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CURRICULUM VITAE
Ronald P. Leow
Professor of Applied Linguistics/
Director, Spanish Language Instruction
Department of Spanish & Portuguese
Georgetown University
e-mail: [email protected]
http://explore.georgetown.edu/people/leowr/
I. EDUCATION
Ph.D., Spanish Applied Linguistics, University of Illinois at Urbana-Champaign, 1991
Certificate in Second Language Acquisition and Teacher Education (SLATE), University
of Illinois at Urbana-Champaign, 1991
M. S., Spanish Linguistics, Georgetown University, Washington, D.C., 1980
Diploma in Education, University of Guyana, Georgetown, Guyana, 1978
B.A., Spanish, University of Guyana, Georgetown, Guyana, 1976
II. ACADEMIC AND PROFESSIONAL HISTORY
Experience Summary
2010 – present Professor, Department of Spanish and Portuguese, Georgetown
University
1997 - 2010 Associate Professor, Department of Spanish and Portuguese,
Georgetown University
1991 - present Director, Spanish Language Instruction, Department of Spanish
and Portuguese, Georgetown University
1995 - present Adjunct Faculty Member, Department of Linguistics, Georgetown
University
1991 - 1996 Assistant Professor of Spanish, Department of Spanish and
Portuguese, Georgetown University
1986 - 1991 Graduate Teaching Assistant, Spanish; Department of Spanish,
Italian, and Portuguese, University of Illinois at Urbana-
Champaign
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1988 - 1991 Supervisor of SPAN 103 and SPAN 104 (the Minor/Major Track);
Department of Spanish, Italian, and Portuguese,
University of Illinois at Urbana-Champaign
1988 Summer Research Assistant, Department of Spanish, Italian, and
Portuguese, University of Illinois at Urbana-Champaign
1985-1986 Head, Department of Modern Languages, University of Guyana,
Georgetown, Guyana
1984-1986 Senior Oral Examiner for the Caribbean Examination Council
(CXC) in Georgetown, Guyana
1983-1986 University-appointed Member of the Caribbean Examination
Council (CXC) Advisory Board for Spanish
1981-1985 Coordinator, Language Laboratory, University of Guyana,
Georgetown, Guyana
1981-1986/ Lecturer, Center for Adult Learners and Continuing
1976~1978 Education, University of Guyana, Georgetown, Guyana
1980-1986 Lecturer, Department of Modem Languages, University of Guyana,
Georgetown, Guyana
1976-1978 Instructor, Department of Modem Languages, University of
Guyana, Georgetown, Guyana
Courses Taught at Georgetown
Graduate
Spanish Teaching Methodology (SPAN 500)
Seminar: Technology & SLA (SPAN 499)
Seminar: Attention, Awareness, and Foreign Language Learning (SPAN 499)
Seminar: Foreign Language Curriculum Development (SPAN 499)
Seminar: Reading and Second Language Acquisition (SPAN 499)
Seminar: Processes in the L2 Learning Process
Research Methods and Design (LING 681)
Instructed SLA (SPAN/LING 509)
Undergraduate
Beginning Spanish/Introductory Spanish 1 (SPAN 001/003)
Introductory Spanish 2 (SPAN 004)
Intermediate Spanish 1 (SPAN 121)
Intermediate Spanish 2 (SPAN 122)
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Intensive Intermediate Spanish (SPAN 103 Summer)
Advanced Spanish 1 (SPAN 203 Summer)
Courses Supervised
1991 – present Beginning Spanish/Introductory Spanish 1 (SPAN 001/003)
Introductory Spanish 2 (SPAN 004)
Intermediate Spanish 1 (SPAN 121)
Intermediate Spanish 2 (SPAN 122)
2007 – present Advanced Spanish 1 (SPAN 101)
Advanced Spanish 2 (SPAN 102)
1992 - 1994 Intensive Basic Spanish 1 (SPAN 011)
Intensive Basic Spanish 2 (SPAN 012)
Intensive Advanced Spanish 1 (SPAN 111)
Intensive Advanced Spanish 2 (SPAN 112)
Graduate Tutorials
2012 Johnathan Mercer. Reactivity in comprehension and in mood selection
2012 Kasey Richardson. Spanish oral production at the high school level: A
look at output processes
2012 Sergio Andrada Rafael. The effects of prior L2 experience and L2
proficiency on L3 blocking and learned processing
2011 Calderon, Annie. Exploring the relationships between prior knowledge,
depth of processing, and amount of cognitive effort in L2 vocabulary
learning: An online investigation
2011 Johnson, Ellen. Exploring the relationship between levels of awareness
and prior knowledge in second language learning
2009 Calderon, Annie. Levels of Processing for Form While Processing for
Meaning: Extending Leow, Hsieh, & Moreno (2008)
2006 Suh, Bo Ram. Input enhancement and L2 development: A meta-analysis
2004 Mayer, Kaylea. Type of feedback, type of linguistic item, and L2
development
2003 Moreno, Nina. The effects of type of instruction and type of postexposure
task on L2 development: The issue of learner attention
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2003 Bowles, Melissa. To CALL or not to CALL: A study on L2 glossing
2000 Egi, Takako. Testing a retrospective verbal report as a noticing measure
during oral interaction: On reactivity and veridicality of the immediate
recall methodology
2000 Camblor Portilla, María Teresa. The internet and learners’ interaction
1995 Arteagoitia, Igone. Introduction to Basque: A Course Design
1994 Leeman, Jennifer. The effects of formal instruction on advanced learners'
use of spirants
Master's Theses Mentored
2011 YunDeok Choi. A comparison of 3 different types of measures of
awareness on learners’ intake and production: Are they comparable?
2003 Medina, Almitra. Do type of presentation and type of attentional
condition affect L2 learners’ comprehension, recognition, and
production?
2002 Bowles, Melissa. The effects of textual enhancement on more advanced
language learners
2001 Kim, Naomi. Online glossing and L2 vocabulary acquisition
2001 Dyson, Gina. Motivation and grammatical accuracy in a web-based high
school Spanish class: Is there a relationship between attitudes and
linguistic outcomes at the secondary school level?
1999 Sugishita, Keiko. Modified interaction, output, and attention: The
development of grammatical accuracy in Japanese
1999 Matsuo, Hideki. An analysis of Japanese high school English textbooks
and university entrance examinations: A comparison of readability and
vocabulary
1997 Alva, Maria Soledad. How to cope with bias in assessing Spanish
English bilingual children: Evaluating the tests
1994 Tallon, Michael. 'Para' or 'por'?: An empirical study in second language
acquisition
5
1993 Cloutier, Carole. Toward a modification of the recall protocol procedure
as a measurement of comprehension in the foreign language classroom
Ph.D. Dissertations
Mentor
In progress Luciane Maimone (Co-mentor).
In progress Marisa Filgueras Gómez. Complexity of linguistic form, type of feedback
and task-essentialness in an L2 computer-assisted study
2015 Johnathan Mercer. Pushing for processing: The issues of level of
processing, working memory, and reactivity
2014 Sergio Andrada. Degrees of instructional explicitness, depth of
processing, learning styles, and L2 development: A study on the Spanish
imperfect subjunctive
2014 Anne Calderón. Level of intake, depth of processing, and type of linguistic
item on L2 development
2012 Miguel Angel Novella (Co-mentor). A study of the acquisition of
interpretable and uninterpretable grammatical features. The role of
awareness in second language acquisition
2010 Cerezo Ceballo, Luis (Co-mentor). Talking to Avatars®
: The computer as
a tutor and the incidence of practice, feedback, uptake and linguistic form
in SLA
2010 Martínez-Fernández, Ana. Experiences of remembering and knowing in
SLA, L2 development, and text comprehension:
A study of levels of awareness, type of glossing and type of linguistic item
2010 Gurzynski-Weiss, Laura. Factors influencing oral corrective feedback in
the Spanish foreign language classroom: Investigating instructor
native/nonnative speaker status, SLA education and teaching experience
2010 Baralt, Melissa. Task complexity, the Cognition Hypothesis, and
interaction in CMC and FTF environments
2009 Guidi, Claudia. Glossing for meaning and glossing for form: A
computerized study of the effects of glossing and type of linguistic item on
reading comprehension, noticing, and L2 learning
6
2008 Medina, Almitra. Concurrent verbalization, task complexity, and working
memory: Effects on L2 learning in a computerized task
2007 Moreno, Nina. The effects of type of task and type of feedback on L2
development in CALL
2007 Hsieh, Hui-Chen. Practice, feedback, awareness, and L2 development
through a computerized task
2005 Bowles, Melissa. The effects of verbalization condition and type of
feedback on L2 development in a CALL task
2005 Camblor, Maite. Type of written feedback, awareness and L2
development: A computer-based study
2002 Mussad, Albert. A cross-sectional study of proficient school age
children's conceptualization of reading
1999 Arteagoitia, Igone. A crosslinguistic study of second language processing
in Spanish and Basque
1999 Rosa, Elena. A cognitive approach to task-based research: Explicitness,
awareness and L2 development.
1998 de la Fuente, María José. Negotiation and L2 vocabulary: The role of
input and output in the receptive and productive acquisition of words
1997 Hayer, Holly. Consciousness-raising instruction in a communicative
foreign language classroom: Effects on explicit knowledge and L2
production
1993 Zampini, Mary. Spanish and English voiced stop phonemes and
spirantization: A study in second language acquisition
Reader
2014 Ariel Zach. Second language acquisition of Spanish information structure:
The case of postverbal subjects
2013 Ellen Johnson Sarafini. Cognitive and psychosocial factors and
developmental growth of implicit and explicit knowledge: A four-month
study of early to advanced learners of Spanish
2012 Hama, Mika. Strategic planning, working memory, and noticing of
recasts
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2011 Khalil Al Khalil, Maymona. Task relevance in second language
production and noticing: The role of motivation in communicative
interaction
2010 Sachs, Rebecca. Explicit feedback and learners’ awareness of underlying
structures, features, and interpretive options in adult second language
acquisition
2010 Suh, Bo Ram. Written feedback in SLA: Exploring the roles of type of
feedback, type of linguistic targets, and awareness on an L2 writing task
2007 Morgan-Short, Kara. A neurolinguistic investigation of late-learned
second language knowledge: The effects of explicit and implicit conditions
2007 Bowden, Harriet. Proficiency and second-language neurocognition: A
study of Spanish as a first and second language
2006 Nuevo, Ana-Maria. Task complexity, output, and noticing: Pieces of an
acquisition puzzle?
2004 Egi, Takako. Recasts, perceptions, and L2 development during oral
interaction
2002 Castro, Carolyn. Cohesive device use and composition behaviors in the
protocol and nonprotocol essays and think aloud protocols of Filipino
first-year college students
2001 Greenslade, Terri. Effects of simplified input on comprehension, intake,
and acquisition of Spanish word-order
2000 Leeman, Jennifer. Towards a new classification of input: An empirical
study of the effect of recasts, negative evidence, and enhanced salience on
L2 development
1999 Cloutier, Carole. The effect of task type on the interactional discourse of
NNS-NNS dyads: Jigsaw, information-gap, problem-solving, decision-
making, and opinion-exchange tasks
1999 Malone, Margaret. The development and validation of the English
speaking test
1999 Abu Radwan, Adel. Focus on form instruction and the acquisition of
English dative alteration: Does noticing help?
8
1998 Moroishi, Mariko. Explicit vs. implicit learning: Acquisition of the
Japanese conjectural auxiliary adjectives under explicit, incidental, and
implicit conditions
1998 McGruddy, Rose. The effect of listening comprehension: Strategy
training and advanced level ESL students
1997 Camps, Joaquim. Attention to form and meaning: Clitics in Spanish
1997 Kim, Haemon. The effects of the interactional modification of input on
second/foreign language acquisition
1997 Woodson, Karen. Learner-centered input processing: Bridging the gap
between foreign language teachers and classroom SLA researchers
1996 Muranoi, Hitoshi. Effects of interaction enhancement on restructuring of
interlanguage grammar: A cognitive approach to foreign language
instruction
1996 Padilla-Falto, Olga. The effects of formal instruction and field dependence
on the acquisition of the Spanish prepositions 'por' and 'para'
1992 Hemmer, Robert. Criteria for syllabus design: Interactive complexity and
the sequencing of scenarios
III. PUBLICATIONS
Books
Leow, R. P. (2015). Explicit learning in the L2 classroom: A student-centered approach.
New York, NY: Routledge.
Leow, R. P., Cerezo, L., & Baralt, M. (Eds). (2015). A psycholinguistic approach to
technology and language learning. Berlin: De Gruyter Mouton.
________ with C. Sanz (Eds). (2011). Implicit and explicit conditions, processes and
knowledge in SLA and bilingualism. Washington, D.C.: Georgetown University
Press
Leow, R. P., Campos, H., & Lardiere, D. (Eds). (2009). Little words: Their history,
phonology, syntax, semantics, pragmatics, and acquisition. Washington, D.C.:
Georgetown University Press
Leow, R. P. & Sanz, C. (Eds.). (2000). Spanish applied linguistics at the turn of the
millennium. Somerville, MA: Cascadilla Press.
9
Book Reviews
Leow, R. P. (2014). Review of A Handbook of contemporary Spanish grammar (Ana
Beatriz Chiquito). Journal of Spanish Language Teaching.
Leow, R. P. (2006). Review of Spanish second language acquisition: State of the science
(Eds., B. A. Lafford & Rafael Salaberry, 2003). Hispania,
Leow, R. P. (1999). Review of Beyond methods: Components of second language
teacher education (Eds., K. Bardovi-Harlig & B. Hartford). Spanish Applied
Linguistics, 3, 123-129.
Leow, R. P. (1993). A review of Fluency and accuracy: toward a balance in language
teaching and learning (Ed., H. Hammerly, 1991). Studies in Second Language
Acquisition, 15, 267-269.
Refereed journals and refereed book/proceedings chapters
Leow, R. P. (in press). Noticing hypothesis. TESOL Encyclopedia of English Language
Teaching.
Leow, R. P., Cerezo, L., & Caras, A. (forthcoming). Effects of a psycholinguistically
motivated educational videogame on L2 learning outcomes and processes: The case of
the complex Spanish ‘gustar’ constructions. Studies in Second Language Acquisition.
Leow, R. P., & Mercer, J. D. (2015). Depth of processing in L2 learning: Theory,
research, and pedagogy. Journal of Spanish Language Teaching, DOI:
10.1080/23247797.2015.1026644
Leow, R. P. (2015). Implicit learning in SLA: Of processes and products. In P.
Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 47-65). John
Benjamins.
Leow, R. P. (2015). The roles of attention and (un)awareness in SLA: Conceptual
replication of N. C. Ellis & Sagarra (2010a) and Leung & Williams (2012).
Language Teaching, 48(1), 117-129.
Leow, R. P., & Suh, B-R. (2015). Technology and SLA research: Validity issues. In R.
P. Leow, L. Cerezo, & M. Baralt (Eds.), A psycholinguistic approach to
technology and language learning. Berlin: De Gruyter Mouton.
10
________ with Hsieh, H-C., & Moreno, N. (2015). Awareness, type of
medium, and L2 development: Revisiting Hsieh (2008). In R. P. Leow,
L. Cerezo, & M. Baralt (Eds.), A psycholinguistic approach to
technology and language learning. Berlin: De Gruyter Mouton.
________ with Gurzynski-Weiss, L, Al Khalil, M., & Baralt, M. (2015). Levels of
awareness in relation to type of recast and type of linguistic item in computer-
mediated communication: A concurrent investigation. In R. P. Leow, L. Cerezo,
& M. Baralt (Eds.), A psycholinguistic approach to technology and language
learning. Berlin: De Gruyter Mouton.
________ with Baralt, M. (2015). Uptake, task complexity, and L2 development in SLA:
An online perspective. In R. P. Leow, L. Cerezo, & M. Baralt (Eds.), A
psycholinguistic approach to technology and language learning. Berlin: De
Gruyter Mouton.
________ with Cerezo, L., & Moreno, N. (2015). Psycholinguistically motivated CALL
activities. In R. P. Leow, L. Cerezo, & M. Baralt (Eds.), A psycholinguistic
approach to technology and language learning. Berlin: De Gruyter Mouton.
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.
________ with Cerezo, L., Baralt, M., & Suh, B-R. (2013). Does the medium really
matter in L2 development? The validity of CALL research designs. Computer
Assisted Language Learning, 27(4), 294-310.
Leow, R. P., & Hama, M. (2013). Implicit learning in SLA and the issue of internal
validity: A response to Leung and Williams' “The implicit learning of mappings
between forms and contextually derived meanings”. Studies in Second Language
Acquisition, 35 (3), 545-557.
Leow, R. P. (2013). Schmidt’s noticing hypothesis: More than two decades after. In J.
M. Bergsleithner, S. N. Frota, & J. K. Yoshioka (Eds.), Noticing and second
language acquisition: Studies in honor in Richard Schmidt (pp. 23-35).
Honolulu, HI: University of Hawai‘i, National Foreign Language Resource
Center.
Leow, R. P. (2012). Attention. In P. Robinson (Ed.), The Rutledge encyclopedia of
second language acquisition (pp. 41-45). New York, NY: Taylor & Francis.
Leow, R. P. (2012). Intake. In P. Robinson (Ed.), The Rutledge encyclopedia of second
language acquisition (pp. 327-329). New York, NY: Taylor & Francis.
11
Leow, R. P. (2012). Simplification. In P. Robinson (Ed.), The Rutledge encyclopedia of
second language acquisition (582-585). New York, NY: Taylor & Francis.
Leow, R. P. (2012). Explicit and implicit learning in the L2 classroom: What does the
research suggest? The European Journal of Applied Linguistics and TEFL, 2,
117-129.
Leow, R. P. (2012). Attention, awareness, and noticing in second language acquisition.
In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-7). Oxford,
UK: Wiley-Blackwell.
Leow, R. P., Johnson, E., & Zárate-Sández, G. (2011). Getting a grip on the slippery
construct of awareness: Toward a finer-grained methodological perspective. In
Sanz. C., & Leow, R. P. (Eds.), Implicit and explicit conditions, processes and
knowledge in SLA and bilingualism (pp. 61-72). Washington, D.C.: Georgetown
University Press
________ with Hama, M. (2010). Learning without awareness revisited: Extending
Williams (2005). Studies in Second Language Acquisition, 32 (3), 465-491.
Leow, R. P. (2009). Simplified written input and its effects on L2 comprehension: What
the research reveals. In A. Cirocki (Ed.), Extensive reading in English language
teaching (pp. 129-141). Munich, Germany: LINCOM EUROPA.
Leow, R. P., Campos, H., & Lardiere, D. (2009). Introduction. In R. P. Leow, H.
Campos, & D. Lardiere (Editors), Little words: Their history, phonology, syntax,
semantics, pragmatics, and acquisition. Washington, D.C.: Georgetown
University Press
Leow, R. P. (2009). Input enhancement and L2 grammatical development: What the
research reveals. In J. Watzinger-Tharp, & S. L. Katz, (Eds), Conceptions of L2
grammar: Theoretical approaches and their application in the L2 classroom (pp.
16-34). Boston, MA: Heinle Publishers
Leow, R. P. (2009). Modifying the L2 reading text for improved comprehension and
acquisition: Does it work? In Z. Han & N. J. Anderson (Eds.), Second language
reading research and instruction: Crossing the boundaries (pp. 83-100). Ann
Arbor, MI: The University of Michigan Press.
Leow, R. P., Hsieh, H., & Moreno, N. (2008). Attention to form and meaning revisited.
Language Learning, 58, 665-695.
Leow, R. P. (2007). Input enhancement in classroom-based SLA research: An attentional
perspective. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in
second language education: Evolution in theory, research and practice (pp. 37-
52). Stillwater, OK: New Forums.
12
Leow, R. P. (2007). Input in the L2 classroom: An attentional perspective on receptive
practice. In R. DeKeyser (Ed.), Practice in second language learning:
Perspectives from applied linguistics and cognitive psychology (pp. 21-50).
Cambridge, UK: Cambridge University Press.
Leow, R. P. (2006). The role of awareness in L2 development: Theory, research, and
pedagogy. Indonesian Journal of English Language Teaching, 2, 125-139.
Leow, R. P., & Bowles, M. (2005). Attention and awareness in SLA. In C. Sanz (Ed.),
Mind and context in adult second language acquisition: Methods, theory, and
practice (pp. 179-203). Washington, DC: Georgetown University Press.
________ with Bowles, M. (2005). Reactivity and type of verbal report in SLA research
methodology: Expanding the scope of investigation. Studies in Second Language
Acquisition, 27, 415-440.
________ with Rosa, E. M. (2004). Awareness, different learning conditions, and L2
development. Applied Psycholinguistics. 25, 269-292.
_________ with Rosa, E. M. (2004). Computerized task-based exposure, explicitness
and type of feedback on Spanish L2 development. Modern Language Journal,
88. 192-217.
Leow, R. P., & Morgan-Short, K. (2004). To think aloud or not to think aloud: The issue
of reactivity in SLA research methodology. Studies in Second Language
Acquisition, 26, 35-57.
Leow, R. P., Egi, T., Nuevo, A-M., & Tsai, Y. (2003). The roles of textual enhancement
and type of linguistic item in adult L2 learners’ comprehension and intake.
Applied Language Learning, 13, 93-108.
Leow, R. P. (2002). Models, attention, and awareness in SLA: A response to Simard and
Wong’s (2001) “Alertness, orientation, and detection: The conceptualization of
attentional functions”. Studies in Second Language Acquisition, 24, 113-119.
Leow, R. P. (2001). Attention, awareness and foreign language behavior. Language
Learning, 51, 113-155.
Leow, R. P. (2001). Do learners notice enhanced forms while interacting with the L2?:
An online and offline study of the role of written input enhancement in L2
reading. Hispania, 84, 496-509.
Leow, R. P., & Sanz, C. (2000). Introduction to Spanish applied linguistics at the turn of
the millennium (pp. vii-xi). Somerville, MA: Cascadilla Press.
13
Leow, R. P. (2000). A study of the role of awareness in foreign language behavior:
Aware vs. unaware learners. Studies in Second Language Acquisition, 22, 557-
584.
Leow, R. P. (1999). Attention, awareness, and focus on form research: A critical
overview. In J. F. Lee & A. Valdman (Eds.), Meaning and form: Multiple
perspectives (pp. 69-98). Boston, MA: Heinle & Heinle.
Leow, R. P. (1999). The role of attention in second/foreign language classroom research:
Methodological issues. In J. Gutiérrez-Rexach & F. Martínez-Gil (Eds.),
Advances in Hispanic Linguistics: Papers from the 2nd. Hispanic Linguistics
Symposium (pp. 60-71). Somerville, MA: Cascadilla Press.
Leow, R. P. (1998). The effects of amount and type of exposure on adult learners' L2
development in SLA. Modern Language Journal, 82, 49-68.
Leow, R. P. (1998). Toward operationalizing the process of attention in second language
acquisition: Evidence for Tomlin and Villa's (1994) fine-grained analysis of
attention. Applied Psycholinguistics, 19, 133-159.
Leow, R. P. (1997). Simplification and second language acquisition. World Englishes,
16, 291-296.
Leow, R. P. (1997). Attention, awareness, and foreign language behavior. Language
Learning, 47, 467-506.
Leow, R. P. (1997). The effects of input enhancement and text length on adult L2
readers' comprehension and intake in second language acquisition. Applied
Language Learning, 8, 151-182.
Leow, R. P. (1996). Grammaticality judgment tasks and second language development.
In J. E. Alatis, C. A. Straehle, M. Ronkin, & B. Gallenberger (Eds.), Linguistics,
language acquisition, and language variation: Current trends and future
prospects (pp. 126-139). Washington, D.C.: Georgetown University Press.
Leow, R. P. (1995). Professional TA development and coherent curriculum
development: Preparing TAs for the future professoriate. In T. Keenan & K. F.
Jerich (Eds.), Teaching graduate students to teach: Engaging the disciplines (pp.
41-44). Urbana-Champaign, IL: Office of Conferences and Institutes Press.
Leow, R. P. (1995). Teacher education and psycholinguistics: Making teachers
psycholinguists. In J. E. Alatis, C. A. Straehle, B. Gallenberger, & M. Ronkin
(Eds.), Linguistics and the education of second language teachers:
Ethnolinguistic, psycholinguistic and sociolinguistic aspects (pp. 361-377).
Washington, D.C.: Georgetown University Press.
14
Leow, R. P. (1995). Modality and intake in SLA. Studies in Second Language
Acquisition, 17, 79-89.
Leow, R. P. (1995). Let's debate! Hispania, 78, 167-168.
Leow, R. P. (1994). Teacher education and coherent curriculum development: The
crucial link. In J. E. Alatis (Ed.), Educational linguistics, crosscultural
communication, and global interdependence (pp. 337-346). Washington, D.C.:
Georgetown University Press. (invited)
Leow, R. P. (1994). The role of TAs in coherent language curriculum development. The
Journal of Graduate Teaching Assistant Development, 2, 63-70.
Leow, R. P. (1993). To simplify or not to simplify: A look at intake. Studies in Second
Language Acquisition, 15, 333-55.
IV. PRESENTATIONS, INVITED LECTURES, AND WORKSHOPS
Papers
2015 “Promoting more robust L2 learning: One psycholinguistic-based CALL sample.”
Paper presented at the annual meeting of the American Association of Teachers of
Spanish and Portuguese (AATSP) conference, Denver, Colorado, July 2015
(refereed)
2015 “Promoting robust learning in the foreign language classroom.” Paper presented
at the annual meeting of the American Association of Teachers of Spanish and
Portuguese (AATSP) conference, Denver, Colorado, July 2015 (refereed)
2015 “Are tasks at all possible in fully online language learning? Introducing
talking to Avatars and the Maze Game.” Paper presented (with Luis
Cerezo and Nina Moreno) at the annual Computer-assisted Language
Learning (CALL) conference, Universitat Rovira i Virgili, Tarragona,
Spain, July 2015 (refereed)
2015 “Effects of a psycholinguistically-motivated educational videogame on L2
learning outcomes and processes: The case of the complex Spanish ‘Gustar’
constructions.” Paper presented at the annual meeting of GRAPHSY conference,
Washington D.C., April, 2015
2015 “E-tutors, cognitive processes, and L2 development.” Paper presented at the
annual meeting of the American Association of Applied Linguists (AAAL),
Toronto, Canada, March 21, 2015 (refereed)
15
2014 “Toward a Model of the L2 learning process in Instructed SLA”. Paper presented
at the annual meeting of the Second Language Research Forum (SLRF)
conference, Columbia, South Carolina, October 2014 (refereed)
2014 “Promoting more robust L2 learning: One psycholinguistic-based CALL sample”.
Paper presented at the annual meeting of the Second Language Research Forum
(SLRF) conference, Columbia, South Carolina, October 2014 (refereed)
2014 “The revelations of online data on the relationships between type of recast,
linguistic item, and awareness in CMC.” Paper presented at the annual meeting of
the American Association of Teachers of Spanish and Portuguese (AATSP)
conference, Panama City, Panama, July 2014 (refereed)
2014 “Foreign language learning and gaming.” Paper presented with Allison Caras at
the Teaching, Learning & Innovation Summer Institute, Georgetown University,
Washington, DC, May 20, 2014.
2014 “Using CALL for more robust L2 learning.” Paper presented with Allison Caras,
Peter Janssens, Cornelia Gustafson, and Bill Garr at the inaugural conference at
Virginia International University, April, 2014 (refereed)
2014 “Deconstructing the construct of ‘learning’: A tri-dimensional perspective”.
Paper at the annual meeting of GURT conference, Washington DC., March, 2014
(refereed)
2014 “Levels of awareness in relation to type of recast and type of linguistic item
in synchronous computer-mediated communication: A concurrent investigation.”
Paper presented (with Gurzynski-Weiss, Al Khalil, & Baralt) at the annual
meeting of the American Association of Applied Linguists (AAAL), Portland,
Oregon, March 22, 2014 (refereed)
2013 “Promoting robust learning in the L2 classroom: Theoretical and pedagogical
issues”. Paper presented at the Greater Washington Association of Teachers of
Foreign Languages (GWATFL) annual conference, Washington, DC, September,
2013
2013 “Deconstructing the construct of ‘learning’: A tri-dimensional perspective”.
Paper presented with Anne Calderon at the annual meeting of GRAPHSY
conference, Washington DC., March, 2013
2012 “Crucial internal variables in L2 development: Theoretical perspectives”. Paper
presented at the annual meeting of the American Association of Teachers of
Spanish and Portuguese (AATSP) conference, San Juan, Puerto Rico, July 2012
(refereed)
16
2012 “We CALLed - Psycholinguistics answered”. Paper presented (with Melissa
Baralt, Luis Cerezo, and Bo-Ram Suh) at the annual Computer-assisted Language
Learning (CALL) conference, Taichung, Taiwan, May 2012 (refereed)
2011 “What do learners pay attention to while processing incoming L2 data? A study
of type of item in an L2 reading text”. Paper presented (with Colleen Moorman)
at the annual meeting of the American Association of Teachers of Spanish and
Portuguese (AATSP) conference, Washington, DC, July 2011 (refereed)
2010 “How slippery you are, o construct of awareness: Toward a finer-grained
methodological perspective”. Paper presented (with Ellen Johnson and Germán
Zárate-Sández) at the annual meeting of the Second Language Research Forum
(SLRF) conference, Maryland, October 2010 (refereed)
2010 “Awareness research and pedagogical implications”. Paper presented at the annual
meeting of the American Association of Teachers of Spanish and Portuguese
(AATSP), Guadalajara, Mexico, July, 2010 (refereed)
2009 "The effects of glossing and type of linguistic item on reading comprehension and
learning: An attentional perspective”. Paper presented (with Claudia Guidi) at the
annual meeting of the American Association of Teachers of Spanish and Portuguese
(AATSP), Albuquerque, New Mexico, July 8, 2009 (refereed)
2009 “Getting a grip on the slippery construct awareness: Methodological issues. Paper
presented (with Ellen Johnson and Germán Zárate-Sández) at the 2009 Georgetown
University Round Table on Languages and Linguistics, Washington, D.C., March
14, 2009 (refereed)
2008 “Input enhancement and L2 grammatical development: What the research reveals”.
Paper presented at the annual meeting of the American Association of Teachers of
Spanish and Portuguese (AATSP), San Jose, Costa Rica, July 8, 2008 (refereed)
2008 “The role of awareness in learning: Revisiting Williams (2005)”. Paper presented
(with Mika Hama) at the annual meeting of the American Association of Applied
Linguists (AAAL), Washington, DC, March 22, 2008 (refereed)
2007 “Linking form and meaning in the L2 classroom”. Paper presented (with Nina
Moreno) at the annual MLA meeting, December 28, 2007 (refereed)
2007 “Connecting form and meaning: What do we really know?”. Paper presented (with
Nina Moreno and Hui-Chen Hsieh) at the annual meeting of the Second Language
Research Forum (SLRF) conference, Urbana-Champaign, Illinois, October 12, 2007
(refereed)
2007 “The issue of awareness in learning. Paper presented (with Mika Hama) at the
annual meeting of the American Association of Teachers of Spanish and Portuguese
(AATSP), San Diego, California, July 1, 2007 (refereed)
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2006 “Hybrid designs in SLA research methodology: An exploratory computer-based
investigation of the roles of frequency of input and task complexity in L2
development”. Paper presented (with Luis Cerezo) at the annual meeting of the
American Association of Teachers of Spanish and Portuguese (AATSP),
Salamanca, Spain, July 1, 2006 (refereed)
2005 "Frequency of input, task complexity, and L2 development: A computerized study".
Paper presented (with Luis Cerezo Ceballos, Bo Ram Suh, and Roberto Gómez
Fernández) at the annual meeting of the Second Language Research Forum (SLRF)
conference, Manhattan, New York, October 8, 2005 (refereed)
2005 “Attention to form and meaning revisited”. Paper presented at the annual meeting of
the American Association of Teachers of Spanish and Portuguese (AATSP),
Manhattan, New York, July 30, 2005 (refereed)
2005 “Effects of type of feedback and verbalization condition on L2 development in a
CALL task”. Paper presented (with Melissa Bowles and Maite Camblor) at the
UNTELE conference , Compiegne, France, March 25, 2005 (refereed)
2005 “Does thinking aloud alter cognitive processes?: An empirical study in SLA”.
Paper presented (with Melissa Bowles) at the annual meeting of the Second
Language Research Forum (SLRF) conference, State College, Pennsylvania,
October 8, 2005 (refereed)
2004 “Technology and SLA research: Methodological issues”. Paper presented (with
Maite Camblor) at the annual meeting of the American Association of Teachers of
Spanish and Portuguese (AATSP), Acapulco, Mexico, July 31, 2004 (refereed)
2004 “The roles of attention and awareness in L2 development”. Paper presented at the
annual meeting of the Northeast Conference, New York, New York, April 17,
2004 (refereed)
2003 “Attention and second language learning”. Paper presented at the annual meeting
of the Northeast Conference, Washington, DC, April 12, 2003 (refereed)
2003 “Modifying the L2 reading text for improved comprehension and acquisition:
Does it work?” Paper presented at the annual meeting of TESOL, Baltimore, MD
March 26, 2003 (refereed)
2003 “Awareness, different learning conditions, and L2 development”. Paper presented
at the annual meeting of the American Association of Applied Linguists (AAAL),
Arlington, VA, March 22, 2003 (refereed)
2002 “Enhancing language learning and teaching under a computerized task-based
approach”. Paper presented (with Maite Camblor) at the annual meeting of the
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American Association of Teachers of Spanish and Portuguese (AATSP), Rio de
Janeiro, Brazil, July, 2002 (refereed)
2002 “To think aloud or not to think aloud: The issue of reactivity in SLA research
methodology”. Co-authored paper (with Kara Morgan) presented at the Form-
Meaning Connection in SLA Conference held in Chicago, IL, February 2002
(refereed)
2001 “The role of technology in L2 learning in the L2 classroom”. Presented at the
annual meeting of ACTFL, Washington, DC, November, 2001 (refereed)
2001 “Attention, awareness, and classroom-based tasks: Toward a true learner-centered
process of learning in the second/foreign language classroom”. Paper presented at
the annual meeting of the American Association of Teachers of Spanish and
Portuguese, San Francisco, CA, July, 2001 (refereed)
2000 “Attention, models, and recasts in SLA: Their contribution to L2 development”.
Co-authored paper (with Kumiko Inutsuka) presented at the annual meeting of the
Modern Languages Association, Washington, DC, December, 2000. (refereed)
2000 “A quantitative and qualitative study of the effects of textual enhancement and
type of linguistic item on L2 comprehension and intake". Co-authored paper
(with Takako Egi, Ana María Nuevo, & Ya-Chin Tsai) presented at the 3rd
Hispanic Symposium, Bloomington, Indiana, November, 2000. (refereed)
2000 “Do readers notice enhanced forms while interacting with L2?: An online and
offline study of the role of written input enhancement in L2 reading”. Paper
presented at the annual meeting of the American Association of Teachers of
Spanish and Portuguese, San Juan, Puerto Rico, August 5, 2000. (refereed)
1999 “A study of the role of awareness in foreign language behavior: Aware vs.
unaware learners”. Paper presented at the annual meeting of the American
Association of Teachers of Spanish and Portuguese, Denver, Colorado, August 2,
1999. (refereed)
1999 “The role of awareness in second/foreign language classroom research:
Methodological issues”. Paper presented at the annual meeting of the American
Association of Applied Linguists, Stamford, Connecticut, March 8, 1999.
(refereed)
1998 “The role of attention in second/foreign language classroom research:
Methodological issues”. Paper presented at the Second Hispanic Linguistics
Symposium, The Ohio State University, Columbus, Ohio, October 9, 1998.
(invited)
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1998 “To be aware or not to be aware: A study of attention”. Paper presented at the
annual meeting of the American Association of Applied Linguists, Seattle,
Washington, March 5, 1998. (refereed)
1997 “The effects of input enhancement and text length on adult L2 readers'
comprehension and intake in second language acquisition”. Paper presented at
the University of Texas Spanish Second Language Acquisition Symposium,
University of Texas at Austin, TX, October 6, 1997. (refereed)
1996 “A fine-grained analysis of attention in second language acquisition”. Paper
presented at the annual meeting of the American Association of Teachers of
Spanish and Portuguese, Orlando, FL, August 12, 1996. (refereed)
1996 “The role of the teaching staff in coherent language curriculum development”.
Paper presented at the Graduate Students Organization Series of Workshops,
Georgetown University, Washington, D.C., April 7, 1996. (invited)
1996 “Grammaticality judgment tasks and second language development”. Paper
presented at the Georgetown University Round Table on Languages and
Linguistics, Washington, D.C., March 15, 1996. (invited)
1995 “The effects of recycled review on adult L2 learners' performance in the foreign
language classrooms”. Paper presented at the annual meeting of the American
Association of Applied Linguists, Long Beach, California, March 26, 1995.
(refereed)
1995 “Teacher education and psycholinguistics: Making teachers psycholinguists”.
Paper presented at the Georgetown University Round Table on Languages and
Linguistics, Washington, D.C., March 10, 1995. (invited)
1995 “What language programs directors offer multisection departments”. Paper
presented during the Presession on Issues in foreign language program direction
at the Georgetown University Round Table 1995, Washington, D.C., March 7,
1995. (refereed)
1994 “Teacher education and coherent language curriculum development: The crucial
link”. Paper presented at the Georgetown University Round Table on Languages
and Linguistics, Washington, D.C., March 16, 1994. (invited)
1993 “Coherent curriculum development and the role of the TAs”. Paper presented at
The Fourth National Council on the Training and Employment of Graduate
Teaching Assistants, Chicago, Illinois, November 18, 1993. (refereed)
1993 “Simplification and second language acquisition”. Paper presented at the annual
meeting of the American Association of Teachers of Spanish and Portuguese,
Phoenix, August 1993. (refereed)
20
1993 “Types of glosses and second language reading”. Paper presented with Margaret
Malone at the annual meeting of the American Association of Applied Linguists,
Atlanta, GA, April 18, 1993. (refereed)
Invited Lectures
2012 “Promoting robust learning in the world language classroom: Theory, research,
and practice”. Invited keynote lecture at the World Language In-service meeting
under the auspices of the Diocese of Arlington, VA, held at Bishop O'Connell
High School, April 25, 2012.
2012 Attention, awareness, and L2 development: Theory and research. Invited lecture
at the Department of Foreign Languages and Literatures (Auburn University),
Alabama, April 20, 2013
2011 “Learning a foreign language in the classroom setting: Theory, research, and I”.
Invited keynote lecture at the World Language Honor Society Induction
Ceremony held at Bishop O'Connell High School, March 10, 2011.
2009 “Awareness and learning in the foreign language classroom: Theory, research,
and practice”. Invited lecture presented at the Department of Languages and
Cultural Studies, University of Guyana, Georgetown, Guyana, July 30, 2009.
2006 “The role of learner awareness in L2 development: Theory, research, and
pedagogy”. Invited lecture presented at George Washington University’s
Language Teaching Innovations: Language Center Presentation Series,
November 27, 2006
2000 “Attention, awareness, and teacher education: Theory, research, and pedagogical
implications”. Lecture given to the Department of Modern and Classical
Languages, George Mason University, Virginia, August 25, 2000.
2000 “The roles of attention and awareness in the foreign language classroom: Theory
and research”. Lecture given to the Department of Linguistics and the
Department of Spanish & Portuguese, University of South Carolina, South
Carolina, March 17, 2000.
1999 “Attention and awareness in second/foreign language classroom: Theory and
research”. Lecture given to the Department of Spanish & Portuguese, Tulane
University, New Orleans, April 9, 1999.
1997 “Coherent language curriculum development and teacher education in a research--
based foreign language department”. Lecture given to 28 international educators
under the auspices of the USIA-sponsored International Visitor project "Teaching
English as a Second Language", March 3, 1997.
21
1996 “Toward operationalizing the process of attention in second language acquisition
research”. Lecture given to the Department of Spanish & Portuguese, University
of Minnesota, December 10, 1996.
1994 “The role and status of (I)TAs as students, teachers and professionals”. Plenary
address at Georgetown University Inaugural TA Preparation Workshop,
Georgetown University, Washington, D.C., August 24, 1994.
1994 “Colloquium on academic listening across language/culture areas”. Invited
presenter/panelist at the Georgetown University Round Table on Languages and
Linguistics, Washington, D.C., March 12, 1994.
1992 “Developing a foreign language curriculum”. Lecture given to the staff and
faculty of the Department of Italian, March 27, 1992.
Invited Workshops
2010 Workshop on Coherent Language Curriculum Development. Held at MAALLT-
SEALLT 2010 Conference, Washington, DC, March 10, 2010.
2004 Workshop on Current Thinking on Language Teaching Methodology. A 2-day
workshop held at the Vesalius College, Brussels, Belgium, January 8-9, 2004.
2003 High School Foreign Language Teacher Education. A 2-day workshop held at
The Potomac School, McLean, VA September 11 – 12, 2003.
2003 Foreign Language Teacher Education. A 2-day workshop held at Georgetown
University, Washington, DC under the auspices of the National Capital Language
Resource Center, June 27 - June 28, 2003.
2002 Teacher Education. A 2-day workshop held at Georgetown University,
Washington, DC under the auspices of the National Capital Language Resource
Center, June 6 - June 7, 2002.
2001 Coherent Language Curriculum Development: Theory, Research, and Practice. A
2-day workshop held at Georgetown University, Washington, DC under the
auspices of the National Capital Language Resource Center, May 31 - June 1,
2001.
2000 Developing a Coherent Language Curriculum: Theory, Research, and Pedagogy.
A 2-day workshop held at The Learning Company (Mattel Interactive), Knoxville,
Tennessee, June 16 – 17, 2000.
22
2000 Coherent Language Curriculum Development: Theory, Research, and Practice. A
2-day workshop held at Georgetown University, Washington, DC under the
auspices of the National Capital Language Resource Center, June 1 – 2, 2000.
2000 Enseñanza de Español Para Extranjeros: Teoría, Metodología, y Materiales. A 3-
day workshop held at the Instituto Monteverde, Costa Rica, under the auspices of
the Council on International Educators Exchange (CIEE), March 7 - 9, 2000.
1995 Second Language Acquisition Variables That Contribute to the Integration of
Technology in the Foreign Language Classroom. A one-day workshop presented
to the faculty of the Department of Languages and Literatures at the University of
Denver, May 26, 1995.
1995 Methodological Workshop for the Teaching of Spanish as a Second Language. A
four-day workshop presented to 21 language professors at the Pontificia
Universidad Católica de Chile, Santiago, under the auspices of the Council on
International Educators Exchange (CIEE), January 9 - 12, 1995.
1994 The Integration of Class Time, Technology. and Assignments to Promote the
Language Learning Process. A one-day workshop presented to 35 professors and
TAs of Saint Louis University, the University of Missouri at Columbia, the
University of Missouri at Saint Louis, Webster University, Southern University at
Edwardsville, and Washington University at Saint Louis, under the auspices of
McGraw-Hill Publishers, Saint Louis, Missouri, September 17, 1994.
1994 Materials Preparation/Classroom Activities. Workshop presented to new
language TAs, Georgetown University Teacher Preparation Workshop,
Georgetown University, Washington, D.C., August 29, 1994.
1994 Research-based Curriculum Development: Implications for the Classroom. A
two-day workshop presented to the Faculty of the Modern Languages Department
at the University of Guyana and the teaching staff of the Cyril Potter College,
Georgetown, Guyana, June 1 - 2, 1994.
1993 The Teaching of Spanish as a Second Language. A two-day workshop presented
to 25 language and literature professors at the Pontificia Universidad Madre y
Maestra, Santiago, Dominican Republic under the auspices of the Council on
International Educators Exchange (CIEE), May 29 - 30, 1993.
1993 Coherence and Articulation in the Lower-level Foreign Language Classroom.
Workshop presented during the Presession at the Georgetown University Round
Table on Languages and Linguistics, Washington, D.C., March 10, 1993.
V. OTHER PROFESSIONAL ACTIVITIES
23
Journal peer reviewing
Applied Language Learning
Applied Psycholinguistics
CALICO Journal
Canadian Modern Language Journal
Computer Assisted Language Learning
Journal of Spanish Language Teaching
Language Awareness
Language Learning
Language Learning & Technology
Language Teaching Research
Reading in a Foreign Language
Studies in Second Language Acquisition
System
TESOL
The Modern Language Journal
Textbook reviewing
Cognella
Heinle
Houghton Mifflin Company
John Wiley & Sons, Inc.
McGraw-Hill
Pearson Prentice Hall
Routledge Publishers
Thomson & Heinle
Book proposals and manuscripts reviewing
Georgetown University Press
John Benjamins
De Gruyter Mouton
Routledge, Taylor & Francis
Conference abstracts reviewing
American Association of Applied Linguistics (AAAL)
Conference on the Acquisition of Spanish & Portuguese as a First or Second Language
Hispanic Linguistics Symposium
Form-Meaning Connection in SLA Conference (2001)
Second Language Research Forum (SLRF) conference
External rank and tenure reviewing
24
2014 Department of Languages, Linguistics, and Comparative Literature,
Florida Atlantic University
2013 University of South Wales, Australia
2013 Department of Spanish & Portuguese, Temple University, Pennsylvania
2012 Department of Spanish & Portuguese, Indiana University, Indianapolis
2012 Department of Spanish & Portuguese, Rutgers University, New Jersey
2011 University of South Wales, Australia
2011 Department of World Languages and Cultures, Indiana University-Purdue
University, Indianapolis
2010 Department of Modern Languages & Literatures, Santa Clara University
2010 Department of Modern Languages & Literatures, Marquette University
2009 Department of Modern Languages & Literatures, Villanova University
2007 Department of Foreign Languages & Literatures, NC State University
2005 Department of Modern and Classical Languages,, St. Louis University
2003 Department of Foreign Languages, University of Toledo
2001 Department of Languages and Literatures, University of Denver
2000 Department of Languages and Linguistics, New Mexico State University
2000 Department of Spanish and Portuguese, University of Arizona
1998 Department of Modern & Classical Languages, University of North
Dakota,
1997 Department of Modern Languages, Georgia Institute of Technology
1995 Department of Spanish and Portuguese, Temple University, September
1995
Grant proposal reviewing
The Council for the Humanities of the Netherlands Organization for Scientific Research
(NWO, the Dutch research council), 2014
NFS, 2011
Social Sciences and Humanities Research Council of Canada, January 2003
External reviewer/consultant
2001 External reviewer of the Department of Spanish & Italian’s language
curriculum at the University of Kentucky
2001 External reviewer of the Master’s degree program in Applied Spanish
Studies of the School of Culture and Society at The College of New Jersey
1998-1999 Review Committee member for the ACTFL-MLJ Emma Marie Birkmaier
Award for Doctoral Dissertation Research in Foreign Language Education
1998 External Reviewer for doctoral dissertation for the University of
Tasmania, Australia
1994 Consultant on the language and linguistics curricula to the Department of
Modern Languages, University of Guyana
1993 Curriculum consultant to the Department of Spanish for Foreigners,
Pontificia Universidad Madre y Maestra, Santiago, Dominican Republic,
25
Conference organizer (internal)
2009 Co-organizer (with Cristina Sanz), Georgetown University Round Table
(GURT)
2007 Co-organizer (with Hector Campos & Donna Lardiere), Georgetown
University Round Table (GURT)
Conference/Colloquium organizer (external)
1999 Co-Organizer, Conference on the Acquisition of Spanish & Portuguese as a First
or Second Language
1999 Co-Organizer, Third Hispanic Linguistics Symposium
1999 Organizer, Colloquium on awareness and second/foreign language learning at the
annual meeting of the American Association of Applied Linguists (AAAL),
Stamford, Connecticut
Committee membership of AATSP
2014-2015 Member, Higher Education Committee
VI. PROFESSIONALMEMBERSHIPS
American Association of Teachers of Spanish and Portuguese
American Association for Applied Linguists
American Association of University Supervisors, Coordinators and Directors
American Council on the Teaching of Foreign Languages
Editorial Board, Journal of Spanish Language Teaching
VII. HONORS, AWARDS, GRANTS
2014 CNDLS ITEL grant (S100,000) (co-authored) with 6 others to empirically test
Teletandem
2013 CNDLS ITEL grant ($26,370) to develop online tasks for lower level language
curriculum
2012 Invited Member of Editorial Board of refereed Journal of Spanish Language
Teaching
2008 “Outstanding Teacher of the Year at the College/University Level Award”
awarded by the American Association of Teachers of Spanish and Portuguese
(AATSP)
2003 CNDLS technology grant ($1,700) to purchase equipment for teaching and
research
26
2002 CNDLS Making Teaching Public grant ($1,000)
2001 CNDLS technology grant ($1,400) to conduct two empirical computer-based
studies
2001 FLL Summer Academic Grant for faculty
2000 FLL Summer Academic Grant for Faculty
1999 FLL Summer Academic Research Grant for Faculty, The development of a
Placement Test for the Department of Spanish & Portuguese, Georgetown
University (our current online placement test)
1998 FLL Summer Academic Research Grant for Faculty, The development of a
Placement Test for the Department of Spanish & Portuguese, Georgetown
University
1996 Invited Member of Editorial Board of refereed Journal of Spanish Applied
Linguistics (SAL), University of Illinois Press
1996 GU Summer Academic Research Grant for Faculty, The effects of text length on
adult learners' comprehension and intake processes in second language
acquisition
1994 GU Summer Academic Research Grant for Faculty, A take-charge approach to
formal instruction in the foreign language classroom
1992 GU Summer Academic Research Grant for Faculty, The development of a
coherent language curriculum for the Spanish Department, Georgetown
University
VIII. ACADEMIC AND PUBLIC SERVICE (from 1997)
Department
2013-2014 Research committee
2010- Graduate Progress committee
2010-2011 Undergraduate curriculum committee
2010-2011 Chair, Departmental Committee on Rank & Tenure
1991-present Director, Spanish Language Instruction (non-Intensive)
2008-2009 Member, Graduate Admissions Committee
1997-2009 Member, Departmental Committee on Rank & Tenure
2005-2006 Member, Departmental Technology Representative
2002-2003 Member, Graduate Admissions Committee
27
2002, 2003 Member, Merit Review Committee
1998 Chair, Review of Merit Review Committee
1997-2009 Advisor, Undergraduate Program
1997-2009 Member, Undergraduate Curriculum Committee
1994-1996 Member, Graduate Student/Faculty Liaison Committee
Member, Search Committee for Applied Linguist, 1994 - 1995
Member, Spanish Language Curriculum Review Committee, 1994 - 1995
Undergraduate Program Advisor, 1993 - present
Member, Undergraduate Student/Faculty Liaison Committee, 1993 - 1995
Member, Undergraduate Curriculum Committee, 1993 - present
Member, Search Committee for Theoretical Linguist, 1993 - 1994
Member, Graduate Admissions Committee, 1993
Chair, Undergraduate Curriculum Committee, 1992
Faculty of Languages and Linguistics
2014 Member, Promotion Committee for Department of Asian Studies
2012 Member, Promotion Committee for Italian Department
2008-2009 Co-Organizer, Georgetown University Round Table (GURT) 2009
2006-2007 Co-Organizer, Georgetown University Round Table (GURT) 2007
2001 Co-Chair, Proposed Interdisciplinary Program Committee
2000-2001 Member, Tenure Committee for East Asian Languages Department
1997-2004 Resource Personnel for National Foreign Language Resource Center Grant
(International Language Programs and Research)
1997-1998 Member, Search Committee for Applied Linguistics (Department of
Linguistics)
1997-1998 Member, Search Committee for Instructors (Center for Language
Education and Development)
1995 Organizer, GURT Presession on Issues in Foreign Language Program
Direction, March 7-8, 1995
College
2012-2013 Member, Students’ Admission Committee
2010-2011 Member, College Curriculum Committee
2009 Member, Student-Athlete Workshop Series, College Knowledge
2009-2010 Member, Students’ Admission Committee
2008-2009 Member, Students’ Admission Committee
1997-2009 Member, First Year Student Academic Workshop
2003-2005 Member, Executive Council of Georgetown College
2002-2004 Member, College Curriculum Committee
2003 Member, Academic Appeals Board
2000 Member, Transfer Students’ Admission Committee
1999 Member, Academic Appeals Board
Main campus
28
2014 Summer grants
2013 Summer grants
2008-present Member, Institutional Review Board (IRB)
