phone: (559) 278-4895 | email
Ph.D in Linguistics Indiana University, Bloomington, IN
M.A. in Linguistics The University of Texas at Arlington, Arlington, TX
B.M.E. (Music Education) Andrews University, Berrien Spring, MI
Associate Professor of Linguistics California State University, Fresno
Assistant Professor of Linguistics California State University, Fresno
Assistant Professor of English East Carolina University, Greenville, NC
Assistant to the Editor Studies in Second Language Acquisition (Cambridge University Press)
Writing Center Tutor & ESL Instructor Indiana University, Bloomington, IN
Instructor of English and Asst. Director, Writing Center, LaGrange College, LaGrange, GA & Adjunct Instructor of English, Auburn University, Montgomery, AL
Teacher Trainer IC Brasil-Norteamericano and Cultura Inglesa Porto Alegre, Brazil
Academic Assistant Cultura Inglesa, Curitiba, Brazil
Teaching Coordinator Centro Brasileiro de Ensino Linguístico Curitiba, Brazil
ESL Instructor University of Texas at Arlington, Arlington, TX
ESL Instructor Southwestern Adventist College, Keene, TX
ESL Instructor United Nations (UNHCR) Refugee Camp, Ubon, Thailand
Listener responses as a pragmatic resource for learners of English. CATESOL Journal.
What are the differences? Tutor interactions with first- and second-language writers. Journal of Second Language Writing, 13, 227-242.
Close vertical transcription in writing center training and research (with Magdalena Gilewicz). The Writing Center Journal, 24, 40-55.
Serving Generation 1.5 learners in the university writing center. TESOL Journal, 12, 17-24.
Tutor and student assessments of academic writing tutorials: What is “success”? Assessing Writing, 8, 110-134.
Triangulating the key players: Tutors, tutees, instructors, and collaboration in the writing center. The Writing Center Journal, 21, 57-82.
Journal writing in the language learning component of a teacher education course. In Burton, J., & Carroll, M. (Eds.), Case Studies in TESOL Practice: Journal Writing in TESOL (pp. 101-112). Alexandria, VA: TESOL Publications.
How to communicate politely and be a tutor, too: NS-NNS interaction and writing center practice. Text, 19, 253-279.
Dominance in academic writing tutorials: Gender, language proficiency, and the offering of suggestions. Discourse and Society, 10, 225-248.
Tutors as teachers: Assisting ESL/EFL students in the writing center. The Writing Center Journal, 13, 13-26.
Anderson, Maicon, and Thyago: “English” names in Brazil. American Speech, 67, 175-189. Englishization of business names in Brazil. World Englishes, 10, 65-74.
The influence of English on female names in Brazil. Names, 39, 27-38.
The speaking in writing: Creating oral-literate relationships in Generation 1.5 composition. American Association for Applied Linguistics Annual Conference, Costa Mesa, CA, 21-24 April.
Metalinguistic and metacognitive development of Generation 1.5 writers. American Association for Applied Linguistics/Canadian Association for Applied Linguistics Annual Conference, Montréal, 15 June.
Teaching backchannels in English conversation. CATESOL Conference, San Francisco, 7 April.
Metalinguistic development and writing: Research agenda for Generation 1.5. CATESOL Conference, Santa Clara, 23 April.
From dyad to group: Writing tutorials and NS-NNS interaction. CATESOL Conference, Pasadena, 11 April.
Academic writing tutorials: Where mundane and institutional discourse meet? AILA (International Association of Applied Linguistics), Singapore, 16-23 December.
Vocabulary acquisition in Generation 1.5 composition: A pilot study. Colloquium: Vocabulary Development and the L2 Writer, TESOL Convention, Salt Lake City, UT, 9-13 April.
Conversation research in TESOL: Issues, methods, applications. Discussion Group, TESOL Convention, Salt Lake City, UT, 9-13 April.
Vertical transcription in tutor training (with Magdalena Gilewicz and Jason Walker). Workshop, International Writing Centers Association Conference, Savannah, GA. 11-13 April. (In absentia)
Native-nonnative interaction in academic writing tutorials (with Magdalena Gilewicz). Applied Linguistics Section, Modern Language Association Conference, New Orleans, LA, 27-30 December.
Talking about writing: The metalanguage of high school ELs. California TESOL Convention, Ontario, 19-21 April.
Retooling the writing center for L2 writers of diverse backgrounds. InterSection Panel, Teacher Education/Higher Education, TESOL Convention, St. Louis, MO, 27 February-3 March.
Descriptive and evaluative language in group tutorials (with Magdalena Gilewicz). National Writing Centers Association, Baltimore, MD, 2-4 November. <ERIC ED 450 411>
What makes a writing tutorial successful: An analysis of linguistic variables and social context. 51st Annual Conference on College Composition and Communication, Minneapolis, MN, 12-15 April.
Modifying the mythology: Writing center tutors and nonnative tutees. 31st Annual CATESOL State Conference, Sacramento, CA, 6-9 April.
Methodology as mythology: Tutors’ directive instruction (with Laura Plummer). National Writing Centers Association, Bloomington, IN, 16-18 April. NS-NNS interaction in academic writing tutorials: Discourse analysis and its interpretations. American Association for Applied Linguistics, Stamford, CT, 6-9 March. <ERIC ED 432 916>
Associating theory with practice: Language learning in teacher education. Southeastern Regional TESOL, Louisville, KY, 2-3 October.
How to communicate politely and be a tutor, too: NS-NNS interaction and writing center practice. American Association for Applied Linguistics, Seattle, WA, 14-17 March. <ERIC ED 419 414>
Dominance in academic writing tutorials: The influences of gender and language proficiency. 11th Annual International Conference on Pragmatics and Language Learning, Urbana, IL, 17-19 April.
Syntactic and morphological seriation: Iconicity in Cariban languages. Poster session, 71st Annual Meeting of the Linguistic Society of America, Chicago, IL, 2-5 January.
Tutors as male and female: Gendered language in writing conferences. American Association for Applied Linguistics, Chicago, IL, 23-26 March. <ERIC ED 398 767>
“Let me suggest something”: Tutorial discourse with native and nonnative writers. 9th Annual International Conference on Pragmatics and Language Learning, Urbana, IL, 2-3 March.
Tutorial interaction as institutional discourse. East Central Writing Centers Association Conference, Bloomington, IN, 10-11 March.
“Endangered” or “moribund”? The terminology of language death (with Llorenç Comajoan). Linguistics Association of the Southwest Annual Conference, Arlington, TX, 22-24 October.
ESL Writers: A Guide for Writing Center Tutors. (Shanti Bruce & Ben Rafoth, Eds.) Writing Program Administration.
How to Analyse Talk in Institutional Settings: A Casebook of Methods (Alec McHoul & Mark Rapley, Eds.) Discourse and Society, 15, 675-676.
The Ethnography of Speaking: An Introduction (3rd ed.). (Muriel Saville-Troike). Linguist List 15.2375 (August 25). http://linguistlist.org/issues/15/15-2375.html#1.
Non-native Educators in English Language Teaching (George Braine, Ed.) World Englishes, 20, 111-112.
An Introduction to Applied Linguistics (Alan Davies). Linguist List 10.2002 (Dec. 22) http://www.linguistlist.org/issues
Women, Men, and Politeness (Janet Holmes). Studies in Second Language Acquisition, 18, 391.
Pronouncing Dictionary of Proper Names (John K. Bollard). American Speech, 69, 416-418.
Reversing Language Shift (Joshua A. Fishman). Applied Linguistics, 15, 356-359.
The Longman Preparation Course for the TOEFL. TESOL Quarterly, 24, 516-517.
Meridian (Jeremy Harmer) . ELT Journal, 43, 310-312.
Current member of:
- American Association for Applied Linguistics
- California Teachers of English to Speakers of Other Languages
- Teachers of English to Speakers of Other Languages
Current editorial board:
- CATESOL Journal
- Journal of Second Language Writing
- Linguistics and Education
- TESOL Quarterly
§ The Writing Center Journal
Current abstract reader
- American Association for Applied Linguistics Annual Conference
University Graduate Committee, Curriculum Subcommittee
EEO Representative, Mathematics Education search committee
Outcomes Assessment Coordinator, Dept. of Linguistics
Curriculum Committee Chair, Dept. of Linguistics
Western Association of Colleges and Schools Self-Study Steering Committee
Academic Policy and Planning Writing Competency Subcommittee
Provost’s Taskforce on Student Retention
College of Arts & Humanities Executive Committee
University Graduate Committee
CSUF Writing Center Tutor in-service workshops Topics: Writing center talk, NS/NNS interaction, tutoring second-language writers, questioning techniques, and treatment of sentence-level error
Educational Employees Credit Union, Fresno Member, Educational Grant Selection Committee
Central California Academic Preparation Initiative (CAPI), CSU system-wide program to improve academic success in CSU-bound high school students. Coordinator, ESL writing project. Mentoring, teaching, and training at two Fresno high schools and leading workshops.
Grants and Awards
Title VII Grant, Digital Campus, CSUF. Development of LING 111-W, Academic Writing Workshop, as fully web-based course. ($6750).
Fulbright Award, University of Chile, Santiago Chile (declined due to inability to travel)
Title VII Grant, Digital Campus, CSUF. Development of LING 130, Language & Gender, as fully web-based course. ($6750).
CETL Mini-grant to attend the California State University Scholarship of Teaching and Learning Summer Academy, Long Beach, CA, July.
ESL Learner Metalanguage and Writing Development. CSUF Research, Scholarship, and Creative Activity Award (3 units assigned time).
Mini-grant (for travel to AILA, Singapore). CSUF College of Arts & Humanities Affirmative Action Faculty Development Program ($1625)
Proposal for revision of LING 251, Discourse Analysis. CSUF CETL New College for Instructional Innovation, Summer 2002 ($2500)
Talking about writing: The metalanguage of high school ELs. CSUF College of Arts and Humanities Affirmative Action Faculty Development Program (3 units assigned time)
Robert & Norma Craig Graduate Fellowship (with Magdalena Gilewicz). Funded for Jason Walker, Department of English ($1000).
NS-NNS interaction in group writing tutorials (with Magdalena Gilewicz). CSUF College of Arts and Humanities Lottery Funds for Faculty Development ($750)
California Academic Preparation Initiative stipend awarded for teacher mentoring and teaching CSU-bound juniors and seniors in two Fresno high schools ($5,000).
The language of collaboration in group writing tutorials (with Magdalena Gilewicz) CSUF Research, Scholarship, and Creative Activity Awards (3 units assigned time + $951.00)
The language of collaboration in group writing tutorials. CSUF College of Arts and Humanities Affirmative Action Faculty Development Program (3 units assigned time)
The facilitative responder myth: Rethinking writing response. North Carolina English Teachers’ Association Research Award (with Todd Finley) ($1,000)
What makes a writing tutorial successful: An analysis of linguistic variables and social context. Grant-in-Aid #R97-32, National Council of Teachers of English Research Foundation
Courses Taught at California State University, Fresno (4/4 Teaching Load)
- LING 251 Seminar in Discourse Analysis
- LING 241 Seminar in Teaching English as a Second Language
- LING 237 Teaching Reading, Writing, and Vocabulary
- LING 170 TESL Practicum
- LING 165 Language Acquisition
- LING 147 Bilingualism
- LING 144 Discourse Analysis
- LING 141 Teaching English to Speakers of Other Languages
- LING 130 Language and Gender (classroom & online modes)
- LING 115 Language, Culture, & Society
- LING 111-W Academic Writing Workshop (online mode)
- LING 30 Language Across the Lifespan
- ESL 110-W Advanced Composition for International Students
Courses Taught at East Carolina University (3/3 Teaching Load)
- ENGL 6520 Applied Linguistics for Language Teachers
- ENGL 5504 Applied Linguistics for ESL Teachers
- ENGL 5503 TESL Theories and Principles
- ENGL 3750 Introduction to Linguistics
- ENGL 2700 Introduction to Language Studies
- ENGL 1200 Composition (2)
- ENGL 1100 Composition (1)