Alumni News (2021)

(Photo by Jeff Miller / UW-Madison)

SLA Alumni News from the 2020-21 Academic Year

A full list of SLA alumni can be found here. News from the 2020-21 academic year is still coming in, and this page will continue to be updated.

Atsushi Hasegawa, Assistant Professor of Japanese Language and Linguistics, East Asian Languages and Literatures, University of Hawai’i at Mānoa. Recent publications include:

Hasegawa, A. (2021). Sociomateriality of semi-scripted pair-work prompts in beginner-level Japanese as a foreign language classrooms. The Modern Language Journal, 105(S1), 65-85. doi:10.1111/modl.12689

Hasegawa, A. (2021). Developing friendship or practicing Japanese? Differential impacts of language pledge on study abroad students. In N. Kurata & A. J. Carhill-Poza (Eds.), Social networks in language learning and language teaching (pp. 184-208). London: Bloomsbury.

Mori, Y., Hasegawa, A., & Mori, J. (2021). The trends and developments of L2 Japanese research in the 2010s. Language Teaching, 54(1), 90-127. doi:10.1017/S0261444820000336

Mori, J., & Hasegawa, A. (Eds.). (2020). Exploring who we are and who we aspire to be: Diversity, inclusion, and professionalism in Japanese-language education. A special section of Japanese Language and Literature, 54(2). doi:10.5195/jll.2020.131

Robin Worth, Researcher, Wisconsin Evaluation Collaborative, UW-Madison, continues as the Principal Investigator for the statewide longitudinal evaluation of the WI Department of Public Instruction’s Academic and Career Planning initiative winning a contract for a seventh year of evaluation and was invited to serve on the Scientific Advisory Board for the National Coalition for Career Development Center.

Snezhana Zheltoukhova, Visiting Assistant Professor of Russian and Language Commons Director, Stetson University. Recent publications include:

Zheltoukhova, S. (2021). Language Learning in a “Fishbowl” Environment: Working with Student Perceptions of Videoconferencing. In W. Lehman, M. Grieb, & Y. Clemmen (Eds.). Work and Labor in World Languages, Literatures, and Film (pp. 103-114). Irvine, CA: BrownWalker Press.

Zheltoukhova, S. (in press). Developing Global Competence in an Advanced Language Course. In S. Nuss, & W. Martelle (Eds.). Task-Based Instruction for Teaching Russian as a Foreign Language. London: Routledge.

Bingjie Zheng, Adjunct Faculty, Department of Languages, Linguistics, Literatures, & Cultures at the Central University of Arkansas, won the American Educational Research Association, Bilingual Education Research Group’s Outstanding Dissertation 2021 award. Recent publications include:

Kim, A., Chapman, M., West, G., Zheng, B. & Cranley, M. E. (2020). Assessing preschool English learners’ receptive and expressive language ability to inform instruction. International Journal of Bilingual Education and Bilingualism.

Zheng, B. (2020). Neoliberal multilingualism and “humanitarian connections”: discourses around parents’ experiences with a Mandarin Chinese immersion school. Language and Education.

West. G., Zheng, B. & Tran. T. (in press). Youth transmodally indexing social discourses: A Vietnamese video narrative analysis in M. Hawkins (Ed.), Transmodal Communications: Transpositioning Semiotics and Relations. Multilingual Matters.

SLA Alumni News from the 2019-20 Academic Year

Bicho Azevedo, Assistant Professor, University of San Diego, launched the Spanish Language Writing Center at University of San Diego.

Michele Back received tenure and was promoted to Associate Professor at University of Connecticut. Recent publications include:

Back, M., Han, M. & Weng, S.-C. A. (2020). Emotional scaffolding of emergent bilinguals through translanguaging strategies: Case stories. Language and Education.

Back, M. (2020). “It is a village:” Translanguaging pedagogies and collective responsibility in a rural K-8 school district. TESOL Quarterly.

Back, M. (2020). Interlocutor differences and the role of social others in a Spanish peer tutoring context. In L. Gurzynski-Weiss, (Ed.) Interlocutor individual differences in language learning: Theoretical and empirical approaches (100-123). John Benjamins.

Back, M. & Wagner, M. (2020). Languages for all: World languages for meaning-making and intercultural citizenship. In B. Dupuy & K. Michelson (Eds.), Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses and Ideologies in Second Language Education (pp. 176­­­–198). American Association of University Supervisors, Coordinators, and Directors of Language Programs (AAUSC).

Carolina Bailey, Chair of World Languages Department, Madison Area Technical College, created (with grant support) Language Proficiency Certificates for both Spanish and French at Madison College, created a professional network partnerships with the community for certificate students to have professional experiences in the target language while at the same time helping the community and became a certified ACTFL rater for Spanish. She also participated in a paid summer (2019) teacher immersion program for French, 3-weeks, in Quebec City, Quebec.

Carolina Bernales, Associate Professor, Pontificia Universidad Catolica de Valparaiso, Chile, co-edited Cognitive Insights into Discourse Markers and Second Language Acquisition a Peter Lang publication.

Amy Clay, Teaching Assistant Professor and Director of French Basic Language at University of Illinois Urbana-Champaign, won a grant to support the integration of virtual experiences in French language courses.

Peter De Costa, Associate Professor, Michigan State University, published prolifically during the 2019-20 academic year, (co-)writing numerous articles in referred journals and book chapters, including the following:

De Costa, P.I., Park, J.S., & Wee, L. (2019). Linguistic entrepreneurship as affective regime: organizations, audit culture, and second/foreign language education policy. Language Policy18(3), 387-406.

De Costa, P.I., Li, W., Lee, J., & Rawal, H. (2020). Ethics in applied linguistics research. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research in applied linguistics (pp. 122-130). New York: Routledge.

De Costa, P.I., Li, W. & Rawal, H. (2020). Should I stay or leave?: Exploring L2 teachers’ profession an emotionally-inflected framework. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.). Language teaching: An emotional rollercoaster (pp. 211-227). Bristol: Multilingual Matters.

Isabelle Drewelow, Associate Professor, University of Alabama,  published the following:

Drewelow, I., Koronkiewicz, B., & Range, R. (2019). “Rethinking and Shifting Discourses and Practices of ‘Testing’ – From Accuracy to Engagement With Situated Contexts,” Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses and Ideologies in Second Language Education, ed. B. Dupuy & K. Michelson, (pp. 45-74). Boston, MA: Cengage.

Isil Erduyan, Assistant Professor, Boğaziçi University, Istanbul, turned her dissertation into a book, Multilingual Construction of Identity: German-Turkish Adolescents at School, published by ibidem Press. The following publications are in press:

Erduyan, I. (in press). The scale of modernity in the heritage language classroom. Journal of Language, Identity, and Education.

Erduyan, I. (in press). Contemporary urban Turkey-Turkish in the German-Turkish classroom. In F. Bayram (ed.), Studies in Turkish as a Heritage Language (pp.267-285. Amsterdam: John Benjamins.

Erduyan, I. (in press). The scalar diversity in the Turkish Heritage Language classroom. Linguistic Minorities in Europe.

Erduyan, I. (in press). Multilingual subjectivity in linguistic ethnographic fieldwork. Türkisch-Deutsche Studien: Jahrbuch 2020.

Paula Garrett-Rucks, Associate Professor and World Languages Education Coordinator, Georgia State University,  became an editor of SCOLT Dimension, the journal for the Southern Conference on Language Teaching, which recently published a special issue: Focus on Heritage Language Learners.

Colleen Hamilton took a position as Assistant Professor of ESL/Bilingual Education at National Louis University and published the following with SLA faculty member Mariana Pacheco:

Hamilton, C., & Pacheco, M. (2019). Bilingual youth and networks of support: Designing a formula for success on the path to college. In M. Pacheco, P. Z. Morales, and C. Hamilton (Eds.), Transforming Schooling for Second Language Learners: Policies, Pedagogies, and Practices (pp. 199-216). Charlotte, NC: Information Age Publishing.

Shenika Harris, Associate Professor, Spanish, Lindenwood University, serves as part of the editorial board of Reading in a Foreign Language and published the following with current SLA student Tim Cavnar:

Harris, S., Cavnar, T., & Dolosic, H. (2019). Readings on L2 Reading: Publications in other venues 2018-2019. Reading in a Foreign Language, 30(2), 315–351.

Atsushi Hasegawa, Assistant Professor, University of Hawai’i at Mānoa, published the following with fellow SLA alumna Chiharu Shima:

Hasegawa, A. & Shima, C. (2020). Differential social experiences of international students in a residential hall in Japan. Frontiers: The Interdisciplinary Journal of Study Abroad.

Akira Kondo took a position as Conversational AI Specialist at Discover Financial Services in Chicago, IL and published the following:

Kim, A.A., Chapman, M., Kondo, A., & Wilmes, C. (2019). Examining the assessment literacy required for interpreting score reports: A focus on educators of K–12 English learners. Language Testing, 37(1), 54-75.

Jina Lee, Professor and Chair of the Department of English Education, Sangmyung University, South Korea, is the vice president of The Applied Linguistics Association of Korea and the vice president of The English Linguistics Society of Korea.

Nelly Martin-Anatias, Research Fellow, Auckland University of Technology, published the following:

Martin-Anatias, N. (2020). English at the periphery: Evidence from Indonesian popular novels, Text and Talk.

Chiharu Shima received tenure and was promoted to Associate Professor at Akita International University in Japan. She also published the following with SLA faculty member Junko Mori:

Mori, J. & Shima, C. (2020). Person reference and recognition in shift handovers: An analysis of interactions between Japanese and international care workers, Multilingua.

Sandra Terra, Assistant Professor, Linfield University, was elected president of the Confederation in Oregon for Language Teaching.

Robin Worth, Researcher, Wisconsin Evaluation Collaborative, UW-Madison, continues as the Principal Investigator for the statewide longitudinal evaluation of the WI Department of Public Instruction’s Academic and Career Planning initiative and won a contract for a sixth year of evaluation.