Cristina Sanz

Teaching

Courses Taught at Georgetown

Graduate Courses

  • Instructed Second Language Acquisition (SPAN/LING 509)
  • Spanish Teaching Methodology (SPAN 500)
  • Seminar: Issues in Classroom SLA (SPAN/LING 497)
  • Seminar: Input Processing in Second Language Acquisition (SPAN 499)
  • Seminar: Acquisition of a Foreign Language in Bilingual Contexts (SPAN/ LING 726)
  • Seminar: Bilingualism & Cognition.

Graduate Tutorials

Feedback types and L2 structures in SLA (Fall 2006); Level of bilingualism and metalinguistic awareness in L3 learners (Spring 2004); Hispanic Heritage Learners and Motivation (Spring 2004); Issues in Working Memory & L2 Acquisition (Fall 2001); Working Memory in Early and Late Bilinguals (Fall 2001); Economic Development and Business Networks in Spain: A Catalan Perspective (Spring 2001, co-taught with Dr. de Miguel, Prince of Asturias Chair); Salience and Interlanguage Development (Fall 1999); Pedagogical Interventions to Promote Detection (Fall 1999); Teaching Spanish to Native Speakers in the US (Spring 1997); Language Contact: Spanish in Puerto Rico (Spring 1999).

Undergraduate Courses

  • Bilingualism: The Mind & Its Context
  • Introduction to Spanish Linguistics
  • Introduction to Catalan
  • Symposium: Catalan Culture & Society
  • All levels of Spanish language.

Courses Taught at Other Institutions

  • University of Barcelona, Spain (2010). Pre-Doctoral Seminar: Research on effects of Instruction in SLA: The State of the Art.
  • University of A Coruña, Spain (2006). Doctoral seminar on Bilingualism & Cognition;
  • University of A Coruña, Spain (2007, 2008) MA-level Foreign Language Teaching Methods.
  • University of the Philippines-Diliman (2000). Doctoral seminar on Methodology of Language Teaching.
  • University of the Basque Country, Spain (2000). Graduate course on Information Processing approaches to SLA.

Dissertations

Director

  • Cerezo, L. (co-director, projected defense, August 2010). Talking to Avatars ®: The computer as a tutor and the incidence of practice, feedback, uptake and linguistic form in SLA. Currently: Assistant Professor & Language Program Director, American University, Washington D C.
  • Keeslin, E. (Linguistics Department, co-director, projected defense June 2011). On instruction , effects on perception and production and working memory.
  • Lin, H-J. (2009). (Linguistics Department). The interaction among external and internal factors in L3 development: Type of Feedback, Prior Language Experience, Cognitive Capacity and Learning Strategies. Currently: Assistant Professor, English Department, Tamkang University, Taipei 251, Taiwan
  • Mayer, K. (2008). The Acquisition of Late-Acquired Clitics in the Competion Model Framework. Currently: Senior Lecturer, Bryn Mawr
  • Lado, B. (2008). The Role of Bilingualism, Type of Feedback, and Cognitive Capacity in the Acquisition of Non-primary Languages: A Computer-based Study. Currently: Assistant Professor & Language Perogram Director, University of San Diego
  • Bowden, H.W. (2007). The role of experience in second language neurocognition. Awarded NIH National Research Service Award (NRSA) for Individual Pre-doctoral Fellows (Score 139, Percentile 3.2), 2003. Awarded NSF Research Grant for Improving Doctoral Dissertation Research . Currently: Assistant Professor, University of Tennessee
  • Morgan, K. (2007). A Neurolinguistic Investigation of Second Language Acquisition: Explicit and Implicit Conditions. Awarded NIH National Research Service Award (NRSA) for Individual Pre-doctoral Fellows (Score 144, Percentile 6.7), 2003. Awarded NSF Research Grant for Improving Doctoral Dissertation Research. Graduate School Dissertation Grant ($20,000); Georgetown GSAS's Glassman Dissertation Awards; Currently: Assistant Professor & Director, Electrophysiological Lab, University of Illinois- Chicago
  • Yanguas, I. (2007). Hispanic Heritage Speakers in College Spanish Programs : A Longitudinal Study of their Academic Motivation. Currently: Assistant Professor & Spanish Language Program Director, San Diego State University
  • Stafford, C.A. (2005). Degrees of bilingualism, working memory and age of L2 acquisition: A computer-generated study of L3acquisition . Currently: Assistant Professor, University of Wisconsin-Madison
  • Greenslade, T. (2001). Effects of simplified input on comprehension, intake, and acquisition of Spanish word-order. Currently: Senior Lecturer and Language Program Director; Associate Dean, CAS, Indiana University-Bloomington
  • Camps, J. (1997). Attention to form and meaning in second language acquisition: Object clitic pronouns in Spanish.

Reader

  • Yunkyoung Kang (in progress, on a cognitive approach to Korean particles). Title TBA. (Linguistics Department).
  • Anderson, Sheri (in progress, on study abroad). Title to be announced.
  • Goo, K.C. (in progress, on interactive feedback and working memory capacity). Title TBA. (Linguistics Department)
  • Teague, K.L. (in progress). Mandarin-English pitch: Downtrends, pitch range, and alignment of high and rising pitch contours (Linguistics Department)
  • Keesling, Kimberly (in progress, on WM and phonological training in L2). Title TBA. (Linguistics Department)
  • Thompson, Amy.(2008). The Multilingual/Bilingual dichotomy: An exploration of individual differences. Michigan State University.
  • Gordon, L. (2008). Factors affecting L2 perception of Spanish vowels by English speakers.
  • Medina, A. (2008). Concurrent Verbalization, Task Complexity, and Working Memory: Effects on L2 Learning in a Computerized Task
  • Moreno, N. (2007). The effects of type of task and type of feedback on L2 development in CALL .
  • Hsieh, Hui-Chen. (2007). Practice, feedback, awareness and L2 development through a computerized task
  • Aquil, R. (2006). The segmenting/parsing unit in Cairene Arabic spoken language. (Linguistics Department)
  • Camblor-Portilla. M. (2006). Type of written feedback, Awareness and L2 Development: A Computer-based Study
  • Bowles, M. (2005). Effect of verbalization condition and type of feedback on L2 development in a CALL task
  • Campos, M. (2003). Lexical Effects in Bilingual Sentence Processing. (Linguistics Department)
  • Bigelow, M. (2000). Noticing in second language acquisition: The effects of combined focus on form techniques and task demands (Linguistics Department)
  • Leeman, J. (2000). Recasts in L2 Spanish: An empirical study of negative evidence and enhanced salience
  • Izumi, S. (1999). Output, noticing, and second language acquisition of grammatical form (Linguistics Department)
  • Rosa , E. (1999). A cognitive approach to task-based research: Explicitness, awareness, and L2 development
  • Choi, J. (1998). Languages in contact: a morphosyntactic analysis of Paraguayan Spanish from a historical and sociolinguistic perspective
  • Jourdenais, R. (1998). The effects of textual enhancement on the acquisition of the Spanish preterit and imperfect (Linguistics Department)

Master's Theses Mentored

  • Gansler, J. (2007, Georgetown in Quito Program).
  • Lin, H-J (2006, Linguistics Dept.) Working-memory measures and L3 acquisition
  • De Leon, M. (2005, Georgetown in Quito Program).
  • Lado, B. (2004) Levels of bilingualism and metalinguistic awareness in L3 learners.
  • Yanguas, I. (2004) Hispanic heritage speakers in Spanish college classes: testing Gardner's socio- educational model
  • Barley, C. (2004) The syntax of the advanced Spanish learner.
  • Falcón, S. (1999). Word order in Puerto Rican Spanish
  • Demo, D. (1997). Courses for native speakers of Spanish in the US (Linguistics Department)

Courses Supervised

  • Intensive Basic Spanish (SPAN 011)
  • Intensive Intermediate Spanish (SPAN 012 )
  • Intensive Advanced Spanish 1 (SPAN 111)
  • Intensive Advanced Spanish 2 (SPAN 112)
  • Spain In Context (SPAN 101)
  • Latin America in Context (SPAN 102)
  • Oral Review (SPAN 161)
  • Intro to Catalan Intermediate Catalan Symposium: Catalan Culture & Society