In addition to providing courses, Individual Language Coaching, and resources for 91吃瓜网 community members who use English as an additional language, the people of the English Language Center (ELC) actively contribute to our university, city, and professional communities.
We creatively collaborate and innovate to build pathways, connections, and knowledge for our students, community, and profession.听
New Initiatives
Using VR to Practice Small Talk Skills
With funding from a 91吃瓜网 Sesquicentennial Grant, the ELC is piloting a resource that uses virtual reality for practicing small talk in a professional setting. See the story below for more details.
Stories
Professional Contributions
Recent English Language Center Staff Publications and Conference Presentations
2023
Sandra Bancroft-Billings.听Building pathways to university services: Creating a glossary of wellbeing terms.听Consortium on Graduate Communication (CGC) Summer Institute, College Park, MD (June, 2023).
Susan Barone听飞颈迟丑听Lisa Russell-Pinson.听The peril & the promise: Enacting EAP professional identity in Whitchurch鈥檚 Third Space.听American Association for Applied Linguistics (AAAL),听Portland, OR (March 2023).
Stephanie Gollobin听and听Michelle Perdomo.听Pooling pedagogical resources: Building digital libraries to facilitate practitioner collaboration.听Teachers of English to Speakers of Other Languages (TESOL) Convention & English Language Expo, Portland, OR (March, 2023).
Sandra Bancroft-Billings听(invited panelist).听Using linguistic data in ESP assessment and curriculum design; English for Specific Purposes and Applied Linguistics Intersection Panel Session. Teachers of English to Speakers of Other Languages (TESOL) Convention & English Language Expo,听Portland, OR (March, 2023).
Susan Barone听飞颈迟丑听Lisa Russell-Pinson.听Performance & wellness: Strengthening the graduate writer. Webinar, Pavol Jozef 艩af谩rik University, Ko拧ice, Slovakia (February, 2023).
2022
Rongchao Tang听with听Naoko Witzel, Xiaomei Qiao,听and听Jia Chen.听听听Is tone information available to L2 Chinese learners during L2 reading?听Mental Lexicon 2022. Niagara-on-the-Lake, Ontario, Canada (October, 2022).
Carrie Cargile听and听Stephanie Gollobin.听Beyond the pandemic: Building on lessons learned during remote instruction. Graduate Communication (CGC) Summer Institute,听Virtual (June, 2022).
Carrie Cargile听and听Stephanie Gollobin.听Teaching beyond COVID-19: Reimagining in-person instruction after remote teaching.听Teachers of English to Speakers of Other Languages (TESOL) Convention & English Language Expo, Virtual/Pittsburg, PA (March, 2022).
Carrie Cargile听and听Stephanie Gollobin.听Using mentor texts in graduate and professional STEM writing. Teachers of English to Speakers of Other Languages (TESOL) Convention & English Language Expo, Virtual/Pittsburg, PA (March, 2022).
2021
Susan Barone.听Exploring and illuminating the leadership conceptualization process.听Language for Specific Purposes Webinar Kevin Knight English for Specific Purposes Project Leader Profiles: The Leadership Communication of 55 ESP Project Leaders (March, 2021).
2020
Adam Steffanick听and听Susan M. Barone.听A web application for developing pedagogical resources from a corpus. Teachers of English to Speakers of Other Languages (TESOL) Computer-Assisted Language Learning-Interest Section (CALL-IS) Electronic Village Events TESOL Electronic Village Developers Showcase, Denver, CO (April, 2020听postponed due to Coronavirus).
Adam Steffanick听and听Susan M. Barone.听Developing pedagogical resources using a local EAL student-writing corpus. Teachers of English to Speakers of Other Languages (TESOL) Computer-Assisted Language Learning-Interest Section (CALL-IS) Electronic Village Events Technology Fairs, Denver, CO (April, 2020听postponed due to Coronavirus).
Summer Dickinson. (2020). Points of Departure: Rethinking Student Source Use and Writing Studies Research Methods,听Technical Communication Quarterly 29(1), pp. 107鈥�109. DOI: 10.1080/10572252.2019.1613335
Stephanie Gollobin. (2020). Writing and Identity: Promoting Critical Discourse Amidst Double Consciousness,听Writing & Pedagogy 11(3), pp. 413鈥�431. DOI: 10.1558/wap.35316
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