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Research Interests

Arabic Faculty

  • George Berg:Empirical research in applied linguistics with a focus on the development of communicative-based teaching materials for students of Arabic.
  • Erez Naaman:Classical Arabic literature and culture, and the intellectual history of the premodern Islamic world.

Chinese Faculty

  • Jie Cai: Teaching Chinese to Speakers of Other Languages (TCSOL), Teaching Chinese as a Heritage Language, Second Language Acquisition, Modern Chinese Literature and Classical Chinese language.
  • Svetlana Xu:Philosophy, literature, Chinese culture, and communication.
  • Xiaoquan Raphael Zhang:Literature and culture of late imperial China.

French Faculty

  • Naima Hachad:North African literature and cultural productions.
  • Elizabeth Lang:Political, economic, social and cultural issues in Francophone Africa and international development.

German Faculty

  • William Quirk:German, English, and French literature from the Romanticism to the present.

Italian Faculty

Russian Faculty

Spanish Faculty

  • Lilian Baeza-Mendoza:The use of media as a language learning tool and learning disabilities in the language classroom.
  • Luis Cerezo:Empirical research methods with audiovisual technology for second language learning.
  • Ester Holtermann:Immigration and the Latino community.
  • Juliana Martinez: Intersection of violence and body politics in Latin America, mainly representation of historical violence in recent cultural production; and gender and sexuality - particularly transgender studies.
  • Gemma Sune Minguella:Relationship between poetry and philosophy, as well as cinema and visual arts.Restoring the integrity of Spanish classic movies seriously censored under the Franco regime (50's and 60's).
  • Amy Oliver:Marginality, feminism, nepantlismo, and transfronterismo in Latin America.
  • Amelia Tseng:Sociolinguistics of migration and diaspora: Bilingualism, heritage languages, dialects, identity, discourse, ideology, race/ethnicity; Washington, D.C. Latinx Language and Identity Project (DCLLIP). Linguistics Coordinator.
  • Nuria Vilanova: Impact of migration on cultural production and narratives of violence and poverty.
  • Brenda Werth:Professor Werth specializes in contemporary Latin 鶹 theater. Her areas of interest include performance, memory studies, documentary theater, and film. She teaches courses on diverse aspects of the Southern Cone, including Postdictatorial literature, performance, and human rights.
  • TESOL Faculty

  • Naomi Baron:The effects of technology on reading and writing. One branch of her research is on differences between reading in print versus onscreen. A second branch is on the impact of artificial intelligence on how we write.
  • Robin Barr: Indo-European and psycholinguistics, morphology, relationship between language learning and language change.
  • Henry Chip Gerfen:Phonology and linguistic studies.
  • Tabitha Kidwell:Language teacher education, culture in language teaching and learning, student-centered and interactive language teaching methods, equitable learning opportunities for ELLs.
  • Sarah Knowles:Second language acquisition, language teaching methods, applied linguistics, metalinguistic awareness, and working with low-literate adult learners.
  • Polina Vinogradova:Advocacy and student empowerment; multiliteracies and multimodality; pedagogical uses of digital storytelling; postmethod pedagogy in teacher education.

Recent Publications

  • Amelia Tseng (2023), “” Ethnic and Racial Studies.
  • Naaman, Erez. (2023). “ Journal of Arabic Literature 54, 1-2 (2023): 51-72.
  • Jung, Y., Choi, S., Shin, H.Y., Steeley S., Haley, M.H. (2022). "Korean teacher's perceptions of embedding pop culture into classrooms,"NECTFL Review, 88, 37-58.

  • Kidwell, T.(2022). "Intercultural experience and transnational culture education: A case study of one novice teacher’s personal and professional development."In R. Jain, B. Yazan & S. Canagarajah (Eds.),Transnational practitioners and participants in TESOL: Critical identities and practices.Multilingual Matters.

    Kidwell, T.(2022). “We should learn English to solve our problems”: Strategies to support adult ESL learners with emergent literacy. In L. J. Pentón Herrera (Ed.),English and students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practice.Springer.

  • Baron, Naomi S. (2021).. Oxford University Press.

  • Kidwell, T.(2021). ""Language and Intercultural Communication, 21(5), 631-645.

  • Kidwell, T.& Triyoko, H. (2021). ""Journal of Multilingual and Multicultural Development.

  • Kidwell, T.(2021).“They can be anywhere someday”: Integrating culture in Indonesian EFL classrooms. In K. M. Bailey & D. Christian (Eds.),Research on teaching and learning English in under-resourced contexts.Routledge and TIRF.

  • Moore Cavaceppi, Ranieri. (2021).“.”Études Épistémè39.

  • Tseng, A. (2021). ‘.Applied Linguistics,42(1), 113–135.

  • Tseng, A. and Hinrichs, L. (2021).. Journal of Sociolinguistics, 25(5), 649-661.Theme Issue.

  • Yun, S. & Shin, H.Y. (2021). Social justice-oriented activity models for young learner's biliteracy development in a Korean language classroom,NABE Journal of Research and Practice, 11,13-21.

  • Choi, S., Jung, Y., Steeley, S., Shin, H.Y. & Haley, M.H. (2020) Examining a lens of Korean language teachers,Academic Exchange Quarterly, 24(4),1-7.

  • Flores, N., Tseng, A., and Subtirelu, C. (2020).

  • Hachad, Naima, Expressions Maghrébines. 19/1 (été 2020): 49-69.
  • Martinez, Juliana. (2020). University of Texas Press.
  • Naaman, Erez. (2020). Arabica 67 (1): 1-59.
  • Suñé Minguella, Gemma. (2020). ",Boletín de la Biblioteca Menéndez Pelayo XCVI-1: 67-82.
  • Suñé Minguella, Gemma. (2020). "" (Uncensored Tula: A Survey of the Other Version of Miguel Picazo's Classic).Trasvases Entre La Literatura y El Cine2: 211-239.
  • Tseng, Amelia. (2020). "Normalization of dialect translinguistics in an internally diverse global-city diasporic community." In Jerry Won Lee and Sender Dovchin (eds.), Translinguistics: Negotiating innovation and ordinariness. Routledge: 146-160.
  • Tseng, Amelia. (2020). "Advancing a sociolinguistics of complexity: Spanish-speaking identities in Washington, DC." In Andrew Lynch (ed.), Handbook on Spanish in the Global City. Routledge: 330-354.
  • Leow, R. P., Cerezo, L., Caras, A., & Cruz, G. (2019). CALL in ISLA: In R. M. DeKeyser and G. Prieto Botana (Eds.), Doing SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicability. Amsterdam, The Netherlands: John Benjamins: 155–178.
  • Aristizaìbal Juanita and Martìnez Juliana eds. (2019) “Violent Tales: Cultural Representation in Colombia and Mexico.” Revista de Estudios Hispaìnicos. 53:1.
  • Hachad, Naima. (2019). Liverpool University Press.
  • Oliver, Amy A. (2019). Genealogy (Special Issue: New Directions in Latinx/Latin 鶹 Philosophy), 3(4): 57.
  • Vilanova, Núria. (2019). “La frontera como estética textual: la escritura de Jesús Gardea.” In Daniel Samperio and Roberto Bernal (eds). Casi toda la luz: textos críticos en torno a Jesús Gardea. Santiago de Querétaro, México: Fondo Editorial. Universidad Autónoma de Querétaro: 187-217.
  • Vinogradova, P., & Ross, E. H. (2019). TESOL Journal, 10(4): e480.
  • Werth, Brenda. (2019). “The Dramas of Human Rights: Documentary Theater and Performance.” Cambridge Companion to Human Rights and Literature. Ed. Crystal A. Parikh. Cambridge University Press: 141-154.