Dr. Silvia Marijuan

Dr. Silvia Marijuan

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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:

Dr. Silvia Marijuan

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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,

Dr. Silvia Marijuan

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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

1 of 15- Silvia Marijuan

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 1 en 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)


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.


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-


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.


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.


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


▪ 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)


▪ 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


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)


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)


▪ “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:


▪ 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


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)


Proctoring:

▪ Proctoring of Placement Exams (Spanish and French) at World Languages Lab,

World Languages and Cultures Department, California Polytechnic State


▪ 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)


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


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.

Documents

Dr. Silvia Marijuan