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Curriculum Vitae 1 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 2 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) 3 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 4 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 7 2011 Khalil Al Khalil, Maymona. Task relevance in second language production and noticing:
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