The document provides a CV for Jennifer A. Alexander, who is a lecturer in linguistics at Northwestern University, with research interests in acoustic and perceptual properties of cross-language tonal systems and experience teaching English pronunciation and fluency courses. Her education includes a PhD from Northwestern University and she has received grants from the NSF and ASA to support her postdoctoral research on acoustic properties of tonal contrast systems.
This document is Anne Heintzman's curriculum vitae. It summarizes her education, including a Ph.D. in Rhetoric and Composition from the University of Louisville, and lists her areas of research and teaching experience at various universities, including Western Kentucky University, the University of Colorado at Boulder, and the University of Louisville. It also provides details of her academic service, professional development activities, and publications.
This research proposal examines factors that influence English language students' pronunciation of final consonant sounds. The study will interview and record 12 students at the University of Quintana Roo performing pronunciation tasks to analyze how their English level, mother tongue, pronunciation consciousness, and learning strategies affect proficiency. Data analysis will use variability and central tendency techniques to describe relationships between these factors and pronunciation accuracy.
This document provides a curriculum vitae for John A. Unger, Ph.D., an Associate Professor of English for Academic Purposes. It outlines his education, including a Ph.D. in Instructional and Curricular Studies from the University of Nevada, Las Vegas. It also details his extensive teaching experience in developmental English, ESL, composition and math courses at various universities. Finally, it lists his publications, research projects, grants, and conference presentations focusing on literacy, second language acquisition and digital technologies.
Ell 615 final presentation shuning zhangShuningZhang3
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This document discusses the impact of a Chinese speaking English language learner's first language on producing correct English sentences. It notes two main types of differences between Chinese and English grammar that can cause difficulties: principles that exist in English but not Chinese, and principles that are different between the languages. The findings section provides examples of morphological and syntactic differences like article usage, grammatical inflections, conjunctions, prepositions and word order. It recommends addressing these differences through practice to develop new habits for structures that don't exist in the first language and changing habits for structures that are different.
This thesis examines the omission of subject pronouns in writing tasks of pre-intermediate English language learners. The researcher aims to study the frequency of omission and whether factors like gender, age, or prior English exposure affect rates of omission. Writing samples from 11 students aged 13-18 will be analyzed using checklists to code omissions. Results will help teachers understand common errors to address in teaching writing.
David MacGregor is a senior research associate at the Center for Applied Linguistics in Washington, DC. He has over 20 years of experience in linguistics research and language assessment. He holds a Ph.D. in Linguistics from Georgetown University and has directed major language proficiency tests such as WIDA ACCESS for ELLs. His research focuses on developing and validating language assessments, and he has authored numerous publications in applied linguistics journals.
Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3)
Speakers: Claudia Navarro-Villarroel, Marcia Rosenbusch, Chengbin Yin
The document is a curriculum vitae for Dr. Amber D辿sir辿e Franklin, an assistant professor in the Department of Speech Pathology and Audiology at Miami University. It details her education, employment history, research interests, publications, presentations, teaching experience, honors, and grants. The CV provides an overview of Dr. Franklin's qualifications and accomplishments in the field of speech language pathology.
Veronica Oliver has extensive experience teaching composition and related courses at the university level. She received her PhD in Rhetoric, Composition, and Linguistics from Arizona State University in 2015. Her dissertation focused on the Puente Movement's opposition to Senate Bill 1070. She has published two peer-reviewed articles and presented her work at several conferences. Oliver has over 10 years of experience teaching various composition and writing courses at the university level. She also has experience working in writing centers as both a tutor and administrator.
This document is a resume for Andrea Fulgham. It summarizes her education, certifications, research experience, publications, presentations, professional experience, awards, and references. She received a BA in Linguistics from the University of Arizona in 2016 with a focus on Scottish Gaelic language revitalization. Her experience includes research on indigenous language revitalization and second language teaching methodology.
This document is a curriculum vitae for Dr. Paul Gregory Quinn that summarizes his academic and professional background. It outlines his PhD from the University of Toronto in Second Language Education, as well as his MA from the same institution. It also lists his research experience, publications, teaching experience in TESOL, and professional memberships.
Warren Merkel has extensive experience in teaching English as a foreign language and second language writing. He is currently a PhD candidate at the University of Iowa, where he is a writing tutor, teaching assistant, and research assistant. His dissertation and research focus on academic writing challenges faced by undergraduate English language learners, specifically regarding integrating sources and avoiding plagiarism. He has received several awards for his research and presentations.
This curriculum vitae provides information about Sarah Ellen Ransdell, including her education, academic positions, grants and honors, and publications. It can be summarized as follows:
1) Ransdell has a PhD in Psychology from the University of Florida and has held various academic positions including Associate Professor at Nova Southeastern University.
2) She has received over a dozen competitive grants and honors for her research in areas like writing quality and working memory.
3) Ransdell has authored or co-authored over 15 peer-reviewed publications in journals relating to psychology, education, and language learning.
A Questionnaire Developed For Conducting Fieldwork On Endangered And Indigeno...Martha Brown
油
This document presents a questionnaire for conducting fieldwork on endangered and indigenous languages in India. The questionnaire was developed through discussions with linguists and is designed to create dictionaries and basic grammars for documented languages. It includes sections on details of language experts, language vitality, diversity and attitudes, word and sentence lists, anthropological questions, and demographic profiling. The goal is to document languages in a standardized yet flexible way while balancing academic and community needs. Picture books and videos are used to elicit unique linguistic aspects for each language.
This article presents a model of listening comprehension in adult second language learners. It begins with a review of current second language acquisition theories, most of which focus on learner variables and long-term language storage rather than the process of comprehension. The authors then synthesize research on SLA with studies on memory and verbal input processing to develop a theoretical model of L2 listening comprehension. They argue that comprehension and learning are interrelated but distinct cognitive processes. Finally, the article discusses implications of this comprehension theory for second language pedagogy, arguing that listening comprehension activities can facilitate natural language development in an affectively supportive environment.
This poster summarizes research analyzing the language development of a 13-year-old Russian English language learner who moved to the United States three years ago. The student's English acquisition has been rapid while maintaining her native Russian. Analysis of the student's writing found errors primarily due to influence between her first and second languages, such as differences in syntax, use of articles, verb tense, and prepositions. The research indicates a strong connection between the student's native Russian and developing English.
This poster summarizes research analyzing the language development of a 13-year-old Russian English language learner who moved to the United States three years ago. The student's English acquisition has been rapid while maintaining her native Russian. Analysis of the student's writing found errors primarily due to influence between her first and second languages, such as differences in syntax, use of articles, verb tense, and prepositions. The research indicates a strong connection between the student's native Russian and developing English.
This poster summarizes research analyzing the language development of a 13-year-old Russian English language learner who moved to the United States three years ago. The student's English acquisition has been rapid while maintaining her native Russian. Analysis of the student's writing found errors primarily due to influence between her first and second languages, such as differences in syntax, use of articles, verb tense, and prepositions. The research indicates a strong connection between the student's native Russian and developing English.
This poster summarizes research analyzing the language development of a 13-year-old Russian English language learner who moved to the United States three years ago. While her native language is Russian, her English skills have progressed rapidly. The majority of errors in her English writing are due to influence from her first language of Russian, such as differences in syntax, lack of articles, verb conjugation, and preposition usage. The research found strong connections between her native Russian language and developing English language.
This poster summarizes research analyzing the language development of a 13-year-old Russian English language learner who moved to the United States three years ago. While her native language is Russian, her English skills have progressed rapidly. The majority of errors in her English writing are due to influence from her first language of Russian, such as differences in syntax, lack of articles, verb conjugation, and preposition usage. The research found strong connections between her native Russian language and developing English language.
Irfan Abbas is a lecturer in the Department of English at Minhaj University Lahore. He has a PhD in Linguistics from the University of Azad Jammu & Kashmir and has taught various linguistics and English courses at universities and schools in Pakistan. He has supervised several theses and published papers in conferences. His research interests include autism, phonetics, pragmatics, and critical discourse analysis.
Irfan Abbas is a lecturer in the Department of English at Minhaj University Lahore. He has a PhD in Linguistics from the University of Azad Jammu & Kashmir, an MPhil in Applied Linguistics, and an MA in English Linguistics and Literature. His research interests include autism, phonetics, phonology, psycholinguistics, and critical discourse analysis. He has taught various linguistics and English courses and supervised theses at both the MA/BS and MPhil levels.
Irfan Abbas is a lecturer in the Department of English at Minhaj University Lahore. He has a PhD in Linguistics from the University of Azad Jammu & Kashmir and has taught various linguistics and English courses at universities and schools in Pakistan. He has supervised several theses and published papers in conferences. His research interests include autism, phonetics, pragmatics, and critical discourse analysis.
This document provides information about the 2012 Fall Conference of the North Carolina English Teachers Association (NCETA). The conference will be held on September 28-29, 2012 at the UNC Charlotte City Center campus in Charlotte, NC. The conference will focus on the theme of "Co-Sponsoring Literacy Across the Curriculum" and feature keynote speakers Patricia Dunn and Joseph Bathanti discussing topics like multiple literacies and engaging poetry in the classroom. The document provides details on conference sessions, speakers, parking instructions, and NCETA as a professional organization.
This document provides a summary of Christie L. Daniels' academic background and professional experience. It lists her contact information and research interests in technical and professional communication, visual rhetoric, and rhetorics of difference. It also outlines her education, including a Ph.D. from the University of Texas at El Paso in English with a concentration in rhetorics and literature of race and ethnicity. Her professional appointments include positions at Michigan State University and the University of Texas at El Paso. Selected publications, presentations, courses taught, and areas of invited presentations are also included.
The document discusses research on attitudes towards non-native accents of English. It describes how identity and attitudes can influence the perception of phonetic variation in non-native accents. Three experiments were conducted that rated different English accents on traits like intelligence and friendliness. The results showed that non-native listeners did not strongly identify with accents from their own language background. Variation in consonants influenced ratings of traits like intelligence. To sound intelligent, speakers should aim to match the expected phonetic norms for English.
The document is a curriculum vitae for Dr. Amber D辿sir辿e Franklin, an assistant professor in the Department of Speech Pathology and Audiology at Miami University. It details her education, employment history, research interests, publications, presentations, teaching experience, honors, and grants. The CV provides an overview of Dr. Franklin's qualifications and accomplishments in the field of speech language pathology.
Veronica Oliver has extensive experience teaching composition and related courses at the university level. She received her PhD in Rhetoric, Composition, and Linguistics from Arizona State University in 2015. Her dissertation focused on the Puente Movement's opposition to Senate Bill 1070. She has published two peer-reviewed articles and presented her work at several conferences. Oliver has over 10 years of experience teaching various composition and writing courses at the university level. She also has experience working in writing centers as both a tutor and administrator.
This document is a resume for Andrea Fulgham. It summarizes her education, certifications, research experience, publications, presentations, professional experience, awards, and references. She received a BA in Linguistics from the University of Arizona in 2016 with a focus on Scottish Gaelic language revitalization. Her experience includes research on indigenous language revitalization and second language teaching methodology.
This document is a curriculum vitae for Dr. Paul Gregory Quinn that summarizes his academic and professional background. It outlines his PhD from the University of Toronto in Second Language Education, as well as his MA from the same institution. It also lists his research experience, publications, teaching experience in TESOL, and professional memberships.
Warren Merkel has extensive experience in teaching English as a foreign language and second language writing. He is currently a PhD candidate at the University of Iowa, where he is a writing tutor, teaching assistant, and research assistant. His dissertation and research focus on academic writing challenges faced by undergraduate English language learners, specifically regarding integrating sources and avoiding plagiarism. He has received several awards for his research and presentations.
This curriculum vitae provides information about Sarah Ellen Ransdell, including her education, academic positions, grants and honors, and publications. It can be summarized as follows:
1) Ransdell has a PhD in Psychology from the University of Florida and has held various academic positions including Associate Professor at Nova Southeastern University.
2) She has received over a dozen competitive grants and honors for her research in areas like writing quality and working memory.
3) Ransdell has authored or co-authored over 15 peer-reviewed publications in journals relating to psychology, education, and language learning.
A Questionnaire Developed For Conducting Fieldwork On Endangered And Indigeno...Martha Brown
油
This document presents a questionnaire for conducting fieldwork on endangered and indigenous languages in India. The questionnaire was developed through discussions with linguists and is designed to create dictionaries and basic grammars for documented languages. It includes sections on details of language experts, language vitality, diversity and attitudes, word and sentence lists, anthropological questions, and demographic profiling. The goal is to document languages in a standardized yet flexible way while balancing academic and community needs. Picture books and videos are used to elicit unique linguistic aspects for each language.
This article presents a model of listening comprehension in adult second language learners. It begins with a review of current second language acquisition theories, most of which focus on learner variables and long-term language storage rather than the process of comprehension. The authors then synthesize research on SLA with studies on memory and verbal input processing to develop a theoretical model of L2 listening comprehension. They argue that comprehension and learning are interrelated but distinct cognitive processes. Finally, the article discusses implications of this comprehension theory for second language pedagogy, arguing that listening comprehension activities can facilitate natural language development in an affectively supportive environment.
This poster summarizes research analyzing the language development of a 13-year-old Russian English language learner who moved to the United States three years ago. The student's English acquisition has been rapid while maintaining her native Russian. Analysis of the student's writing found errors primarily due to influence between her first and second languages, such as differences in syntax, use of articles, verb tense, and prepositions. The research indicates a strong connection between the student's native Russian and developing English.
This poster summarizes research analyzing the language development of a 13-year-old Russian English language learner who moved to the United States three years ago. The student's English acquisition has been rapid while maintaining her native Russian. Analysis of the student's writing found errors primarily due to influence between her first and second languages, such as differences in syntax, use of articles, verb tense, and prepositions. The research indicates a strong connection between the student's native Russian and developing English.
This poster summarizes research analyzing the language development of a 13-year-old Russian English language learner who moved to the United States three years ago. The student's English acquisition has been rapid while maintaining her native Russian. Analysis of the student's writing found errors primarily due to influence between her first and second languages, such as differences in syntax, use of articles, verb tense, and prepositions. The research indicates a strong connection between the student's native Russian and developing English.
This poster summarizes research analyzing the language development of a 13-year-old Russian English language learner who moved to the United States three years ago. While her native language is Russian, her English skills have progressed rapidly. The majority of errors in her English writing are due to influence from her first language of Russian, such as differences in syntax, lack of articles, verb conjugation, and preposition usage. The research found strong connections between her native Russian language and developing English language.
This poster summarizes research analyzing the language development of a 13-year-old Russian English language learner who moved to the United States three years ago. While her native language is Russian, her English skills have progressed rapidly. The majority of errors in her English writing are due to influence from her first language of Russian, such as differences in syntax, lack of articles, verb conjugation, and preposition usage. The research found strong connections between her native Russian language and developing English language.
Irfan Abbas is a lecturer in the Department of English at Minhaj University Lahore. He has a PhD in Linguistics from the University of Azad Jammu & Kashmir and has taught various linguistics and English courses at universities and schools in Pakistan. He has supervised several theses and published papers in conferences. His research interests include autism, phonetics, pragmatics, and critical discourse analysis.
Irfan Abbas is a lecturer in the Department of English at Minhaj University Lahore. He has a PhD in Linguistics from the University of Azad Jammu & Kashmir, an MPhil in Applied Linguistics, and an MA in English Linguistics and Literature. His research interests include autism, phonetics, phonology, psycholinguistics, and critical discourse analysis. He has taught various linguistics and English courses and supervised theses at both the MA/BS and MPhil levels.
Irfan Abbas is a lecturer in the Department of English at Minhaj University Lahore. He has a PhD in Linguistics from the University of Azad Jammu & Kashmir and has taught various linguistics and English courses at universities and schools in Pakistan. He has supervised several theses and published papers in conferences. His research interests include autism, phonetics, pragmatics, and critical discourse analysis.
This document provides information about the 2012 Fall Conference of the North Carolina English Teachers Association (NCETA). The conference will be held on September 28-29, 2012 at the UNC Charlotte City Center campus in Charlotte, NC. The conference will focus on the theme of "Co-Sponsoring Literacy Across the Curriculum" and feature keynote speakers Patricia Dunn and Joseph Bathanti discussing topics like multiple literacies and engaging poetry in the classroom. The document provides details on conference sessions, speakers, parking instructions, and NCETA as a professional organization.
This document provides a summary of Christie L. Daniels' academic background and professional experience. It lists her contact information and research interests in technical and professional communication, visual rhetoric, and rhetorics of difference. It also outlines her education, including a Ph.D. from the University of Texas at El Paso in English with a concentration in rhetorics and literature of race and ethnicity. Her professional appointments include positions at Michigan State University and the University of Texas at El Paso. Selected publications, presentations, courses taught, and areas of invited presentations are also included.
The document discusses research on attitudes towards non-native accents of English. It describes how identity and attitudes can influence the perception of phonetic variation in non-native accents. Three experiments were conducted that rated different English accents on traits like intelligence and friendliness. The results showed that non-native listeners did not strongly identify with accents from their own language background. Variation in consonants influenced ratings of traits like intelligence. To sound intelligent, speakers should aim to match the expected phonetic norms for English.
1. Jennifer A. Alexander
Academic Program Associate, English Language Programs, The Graduate School
Lecturer, Department of Linguistics
Northwestern University, 2016 Sheridan Road, Evanston, IL 60208 USA
Postdoctoral Research Fellow, Simon Fraser University Department of Linguistics
9201 Robert Crown Bldg., 8888 University Drive, Burnaby, B.C. Canada V5A 1S6
Jennifer.Alexander@northwestern.edu ~ 847-491-4533 (w) ~ 773-259-8803 (c)
Citizenship____________________________________________________________________
U.S.A.
Employment and Affiliations_____________________________________________________
2015- Lecturer, Department of Linguistics, Northwestern University
2015- Academic Program Assoc., English Language Programs, Northwestern University
2013-2015 Adjunct faculty, English Language Programs, Northwestern University
2011- Postdoctoral Research Fellow, Simon Fraser University Department of
Linguistics. Supervisor: Dr. Yue Wang
2011-2012 Coordinator, Simon Fraser University Language and Brain (LAB) lab
2011-2012 Sessional instructor, Simon Fraser University Department of Linguistics
2003-2010 Ph.D. student, Northwestern University Department of Linguistics
2001-2003 Research associate, International Computer Science Inst. (ICSI), Berkeley, CA
Research Interests______________________________________________________________
Topics:
Acoustic, perceptual, and articulatory properties of cross-language lexical tone systems
Acoustic modeling of cross-language lexical tone systems
Perception and production of pitch in music and speech
Native- and non-native perception of speech in noise
Automatic detection of topic markers in spontaneous discourse (at ICSI)
Methods: Human behavioral, imaging, and quantitative modeling research
Education_____________________________________________________________________
2010 Ph.D. in Linguistics, with certificates in Cognitive Science and Language, Music, &
Communication. Northwestern University, Evanston, IL, USA
Dissertation: The Theory of Adaptive Dispersion and Acoustic-phonetic Properties of
Cross-language Lexical Tone Systems
Committee: Drs. Ann Bradlow, Patrick Wong, & Matthew Goldrick
2002 B.A. in Linguistics & B.A. in English, University of California, Berkeley
Advisors: Ian Maddieson & Larry Hyman
Professional Skills______________________________________________________________
Programming: R, Praat, E-Prime
Operating systems: Windows, Mac, UNIX
Natural languages: English (native), French (intermediate), Mandarin Chinese (elementary)
2. Second-language proficiency assessment: SPEAK, ACTFL Oral Proficiency Interview (four-day
training completed June 2016; rater certification sought for June 2017).
Manuscripts in Preparation______________________________________________________
Alexander, J.A. and Wang, Y. Cross-language Identification of Lexical Tone.
Alexander, J.A., Kiefer, D., and Wang, Y. The Perceptual Assimilation Model and Cross-
language Classification of Lexical Tone.
Alexander, J.A., Wang, Y., Altman, R., and Yousefi, K. Cross-language Assimilation of Lexical
Tone.
Alexander, J.A. and Wang, Y. Cross-language Discrimination of Lexical Tone.
Alexander, J.A., Bradlow, A.R., Ashley, R.D., and Wong, P.C.M. On the Interaction Between
Speech-pitch Processing and Music-pitch Processing.
Alexander, J.A. The Theory of Adaptive Dispersion and Cross-language Lexical-tone Space
Modeling.
Peer-reviewed Publications___________________________ ___________________________
Alexander, J.A. and Wang, Y. (2016) Cross-language Identification of Lexical Tone. Fifth
International Symposium on Tonal Aspects of Languages, Buffalo, NY, May 24-27.
Alexander, J.A. (2011) The Theory of Adaptive Dispersion and Acoustic-phonetic
Properties of Cross-language Lexical-tone Systems. Psycholinguistic Representation of
Tone Conference (satellite of ICPhS 2011)
Alexander, J.A., Bradlow, A.R., Ashley, R.D., and Wong, P.C.M. (2011) Music Melody
Perception in Tone-language and Non-tone-language Speakers. Psycholinguistic
Representation of Tone Conference (satellite of ICPhS 2011)
Bradlow, A.R. and Alexander, J.A. (2007) Semantic-contextual and acoustic-phonetic cues for
English sentence-in-noise recognition by native and non-native listeners. Journal of the
Acoustical Society of America, 121(4), 2339-2349.
Alexander, J.A., Wong, P.C.M., and Bradlow, A. (2005) Lexical Tone Perception in Musicians
and Non-musicians. Proceedings of Interspeech 2005 Eurospeech 9th
European
Conference on Speech Communication and Technology.
Invited Talks__________________________________________________________________
Alexander, J.A. The Theory of Adaptive Dispersion and Acoustic-phonetic Properties of
Cross-language Lexical-tone Systems. The Pennsylvania State University Program in
Linguistics colloquium. State College, PA, Feb. 8, 2013.
Alexander, J.A. The Theory of Adaptive Dispersion and Acoustic-phonetic Properties of
Cross-language Lexical-tone Systems. Simon Fraser University Department of
Linguistics Colloquium Series. Burnaby, B.C., Feb. 3, 2011.
Alexander, J.A., Wong, P.C.M., Bradlow, A.R., and Ashley, R.D. Music Contour Perception in
Tone-language- and Non-tone-language Speakers. Northwestern University Cognitive
Science Program Cognitive Science Fest 2006. Evanston, IL, May 30, 2006.
Alexander, J.A., Wong, P.C.M., Bradlow, A.R. Lexical Tone Perception and Production in
Musicians and Non-musicians. Northwestern University Music Cognition Program
colloquium series. Evanston, IL, Nov. 16, 2005.
Refereed Conference Presentations (not in proceedings) ______________________________
Alexander, J.A. and Wang, Y. Cross-language Identification of Lexical Tone. The Future of
3. Language Science: A Celebration of 50 Years of Linguistics at Northwestern (Linguistics
Symposium 2016), Evanston, IL, September 30, 2016.
Alexander, J.A. and Wang, Y. Cross-language Identification of Lexical Tone. 168th
Meeting of
the Acoustical Society of America, Indianapolis, IN, October 27-31, 2014.
Alexander, J.A., Kiefer, D., and Wang, Y. The Perceptual Assimilation Model and Cross-
language Classification of Lexical Tone. 88th Annual Meeting of the Linguistic Society
of America, Minneapolis, MN, January 2-5, 2014.
Alexander, J.A. and Wang, Y. Cross-language Assimilation of Lexical Tone. 164th
Meeting of
the Acoustical Society of America, Kansas City, MO, October 22-26, 2012.
Alexander, J.A. The Theory of Adaptive Dispersion and Acoustic-phonetic Properties of Cross-
language Lexical-tone Systems. 161st
Meeting of the Acoustical Society of America,
Seattle, WA, May 23-27, 2011.
Alexander, J.A., Bradlow, A.R., Ashley, R.D., and Wong, P.C.M. Music melody perception in
tone-language and non-tone-language speakers. 156th
Meeting of the Acoustical Society
of America, Miami, FL, Nov. 10-14, 2008.
Alexander, J.A. and Clark, B.Z. Dude, this is hella cool!: the syntax and semantics of hella.
Fall 2007 Meeting of the American Dialect Society (ADS), at the 49th Annual Midwest
Modern Language Association (M/MLA) Convention, Cleveland, OH, Nov. 8-11, 2007.
Alexander, J.A., Bradlow, A.R., Ashley, R.D., and Wong, P.C.M. On the interaction between
speech-pitch processing and music-pitch processing. Language and Music as Cognitive
Systems, Cambridge, U.K., May 11-13, 2007.
Alexander, J.A., Wong, P.C.M., and Bradlow, A.R. Lexical tone perception in musicians and
non-musicians. Northwestern Institute on Complex Systems Complexity Conference.
Evanston, IL, April 20-21, 2006.
Teaching Experience (all at Northwestern University unless noted otherwise)____________
Instructor:
F11, F12 LING 221, Introduction to Phonetics and Phonology, Simon Fraser Univ.
F16 LING 380, Spoken English for Nonnative Speakers: Integrated Skills for
Academic Purposes
W16- LING 483, NativeAccent Speech Training for Nonnative Speakers of
English
W09, W14-16, Su16 LING 380, Academic Speaking & Fluency for Non-native Speakers:
Conversation and Fluency
Su07-10, 15-16 NU International Summer Institute (ISI), American English Pronunciation
Sp05, Sp14, Sp16 LING 380, Academic Speaking & Fluency for Non-native Speakers:
Academic Presentations
Su07-10, 15-16 NU ISI, American English Conversation & Presentations
W14 LING 380, Academic Speaking & Fluency for Non-native Speakers:
Culture and Fluency
F06, F09, F10, F13 LING 380, Academic Speaking & Fluency for Non-native Speakers:
American English Pronunciation
Sp10 LING 381, Academic Writing for Non-native Speakers
Su05 NU ISI, Test of Spoken English Preparation Course (official title: Tutor)
Teaching Assistant:
W07, F07, W10 LING 250, Sound Patterns in Human Language
4. W05, W08 LING 222, Language, Politics, & Identity
Supervisor:
F11-W13 SFU Language and Brain (LAB) lab, Supervisor to Research Assistants
Andrea Cepeda, Roxane Chan, Anthony Chor, Katelyn Eng, Sonya Gill,
Parveen Kaila, Sam Kim, Samantha Gamble, Luke Friesen, Alyssa Lee,
Melissa Philley, Natalia Stratulat, Josh Tabish, and Lindsay Walker
F03-Su04 Department of Communication Sciences and Disorders, Supervisor to
undergraduate Independent Study student Krupa Shah
Tutor (all ESL unless noted otherwise):
Sp15- Magnetar Capital, Evanston, IL
F04, Sp08, F08, Sp09, F14, F15- LING 482: Individual Speech & Language Tutoring for
Nonnative Speakers of English (Head Tutor, F16)
Su15-16 Buffett Institute for Global Studies/Arryman Fellows
Su07-10, 15-16 NU ISI, Individual Speech & Language Tutoring for
Nonnative Speakers of English
F04-10, Sp13- Private tutoring: ESL; articulatory & acoustic phonetics
Grants, Awards, and Honors_____________________________________________________
2011-2013 National Science Foundation International Research Fellowship Program
postdoctoral research grant #0965227, Acoustic Perceptual Properties of
Suprasegmental Contrast Systems, $138,207 USD
2008-2009 Northwestern University Graduate Research Grant
2008 Acoustical Society of America Student Travel Grant
2005-2006 Northwestern University Cognitive Science Program Advanced Graduate Student
Fellowship/Travel Grant
Northwestern Institute on Complex Systems Complexity Conference Student
Poster Award
2003-2004 Northwestern University Fellowship
2003 Hellenic Times Scholarship Fund Scholarship
2002 UC Berkeley Jesse Sawyer Fund for Applied Linguistics Award
UC Berkeley Summer Undergraduate Research Fellowship
Professional Service____________________________________________________________
2008- Ad-hoc reviewer, National Science Foundation, Journal of the Acoustical Society
of America, Journal of Speech, Language, and Hearing Research, Language and
Speech, Language Variation and Change, PLOS One, Journal of Experimental
Psychology: Learning, Memory, and Cognition, Journal of Music and Meaning
Su12 Designer/Instructor, Linear Mixed-Effects Regression Modeling in R
workshop, Simon Fraser University Department of Linguistics, August, 2012.
Facilitator/Instructor, graduate student poster-preparation workshop, Simon
Fraser University Department of Linguistics, November, 2012.
2011 Student poster judge, 161st
Meeting of the Acoustical Society of America
05-06; 07-10 Video coordinator, Northwestern University Department of Linguistics
07-08 Language and Music Systems Co-liaison, Northwestern University
06-07 Social chair, Northwestern University Department of Linguistics