My career began teaching English learners of all ages and proficiency levels in varied educational contexts. Today, my teaching focuses on preparing pre-service and in-service ESOL and mainstream teachers, administrators, and paraprofessionals to work with English language learners here in the United States and across the globe. This includes courses on second language acquisition theories, linguistics, research methods, and pedagogical practices.


Courses Taught at the University of Maryland

TLPL 646: Linguistics in Education
Provides teachers and educational researchers with the theoretical and technical knowledge of linguistics necessary to engage effectively in their fields. Specific concepts include: phonetics, phonology, morphology, syntax, pragmatics, discourse analysis, learner language and the nature of regional and social variations in American English. Students will explore the origins, diversity, and functions of human languages, in addition to sociocultural influences on language structure. Students will engage in language analysis to compose linguistic rule systems corresponding to language data, with a focus on cross-linguistic comparisons to ultimately influence their instruction of ESOL across various P-12 educational contexts.

TLPL 656: Teaching Culturally and Linguistically Diverse Exceptional Learners

Explores issues and emerging practices related to the instruction and assessment of culturally and linguistically diverse exceptional (CLDE) learners. Provides a greater understanding of the relationship between culture, language, and exceptionalities so that educators can advocate for and effectively participate in the education of English learners (ELs) with exceptional needs beyond that of second language acquisition. Specific topics include: under/overrepresentation of ELs in special education and gifted and talented programs; prevention of educational underachievement; identification, assessment, and placement options for ELs with high-incidence disabilities; and providing cross-cultural, language, and literacy instruction for ELs with varied exceptionalities.  

TLPL 657: Teaching for Cross-Cultural Communication
Explores the concepts of culture and communication, and addresses intercultural communication needs as it relates to the teaching of English learners (ELs) in varied educational contexts. Course participants will research and critically reflect upon aspects of culture and language as a basis for creating classrooms and materials in which culturally-inclusive teaching decisions can be made and where in culturally and linguistically diverse students can succeed.

TLPL 662: Second Language Acquisition
Introduction to the complexity of second language acquisition (SLA). Students co-construct a strong knowledge base and understanding of the foundational theories and research of second language acquisition from linguistic, psycholinguistic, sociolinguistic, and sociocultural perspectives. Based on critical examinations of SLA theories and research, students will begin to develop their own scholarly justifications for how learners acquire additional languages inside and outside of classroom settings.

TLPL 666: English Grammar for TESOL
Explores English grammar and methods of teaching grammar. Students will analyze the major grammatical structures of American English and the role of teaching grammar and developing effective classroom methods and techniques for the ESOL classroom. To do so, students will be exposed to diverse theories, approaches, methods, and practical techniques of grammar instruction in order to assist English learners (ELs) with the most trying English grammatical structures they experience in learning academic language and content across educational contexts.

TLPL 793: Methods of Discourse Analysis
Survey course that provides an overview to the broad field of discourse analysis by introducing students to: (1) the various theoretical and methodological frameworks for doing discourse analytic investigations across disciplines, (2) the types of research questions analysts set out to answer in each framework, (3) the kinds of methods utilized in order to answer such questions, and (4) the arguments that can be made from such interpretive findings. To critically investigate how interaction is constructed in a principled manner, students will examine authentic interactive data from the perspective of each analytic framework with the overarching goal of uncovering how such analyses address varied scholarly quandaries found within the field of education.

TLPL 798: Special Problems in Teacher Education- Independent Study

EDUC 899: Dissertation Advising