As a scholar, I am most passionate about the value of multilingualism, specifically equipping international organizations with policies to improve the language acquisition of their personnel, and which don't devalue local languages at the expense of English.
As an instructor, I am most passionate about equipping language professionals to understand the beauty and creativity of linguistic structure, and its relevance to language pedagogy.
I am most excited about the student population at MIIS- individuals who desire to cross cultural barriers and to face the challenges of being on the front lines of culture contact. I am excited to both learn from and pour into students who love language, and who leverage their language skills to practice xenophilia, the act of loving and serving other peoples and cultures.
I am interested in the sociolinguistics of globalization - primarily the phenomenon of adult language learning and its attendant power and identity issues. The uses and development of English repertoires in an increasingly mobile, multilingual and digital age fascinate me. Within globalization, I am especially interested in helping international organizations better equip their employees to acquire the language skills necessary to carry out their goals. This includes applying second language acquisition theory to language learning in field-based and non-classroom settings. I have also researched language repertoires and translanguaging in digital social media.
Defended doctoral dissertation "Second language learnerhood among cross-cultural workers" at the University of South Carolina. June 2013.
Awarded the Michael Montgomery Award for Excellence in Teaching, University of South Carolina. April 2013.
Invited to participate in academic spring school "Englishes in a Multilingual World" at the University of Freiburg in Germany, organized by the International Society of the Linguistics of English. April 2013.
Aug 2010- Jul 2013 Instructor, Linguistics Program, University of South Carolina, Columbia: Taught Introduction to Linguistics at the undergraduate and graduate level, English Linguistics and Language and New Media
Aug 2011-Dec 2011 Adjunct Faculty, Department of Intercultural Studies, Columbia International University, Columbia: Taught Second Language Acquisition Theory in Pedagogy
Feb 2008- Jul 2009 Faculty, Department of Language Education, Handong Global University, Pohang, South Korea: Taught academic English and German
Aug 2006- Jan 2008 Faculty, Department of Western Languages, Yanbian University of Science and Technology, Yanji, China: Taught academic and conversational English, French grammar
Aug 2003- Aug 2006 Faculty, English Department, LCC International University, Klaipeda, Lithuania: Taught linguistics and translation courses, four-skills English and German
B.S. Geography/Linguistics, Michigan State University, 2000
M.A. Teaching English to Speakers of Other Languages, Michigan State University 2003
M.A. Linguistics, Michigan State University, 2003
Ph.D. Linguistics, University of South Carolina, 2013
"The Habit of Meeting Together: Enacting Masculinity in a Men's Bible Study" Crossroads of Language, Interaction and Culture.
"Second Language Learnerhood among Cross-cultural Workers." Doctoral dissertation: University of South Carolina.
I am also currently working on the following articles: "The Moral and Political Economy of Code Choice in Eastern Europe", "Trilinguals in the Indexical Field of Facebook", and am co-authoring a paper on "Attitudes about Aptitudes in the Development Community."
Courses offered in the past four years.
▲ indicates offered in the current term
▹ indicates offered in the upcoming term[s]
EDUC 8578 - CALLPedagogy:MobilAppsSocMedia
This seminar will focus on the possibilities and pitfalls of using mobile devices in the language classroom, and in an individual’s own language-learning process. Our technological focus will be primarily the cell phone, but many of the applications available for mobile phone are designed to work on tablets as well. The focus of the course is less to learn specific applications, as new applications will have emerged by the time you graduate from MIIS. Rather the class will be aimed at helping teachers think through what stages of the language acquisition and language teaching process are most amenable to incorporating mobile phones, and how to mitigate the breakdowns and inequalities that technology use introduces into learning ecosystems.
Fall 2014 - MIIS, Fall 2015 - MIIS
EDUC 8650 - Portfolio Seminar
Consists of a series of workshops leading to the integration of issues and ideas in the MA program, and to the development of a portfolio of work.
Summer 2014 - MIIS
EDUC 8670 - Practicum Capstone
The Practicum Capstone combines reflective practice and professional development in preparing students for a career in language education. Participants integrate theory, research, and conceptual foundations into a coherent and well-informed approach to planning and executing lessons. They also incorporate these three components when developing and deploying instructional materials and assessment instruments. Activities and products prepare participants for entering the language teaching professional and performing admirably therein.
Practicum Capstone Student Learning Outcomes (SLOs):
Articulate their approach to language learning and teaching with explicit reference to sound pedagogical principles
Demonstrate their expert knowledge of language, learning, and teaching
Select appropriate materials for effective language instruction
Plan productive instructional units and lessons to maximize second language learning in all skill areas
Assess student learning meaningfully using a range of formative and summative tools
Reflect critically on their teaching practice in order to build on their strengths and address areas for improvement
Fall 2015 - MIIS
LING 8500 - Language Analysis
Serves as an introduction to linguistic analysis. Includes projects based on fieldwork in phonology, morphology, syntax, discourse, and pragmatics. Discusses importance of language awareness. Includes pedagogical strategies for consciousness-raising.
Fall 2013 - MIIS, Spring 2014 - MIIS, Fall 2014 - MIIS
LING 8510 - Intro to Sociolinguistics
Introduces the interplay between language and society. Discusses regional and social dialects as well as the role of linguistic attitudes and language variation in language learning and teaching.
Spring 2014 - MIIS, Spring 2015 - MIIS
LING 8530 - Structure of English
Examines the syntax and discourse of modern English for ESL and EFL teaching. Spotlights practical applications for the classroom. Prerequisite: Language Analysis
Fall 2013 - MIIS, Fall 2014 - MIIS
LING 8630 - Second Language Acquisition
Surveys, in seminar format, research in second-language learning relating to language teaching and learning. Discusses the role of affective variables, interaction, learner strategies, and learner factors in the language acquisition process. Prerequisite: Language Analysis
Spring 2015 - MIIS, Fall 2015 - MIIS
LING 8640 - Applied Linguistics Research
Requires original research to be conducted by the student on issues such as language attitudes, cultural variables, language learning, or other topics from sociolinguistics and second language acquisition. Introduces a range of research methods, including exposure to various data collection and analysis procedures in both the qualitative and quantitative research traditions.
Spring 2014 - MIIS
LING 8670 - Applied Linguistics Capstone
The Applied Linguistics Capstone is designed to help TESOL/TFL students refine their skills as applied linguistics professionals. Course participants will develop either a curriculum project, a, empirical research report, or an assessment tool, using original data that they have collected and analyzed. The course also aims to induce students to reflect on their previous coursework, as well as explore and clarify their future plans for careers as language teaching professionals.
Applied Linguistics Capstone Student Learning Outcomes (SLOs):
Understand processes of inquiry relevant to language education
Plan research activities for designing curriculum and language instruction, assessment, or empirical investigation
Execute data collection procedures
Analyze data using appropriate quantitative and qualitative methods
Synthesize and report findings clearly, convincingly, and creatively for a professional audience
Apply research skills in educational settings
Spring 2015 - MIIS