA in Linguistics and Literature), University of Buenos Aires, Buenos Aires, Argentina, 2009 Honor diploma
Elementary Education,
Escuela Normal Superior Nº 1en Lenguas Vivas, Buenos Aires, Argentina, 1999
II. ACADEMIC APPOINTMENTS
Assistant Professor, World Languages and Cultures Department, California Polytechnic State University (2015-present)
World Languages (Spanish/French) Single Subject Credential Advisor, World Languages and Cultures Department & School of Education, California Polytechnic State University (2016-present)
World Languages Lab Director, World Languages and Cultures Department, California Polytechnic State University (2015-present)
Spanish Language Coordinator of Beginning/Intermediate Spanish, Modern Languages and Literatures Department, California Polytechnic State University (2015- present)
Faculty Leader of the Cal Poly Global Program in Spain. International Center, California Polytechnic State University (Summer 2018, Summer 2019, Valladolid, Spain)
Interim Director, Intensive and School of Foreign Service (SFS) Spanish Programs, Department of Spanish and Portuguese, Georgetown University (2014-2015)
Teacher Associate, Spanish and Portuguese Department, Georgetown University (2011-2015)
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Assistant Director, Non-intensive Basic and Introductory Spanish, Department of Spanish and Portuguese, Georgetown University (2011-2013)
Assistant Director, Georgetown Barcelona Summer Abroad Program, Department of Spanish and Portuguese, Georgetown University (Summer 2013 & Summer 2014)
Assistant Director, Spanish Summer Institute, Intensive Basic/Intermediate Spanish, Department of Spanish and Portuguese, Georgetown University (Summer 2012)
III. SCHOLARSHIP
Peer-reviewed Publications (completed)
Marijuan, S. (forthcoming). Innovative pathways to meet the needs of heritage language learners in community colleges. In D. Pascual y Cabo & J. Torres (Eds.) El Español como Lengua de Herencia: Routledge Advances in Spanish Language Teaching Series. Abingdon, UK: Routledge (under contract).
Marijuan, S., & Sanz, C. (2018) Expanding boundaries: Current and new directions in Study Abroad research and practice. Foreign Language Annals, 51(1), 185-204 [50th anniversary special issue].
Marijuan, S. (2018). Making a difference through talk: Spanish Heritage Language Learners as conversation partners in a hybrid study abroad program. In C. Sanz, & A.
Morales-Front (Eds.), Routledge Handbook of Study Abroad (pp. 329-343).
Abingdon, UK: Routledge.
Marijuan, S., & Sanz, C. (2017). Technology-assisted L2 research in immersive contexts abroad. System, 71, 22-34 [Special issue: Study Abroad in contemporary times: Toward greater methodological diversity and innovation, edited by P. De Costa, H. Rawal, & I. Zaykovskaya].
Marijuan, S., Lago, S., & Sanz C. (2016). Can English-Spanish emerging bilinguals use agreement morphology to overcome word order bias? In L. Ortega, A. E. Tyler, H.
I. Park, & M. Uno, (Eds.), The usage-based study of language learning and Multilingualism (pp. 189-211). Washington, DC: Georgetown University Press.
Leow, R. P., Grey, S., Marijuan, S., & Moorman, C. (2014). Concurrent data elicitation procedures, processes, and the early stages of L2 learning: A critical overview. Second Language Research, 30(2), 111-127.
Peer-reviewed Publications (in preparation)
Marijuan, S. (in preparation). Enhancing readiness for the immersive experience:
Spanish Heritage Language Learners as conversation partners in predeparture
workshops. In R. Pozzi, T. Quan, & C. Escalante (Eds.), Heritage Speakers of Spanish in Study Abroad. Routledge.
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Marijuan, S. (in preparation). Integrating diversity and inclusion into pre-departure experiences, advising and curriculum development.To be submitted to The Global Impact Exchange: A Quarterly Publication of Diversity Abroad.
Other publications
Marijuan, S., ‘Bilingual hearts (poem),’ Forever Journal, Poetic Matrix Press, CA, Spring 2016.
Marijuan, S., (2015, February 7). Spanish vernacular use in college L2 language classrooms amongst Spanish heritage speakers in Washington, D.C. (Modern Languages Association Forum).
Panels Presented at Refereed Conferences
Marijuan, S., & Sanz, C. ‘The use of technology advances in language development research during study abroad.’ Paper presented at the Panel on Study Abroad in Contemporary Times: Methodological Innovations, AAAL (American Association of Applied Linguistics) Conference, Portland, March 18-21, 2017
Marijuan, S. ‘Spanish Vernacular Use in College L2 Classrooms among Spanish Heritage Speakers in Washington, DC.’ Paper presented at the General Linguistics Panel on New Approaches to Vernacular Languages in the United States, 130th MLA (Modern Language Association) Annual Convention, Vancouver, Canada, January 8- 11, 2015.
Grey, S., Marijuan, S., & Moorman, C. ‘Methodological considerations in the study of cognitive processes in L2 learning.’ Paper presented at the Panel on Location, location, location: Thinking Inside the box, 33rd SLRF (Second Language Research Forum) conference, Columbia, SC, October 23-25, 2014.
Papers Presented at Refereed Conferences
Ferree, S. & Marijuan, S., ‘Why take Spanish? Heritage Language Learners in community colleges.’ Paper presented at The American Council on the Teaching of Foreign Language (ACTFL), New Orleans, Louisiana, November 16-18, 2018.
Marijuan, S., ‘Reconceptualizing Study Abroad: Spanish Heritage Language Learners as conversation partners in predeparture sessions.’ Paper presented at the AATSP (American Association of Teachers of Spanish and Portuguese) So-Cal Conference, University of California, Santa Barbara, October 27, 2018.
Marijuan, S., & Ferree, S. ‘Broadening cultural perspectives by interviewing Spanish native speakers in the second language classroom.’ Paper presented at the 100th
Annual AATSP (American Association of Teachers of Spanish and Portuguese) Conference, Salamanca, Spain, June 25-28, 2018.
Marijuan, S., & Ferree, S. ‘From family interpreter to community activist: The role of early interpretation and translation experiences on later professional and non-
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professional practices,’ Colloquium: The Translator as Activist, McGill University, Montreal, Canada, April 26-27, 2018 .
Marijuan, S., Ferree, S., & Anderson-Cain, B. ‘What are heritage language learners looking for when they enroll in Spanish classes at the community college?’, 4th National Symposium on Spanish as a Heritage Language, University of California, Irvine, February 16-18, 2017.
Marijuan, S., ‘Building the Foundations for the Development of a Spanish for Heritage Speakers Program,’ Hispanic Linguistics Symposium, Georgetown University, October 7-9, 2016.
Marijuan, S., ‘The use of tasks in the teaching of a second language and culture: A sociocognitive perspective,’ First International Congress of Fiction, Identity and Discourse, Universidade Federal do Maranhão, São Luís, Maranhão, Brazil, August 1- 4, 2016.
Marijuan, S., ‘Creating a Spanish heritage speaker program from scratch: a plan of action for overcoming challenges,’ 98th Annual AATSP (American Association of Teachers of Spanish and Portuguese) Conference, Miami, Florida, July 8-11, 2016.
Marijuan, S., ‘Developing a teaching career pathway for Spanish heritage speakers,’
98th Annual AATSP (American Association of Teachers of Spanish and Portuguese) Conference, Miami, Florida, July 8-11, 2016.
Marijuan, S., ‘Redefining the skill set that graduate students need to thrive in the 21st century World Languages department,’ 98th Annual AATSP (American Association of Teachers of Spanish and Portuguese) Conference, Miami, Florida, July 8-11, 2016.
Marijuan, S., & Sanz, C. ‘A Self-Paced Reading Account of Changes in Spanish OclVS Sentence Processing in an Immersion Context,’ AAAL (American Association of Applied Linguistics) Conference, Orlando, Florida, April 9-12, 2016.
Marijuan, S., & Ferree, S. ‘Preparing the L2 Learner to write across genres and technological platforms,’ COABE (Commission On Adult Basic Education) Conference, Denver, Colorado, April 21-25 2015
Marijuan, S., Lago, S., & Sanz, C. ‘Agreement morphology, word order bias and working memory in English-Spanish emerging bilinguals,’ EUROSLA (The European Second Language Association), York, England, September 3-6, 2014.
Marijuan, S., Lago, S., & Sanz, C. ‘Can English-Spanish emerging bilinguals use agreement morphology to overcome word order bias?’ GURT (Georgetown University Round Table), Washington, DC, March 14-16, 2014.
Marijuan, S., & Lago, S. ‘(Dis)agreement can help overcome the word order bias in L2 Spanish: accuracy and timing evidence,’ SLRF (Second Language Research Forum), Provo, Utah. October 31-November 1, 2013.
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Marijuan, S. ‘The role of task-complexity in the development of verbs of motion in L2 Spanish,’ TBLT (Task-Based Language Teaching), Banff, Alberta, Canada, October 3-5, 2013
Marijuan, S. ‘The role of awareness and proficiency at the syntax-pragmatics interface: L2 Spanish deictic verbs,’ SLRF (Second Language Research Forum), Pittsburgh, PA, October 18-21, 2012
Marijuan, S. ‘La pluralidad del nombre: metáforas sobre el español en los medios de comunicación estadounidenses,’ I Coloquio Nacional de Retórica ‘Retórica y Política’, Universidad de Buenos Aires, Buenos Aires, Argentina, March 17-19, 2010
Marijuan, S., & Ferree, S. ‘Felisberto Hernández y la impersonalidad del lenguaje,’ II congreso Internacional, ‘Cuestiones Críticas,’ Universidad Nacional de Rosario, Rosario, Argentina, October 28-30, 2009
Marijuan, S. ‘Propuesta didáctica para la ampliación de estrategias que favorecen la percepción del acento léxico en la Enseñanza del Español como Lengua Extranjera,’ I Jornadas Internacionales de Didáctica de la Fonética de las Lenguas Extranjeras, Universidad Nacional de General San Martín, Buenos Aires, Argentina, October 16- 17, 2009
Marijuan, S. ‘Estrategias pedagógicas para promover el uso responsable de los recursos de internet,’ Primer Congreso Internacional de Pedagogía Universitaria.
Universidad de Buenos Aires, Buenos Aires, Argentina, September 7-9, 2009.
Marijuan, S. ‘Análisis léxico-gramatical de la construcción del cuerpo femenino en los medios de comunicación y en el ámbito legislativo y universitario,’ V Jornadas Internacionales de Educación Lingüística, Universidad de Entre Ríos, August 6-8, 2009
Marijuan, S. ‘El uso enfático del pretérito compuesto en el habla coloquial rioplatense,’ IV Argentine Colloquium of IADA (International Association for Dialogue Analysis), Universidad Nacional de la Plata, La Plata, Argentina, July 1-3, 2009
Posters Presented at Refereed Conferences
Marijuan, S. ‘Take Your Pick: Heritage Language Learners and Differentiated Instruction in AP Courses,’ Conference on Second Languages and Cultures: Theory, Practice, and Instructional Strategies, Spanish AP (Advanced Placement) Reading, Cincinnati, Ohio, June 17, 2016.
Invited Talks
Marijuan, S. ‘Ideologies of Spanish as an immigrant language,’ Second Teach-in:
“Inclusion Starts with Me,” California Polytechnic State University, January 25, 2018.
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Marijuan, S. ‘Interviewee insider tips: What graduate students should know,’ Center for Second Language Studies, Vanderbilt University, Nashville, Tennessee, January 24, 2017
Marijuan, S. ‘Procesamiento morfosintáctico en bilingües emergentes: La experiencia de inmersión en el extranjero como factor de desarrollo gramatical en
español,’Spanish Department, University of California, Davis, CA (February 6, 2015)
Marijuan, S. ‘Morphosyntactic Processing in Emerging Bilingual Learners: The Role of Study Abroad on the Development of Spanish Grammar,’, Department of
Languages, Clemson University, Clemson, SC, (February 24, 2015)
Marijuan, S. ‘The role of task-complexity in the development of verbs of motion in L2 Spanish,’ Task-based Teaching and Learning (TBLT) class, Linguistics
Department, Georgetown University, Washington D.C. (September 2014)
Marijuan, S. “Strategies for engaging students in conversation in the Spanish classroom,” Spanish Teaching Methodology Workshop, Department of Spanish &
Portuguese, Georgetown University (March 2012, 2013 & 2014)
Research Assistantship
Department of Spanish & Portuguese, Georgetown University
▪ Research Assistant of Dr. Emily Francomano (AY 2010-2011)
Transcription of medieval Spanish text, Grisel y Mirabella, for publication in a bilingual English / Spanish scholarly edition that was awarded the Society for the Study of Early Modern Women (SSEMW) prize.
▪ Research Assistant of Dr. Michael Ferreira (AY 2010-2011)
IV. AWARDS, GRANTS & FELLOWSHIPS
Awards
▪ College of Liberal Arts (CLA) Summer Research Stipend, $ 6,000, California Polytechnic State University, Summer 2017
▪ AATSP Conference Attendee Travel Stipend for Faculty Members, American Association of Teachers of Spanish and Portuguese (AATSP), $ 500, Summer 2016
▪ Doctoral Dissertation shortlisted for the Christopher Brumfit Thesis Award 2015, Language Teaching, Cambridge University Press.
▪ XII Conference of Young Researchers (Associated Universities of Brazil, Argentina, Bolivia, Paraguay, Chile and Uruguay), University of Entre Ríos, Argentina. Paper awarded special mention: ‘Los verbos de movimiento ir, venir, llevar y traer: Deixis y tipología léxica en la Enseñanza del Español como Segunda Lengua’ (2009)
Grants
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▪ College of Liberal Arts (CLA) Research Funding, $ 1,000, California Polytechnic State University (AY 2017-2018)
▪ Department of Spanish & Portuguese Summer Research Grant, $1,500, Georgetown University. Proposal: ‘Back and forth writing: revisiting backtracking as evidence of Spanish L2 development’ (2014)
▪ Modern Language Association (MLA) Travel Grant (Vancouver, 2015)
▪ Graduate School Scholarship, Georgetown University (2010-2015)
▪ Graduate School of Arts & Sciences Conference Travel Grant, Georgetown University (2014, 2015)
Fellowships
▪ College of Liberal Art (CLA) On-line Teaching Fellow (AY 2017-2018)
V. PROFESSIONAL DEVELOPMENT
▪ University Supervisor Workshop, April 10, 2018 (funded by the School of Education, California Polytechnic State University)
▪ University Supervisor Workshop, May 23, 2017 (funded by the School of Education, California Polytechnic State University)
▪ Re-imagining the First Year of College, member of the Campus Innovation Team representing California Polytechnic State University at the American Association of State Colleges and Universities (AASCU)’s Academic Affairs Winter Meeting:
Pathways, Structuring Choices, Facilitating Success, San Diego, California, February 2-4, 2017 (funded by the Vice-Provost Office)
▪ Quality Online Teaching Certification (completion of a series of training workshops specially designed to create and implement high quality hybrid and fully-online courses) (AY 2017-2018) (funded by the College of Liberal Arts (CLA) and the Center for Teaching, Learning and Technology (CTLT))
▪ 2017 Association of International Educators (NAFSA) Annual Conference, Los Angeles, CA, May 28- June 2, 2017. Member of the International Center team representing California Polytechnic State University (funded by the International Center)
▪ Re-imagining the First Year of College, member of the Campus Innovation Team representing California Polytechnic State University at the American Association of State Colleges and Universities (AASCU), Austin, Texas, February 4-6, 2016 (funded by the Vice-Provost Office)
▪ Grant Academy Cohort, California Polytechnic State University (AY 2016-2017)
▪ Vista Higher Learning Fall Forum, Los Angeles, CA (October 13-14, 2016)
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▪ Certificate of Recognition: 52 professional development hours, 5.2 continuing education units as a reader of the Advanced Placement (AP) Spanish Language Exam (Cincinnati, OH, Summer, 2016)
▪ McGraw-Hill World Languages Leadership Summit: Languages, Learning Science and Technology, Los Angeles, CA (February 18-19 2016).
▪ Spanish proctor for American Council on the Teaching of Foreign Languages (ACTFL) exam for Medical Proficiency (AY 2014-2015)
VI. CURRICULUM DEVELOPMENT
Online curriculum development of new upper-level course for Summer 2018
▪ WLC 370 (GE D5): Language, Technology and Society (asynchronous, fully-online)
Curriculum development for new topic for SPAN 402 (Advanced topics in Spanish Linguistics) for Winter 2018
▪ SPAN 402: Research in Bilingualism and Spanish in the United States (topic)
Curriculum development of three new upper-level courses for the 2017 World Languages and Cultures catalog:
▪ WLC 370: Language, Technology and Society (GE D5). Elective course offered to MLL majors, and Spanish, French and German minors; included as an elective course in the Science, Technology and Society (STS) Minors Program.
▪ WLC 424: Teaching Methods for Languages Other Than English. First course in the world languages teaching credentialing program (single subject);
developed jointly with the School of Education at California Polytechnic State University. Offered to MLL seniors, graduates, and area teachers.
▪ WLC 425: World Languages Clinical Experience Seminar. Second and third course in the world languages teaching credentialing program (single subject); developed jointly with the School of Education at California Polytechnic State University. Offered to MLL seniors, graduates, and area teachers.
Curriculum development for hybrid study abroad program for Global Programs at California Polytechnic State University:
▪ Summer 2017, “Cal Poly—Earth University (Costa Rica) Study Abroad Hybrid Program.” Jointly developed with World Languages and Cultures Department and the International Center.
Modifications to existing courses for the 2017 Modern Languages and Literatures catalog:
▪ SPAN 206: Spanish for Heritage Speakers
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Course description changed for clarification and to better reach heritage speakers on campus; syllabus updated to include current best practices for heritage speaker language programs. The intention of the proposed changes is to lay the foundation for increased enrollment and the eventual development of a Spanish for Heritage Speaker program with both lower and upper-level courses.
▪ SPAN 402: Advanced Topics in Spanish Linguistics
Course description, course title, and syllabus changed to explicitly reference issues to be addressed in the course such as bilingualism, Spanish in the US, and learning objectives concerning culture and diversity.
VII. TEACHING EXPERIENCE
Department of World Languages and Cultures & School of Education (SOE), California Polytechnic State University (AY 2015-2016, AY 2016-2017, AY 2017-2018, AY 2018- 2019)
▪ Advanced Conversation and Composition in Spanish (SPAN 302) (Winter 2018)
▪ Cultures of Spain (WLC 310) (Summer 2018, Cal Poly Global Program in Spain)
▪ Language Technology and Society (WLC 370) (Summer 2018)
▪ World Languages and Clinical Experience Seminar (WLC 425) (Graduate course) (Winter 2018, Spring 2018)
▪ Clinical Practice III (EDUC 479) (Graduate course) (Spring 2018)
▪ Clinical Practice II (EDUC 469) (Graduate course) (Winter 2019)
▪ Teaching Methods for Languages Other Than English (WLC 424) (graduate course) (Fall 2017)
▪ Clinical Practice I (EDUC 460) (graduate course) (Fall 2017)
▪ Senior Project (WLC 460) (Fall 2016, Spring 2016, Fall 2017, Spring 2018)
▪ Advanced Spanish Linguistics (SPAN 402) (Winter 2016, Winter 2017, Winter 2018)
▪ Introduction to Spanish Linguistics (SPAN 207) (Fall 2015, Fall 2016, Fall 2017, Fall 2018)
▪ Spanish for Heritage Speakers (SPAN 206) (Spring 2016, Spring 2017, Fall 2018)
Department of Spanish & Portuguese, Georgetown University (2011-2014)
▪ Bilingualism: Mind and Context (SPAN 313)
▪ Introduction to Spanish Linguistics (phonology, morphology, syntax, linguistic variation, and history of the Spanish language) (SPAN 210)
▪ Advanced Spanish for Business (SPAN 209)
▪ Intensive Advanced Spanish II (Latin America in Context) (SPAN 112)
▪ Intensive Intermediate Spanish (SPAN 032)
▪ Introductory Spanish II (SPAN 004)
▪ Introductory Spanish I (SPAN 003)
▪ Intensive Basic Spanish (SPAN 011)
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Instructor, Middlebury Language Academy (MMLA), Green Mountain College, Vermont (Summer 2011)
▪ Introduction to Spanish language (Spanish immersion program)
International Teaching Experience
▪ Academic Reading and Writing Workshop (Semiology, Cátedra: Elvira Narvaja de Arnoux), Undergraduate Teaching Assistant (UTA), University of Buenos Aires, Buenos Aires, Argentina (AY 2004-2009)
▪ Academic Reading and Writing Workshop, Undergraduate Teaching Assistant (UTA), University of Quilmes, Buenos Aires, Argentina (AY 2006-2007)
▪ University Preparatory Course for High School students, Ministry of Education, Buenos Aires, Argentina (2005)
▪ Coordinator & Spanish Instructor, Interhispanica Language School (Spanish immersion program), Buenos Aires, Argentina (AY 2004-2009)
▪ Spanish Instructor, Latin Immersion/ECELA (Spanish immersion program), Buenos Aires, Argentina (AY 2002-2004)
▪ Elementary school teacher, Districts 7/19, Buenos Aires, Argentina (AY 1999- 2001)
VIII. SERVICE EXPERIENCE
California State University (CSU) System
▪ California State University Foreign Language Council, Representative of the Department of World Languages and Cultures at the annual meeting at San Diego State University, San Diego (Fall 2017)
▪ California State University Foreign Language Council, Representative of the Department of Modern Languages and Literatures at the annual meeting at California Polytechnic State University, Pomona (Fall 2015)
University – California Polytechnic State University
▪ Academic Senate Appointment (CLA senator) (Spring 2018)
▪ Consultant for more affordable budgeting of the Cal Poly in Spain Global Program (International Center) (AY 2018-2019)
▪ Consultant for the development of an online training module for (new) faculty teaching abroad (International Center, Spring 2018)
▪ Reader for the Writing Proficiency Examination (WPE), University Writing and Rhetoric Center, English Department (AY 2017-2018, AY 2018-2019)
▪ Re-imagining the First Year of College (AAUSCU), Team Member, International, Graduate and Extended Education/Office of the Provost (Brian Tietje, Team Leader) (AY 2015-2016-2016-2017, AY 2017-2018)
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▪ “Extending the First-Year Experience” Task Force Committee, Office of
University Diversity and Inclusion, California Polytechnic State University (AY 2015-2016)
▪ Open House Panelist, Parents Institute for Quality Education (PIQE) event organized by Sigma Omega Nu Latina Interest Sorority, Inc. (2017)
▪ English into Spanish translation of the 2017 Cal Poly Football Home Schedule (2017)
▪ Global Programs proposal for Summer 2017, Cal Poly—Earth University (Costa Rica) Study Abroad Hybrid Program, International Center, California Polytechnic State University.
College of Science and Mathematics/School of Education – California Polytechnic State University
▪ University Supervisor for the World Language Credential at Morro Bay High School, and San Luis Obispo High School (AY 2017-2018)
▪ Single Subject Credential Committee, School of Education, California Polytechnic State University (AY 2016-2017, AY 2017-2018)
College of Liberal Arts – California Polytechnic State University
▪ College of Liberal Arts (CLA) Diversity Committee (AY 2015-2016, AY 2016- 2017, AY 2017-2018, AY 2018-2019)
▪ College Technology Committee, California Polytechnic State University (AY 2015-2016, AY 2017-2018, AY 2018-2019)
▪ English into Spanish translation of the CLA Advising Center sign (2017)
▪ Faculty escort for Outstanding Senior in Modern Languages & Literatures at the Annual CLA Student Awards Reception (June 10, 2016)
▪ Open House, Representative and Coordinator of the event for the Modern Language and Literatures Department: ‘Become a CALPOLYGLOT: Speak multiple languages,’ College of Liberal Arts (CLA), California Polytechnic State University, (April 16, 2016)
▪ Science, Technology, & Society Minors Affiliate and Advisory Committee Member, California Polytechnic State University (AY 2015-2016)
World Languages and Cultures(WLC) Department – California Polytechnic State University
Senior Project Directorship:
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▪ Kyle Sullivan (Spring, 2018)
▪ Gwynn Birch (Spring, 2018)
▪ Martha Salinas (Spring, 2018)
▪ Bobbi Gibson (Fall 2017, Spanish)
▪ Nicole Poplin-Dille (Fall 2017, Spanish)
▪ Sara O’Reilly (Fall 2016, Spanish)
▪ Katherine Whalen (Fall 2016, Spanish)
▪ Blaise Skibicki (Spring 2016, Spanish) (Outstanding Senior in World Languages and Cultures)
▪ Summer Carlson (Spring 2016, Spanish) (WLC Essay Award Winner)
Committees:
▪ Tenure-Track Search Committee (Spanish position, new hire Dr. Martha C.
Galvan-Mandujano), WLC Department, California Polytechnic State University (AY 2017-2018)
▪ Curriculum Committee, WLC Department, California Polytechnic State University (AY 2015-2016, AY 2016-2017, AY 2017-2018, AY 2018-2019)
▪ Assessment Committee, WLC Department, California Polytechnic State University (AY 2015-2016, AY 2016-2017, AY 2017-2018, AY 2018-2019) Advising:
▪ World Languages Credential Advisor (Spanish and French), World Languages and Cultures Department, California Polytechnic State University (AY 2016- 2017, AY 2017-2018, AY 2018-2019)
▪ Modern Languages and Literatures (MLL) Major Advisor, World Languages and Cultures Department, California Polytechnic State University (AY 2016-2017, AY 2017-2018, AY 2018-2019)
▪ Spanish Minor Advisor, World Languages and Cultures Department, California Polytechnic State University (AY 2015-2016, AY 2016-2017, AY 2017-2018, AY 2018-2019)
Supervision/Coordination:
▪ Coordination of SPAN 101, SPAN 102, SPAN 103, SPAN 201, SPAN 202, and SPAN 203 (AY 2017-2018, AY 2018-2019)
▪ Language textbook evaluation and adoption (Spanish) (AY 2015-2016, AY 2016- 2017, AY 2017-2018, AY 2018-2019)
▪ Supervision, Maintenance and Coordination of World Languages Lab, World Languages and Cultures Department, California Polytechnic State University (AY 2015-2016, AY 2016-2017, AY 2017-2018)
▪ Job advertisement publication on Handshake, interviewing and scheduling of Language Lab monitors (Work-study students) (AY 2015-2016, AY 2016-2017, AY 2017-2018, AY 2018-2019)
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Proctoring:
▪ Proctoring of Placement Exams (Spanish and French) at World Languages Lab, World Languages and Cultures Department, California Polytechnic State University (AY 2015-2016, AY 2016-2017, AY 2017-2018, AY 2018-2019)
▪ English MA Spanish Translation Exam (AY 2015-2016, AY 2016-2017)
Guest Speaker Organizer
▪ Organizer of the “Court Interpreter Introductory Workshop,” presented by Lorena Pike, Interpreter Coordinator of the Superior Court of California at Santa Barbara county, co-sponsored with the College of Liberal Arts (CLA), California
Polytechnic State University (October 4, 2017)
▪ Organizer of the talk: “Rethinking Bilingualism: The Rise of the Heritage Speaker,” presented by Dr. Julio Torres, University of California, Irvine, co- sponsored with the College of Liberal Arts (CLA), California Polytechnic State University (May 6, 2016)
Research Community Involvement
▪ Manuscript Reviewer for journal Foreign Language Annals (Wiley/ACTFL) (2018)
▪ Manuscript Reviewer for journal System (Elsevier) (2017, 2018)
▪ Manuscript Reviewer for journal Second Language Research (Sage) (2017, 2018)
▪ Abstract Reviewer for the Hispanic Linguistics Symposium, Texas Tech University, Texas, October 26-28, 2017
▪ Abstract Reviewer for 4th National Symposium on Spanish as a Heritage Language, University of California, Irvine, February 16-18, 2017
▪ Abstract Reviewer for the Hispanic Linguistics Symposium, Georgetown University, Washington D.C., October 7-9, 2016.
▪ Evaluation of audiovisual teaching materials for the Teaching Spanish
Methodology course taught at Georgetown University, Washington D.C., 2016
▪ Assistant Organizer, Institute of Linguistics (Instituto de Lingüística), University of Buenos Aires, First National Colloquium on Rhetoric, “Rhetoric and Politics,”
(March 17-19, 2010)
Service to the local educational community:
▪ Placement exam development for Spanish heritage language learners at SLO High School (Chair: Nelly Caminada) (Spring 2018)
Service at Georgetown University University-GU
▪ Overseas International Programs: Language Proficiency exams coordinator (AY 2013-2014)
College of Arts and Sciences-GU
▪ Volunteer, GURT (Georgetown University Round Table)
▪ Conference, (March 14-16, 2014)
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Department-GU
▪ Spanish Oral Proficiency Rater, School of Foreign Service (SFS), (2013 -2014)
▪ Volunteer, CAPSLAP Conference (Current Approaches to Spanish and Portuguese Second Language Phonology) (March 14-16, 2014)
▪ Assistant, Validation Exam Administration, Department of Spanish & Portuguese, Georgetown University (AY 2011-2013)
▪ Assistant Organizer, 4º Simpósio do Ensino de Português para Falantes de Espanhol, Symposium on the Teaching of Portuguese for Speakers of Spanish, (SEPFE) held at Georgetown University (March 10-12, 2011)
IX. MEMBERSHIP IN PROFESSIONAL ASSOCIATIONS
▪ Chicana Latino Faculty Staff Association (CLFSA, Cal Poly)
▪ American Association for Applied Linguistics (AAAL)
▪ American Association of Teachers of Spanish & Portuguese (AATSP)
▪ Computer-Assisted Language Instruction Consortium (CALICO)
▪ Modern Language Association (MLA)
▪ Commission on Adult Basic Education (COABE)
X. SKILLS Methodologies
▪ Self-paced reading, concurrent verbal reports Programs
▪ Statistical software package SPSS (4.0), Introduction to R studio, qualitative software program NVivo, Linger, Introduction to FACETS
▪ Microsoft Office & Adobe suites Academic
▪ Blackboard, Blackboard Collaborate, Adobe Captivate XI. LANGUAGES
▪ Spanish, Native language
▪ English, Near-native fluency
▪ Portuguese, Advanced proficiency
▪ Catalan, Intermediate proficiency
▪ Latin (one semester in college)
▪ Ancient Greek (one semester in college)
XII. SUMMARY OF PAST ADMINISTRATIVE DUTIES
Interim Director, Intensive & School of Foreign Language Service (SFS) Spanish Program, Georgetown University: responsible for directing three assistant directors and sixteen teaching assistants including adjuncts and tenured faculty, in a well-established Spanish program. Responsible for curriculum development and decisions about course offerings and TA assignments. Supervision of all forms of assessments at all levels from beginner to advanced courses. Supervision of formal teaching evaluations of TAs and adjuncts. Orientation and counseling for undergraduates and graduate students on course
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selection and the proficiency exam in the School of Foreign Service. Advising and decisions on special cases requiring intervention between students and TAs. Organizing and facilitating of staff meetings. Communication of departmental decisions and requests made by the Chair to assistant directors and instructors, and implementation of
departmental policy. Oversight of course grading and analysis of grade distribution to ensure fairness.
Assistant Director, Georgetown Barcelona Summer Abroad Program, Georgetown University: responsible for curriculum development (Advanced Business Spanish), co- teaching and cultural orientation in the study abroad environment, and accompanying students on fieldtrips in the Catalonian region, as well as supervising students in residence hall.
Assistant Director, Non-intensive Basic & Introductory Spanish, Georgetown University:
responsible for coordinating seven TA’s in the basic and introductory courses for four semesters. Responsible for the updating of syllabi and course improvements. Creation of pedagogical materials and midterm and final exams. Formal evaluations of new TAs.
Advising TAs in classroom management and departmental policy administration.
Communicating decisions and requests from the Director. Checking Blackboard online content. Substitute for TAs.
Assistant Director, Intensive Basic & Intermediate Spanish (The Summer Spanish Institute), Georgetown University: responsible for grading, co-teaching, and organizing the coffee-hour in Spanish.
