Rebecca S. Wheeler, PhD

U. S. Fulbright Scholar (TEFL), Tajikistan, 2016

Director, Minor in LinguisticsDepartment of English

Program of Teacher Preparation Christopher Newport University

Newport News, Virginia 23606 USA

Office: (757) 594-8889; Cell (757) 651-3659; Email: rwheeler@cnu.edu

English Language Specialist - U. S. Department of StateTopics for consulting or teacher development

1) Teaching Writing in Developing Nations: While developing nations offer robust resources in TESL, TEFL, and TOEFL, assuring students may command English language listening, speaking and reading, far fewer resources exist to teach essay or business writing. Accordingly, this workshop offers teachers hands-on experience in the teaching of writing, lesson plans for school students, and both online and printed materials for use in the classroom. These materials and resources, developed by a US/Nepal team, will be customizable to diverse developing nations.

2) English for Academic Purposes: This workshop addresses skills required for success in an American English academic context, including vocabulary, grammar and pronunciation, reading, writing, listening and speaking. Using the academic essay as a springboard, participants learn how to teach study skills, how to recognize main and supporting points in both essays and academic talks. Participants also learn how to teach paraphrase, summary, quotation, and appropriate citation in order to respect intellectual property and avoid plagiarism.

3) Research Writing & Publication/Academic Writing: This workshop teaches reading, writing, and listening in the context of the academic essay. We explore basic structures of essay writing expected in Western university contexts, including comparison/contrast, division/classification, problem/solution, etc. We work on the nature of effective introductions and conclusions, and how to structure paragraphs with topic sentence and supporting evidence. We explore how to assess outside sources for credibility and how to integrate sources into written work. Participants will learn how to document outside sources, including in-text citation and format the bibliography. They will learn how to avoid plagiarism and respect intellectual property.

4) Content and language integrated learning. Here we explore how to use ELL student essays to foster grammar discovery among students. Participants will learn how to build lessons teaching grammar in context with student essays, and how to use materials from American English at State to support this work. In this workshop, I would analyze 40-50 sample essays from the local students as basis of our work together. Further as an applied linguist with nearly 20 years experience in teacher education, I am available to address any confusions participants have with academic English grammar. Common topics: The English Auxiliary, prepositions, conditionals, perfect aspect, a/an/the, count/mass nouns, etc. All work can be

1

relativized to. We explore resources from the New York Times Learning Network (e.g., narrative and argumentative writing prompts, “What’s Going On In This Image,” and ELL specific resources) as prompts to foster dynamic, and far-ranging classroom discussion.

Education

PhD The University of Chicago Linguistics 1989MS Georgetown University Linguistics 1980BA The University of Virginia French language and literature 1974

Diploma in TEFL (250 hours), TITC, The International TEFL Corporation 2014

Academic Positions

U.S. Fulbright Scholar (TEFL) February - June 2016

Served in the Department of Foreign Languages (English Department), Institute of Economy and Trade, Tajik State University of Commerce, Khujand City, Tajikistan. Taught English for Academic Purposes, using Content & Language Integrated Learning with university business students.

.Christopher Newport University, Newport News, VADepartment of English, Program for Teacher Education, Director of the Minor in Linguistics

Professor, English Language and Literacy 2010-Assistant Professor, Associate Professor 1999-2010

Weber State University, Department of English, Ogden, UtahInstructor of English, Adjunct of English 1995 – 1999

Utah State University, Department of English, Logan, UtahInstructor of English, Adjunct Instructor of English 1989-1994

University Classes Taught (Christopher Newport University)

Common Core: Academic EnglishEnglish 123, 223: First Year and Second Year Writing Seminar

Serving the Linguistics Minor & Program of Teacher PreparationUndergraduate Courses

English 310: Introduction to Linguistics (phonetics, phonology, morphology, syntax)English 430: Structure of English (syntax)

Graduate CoursesEnglish 530: Grammar to Enrich and Enhance WritingEnglish 532: Language Varieties in American Schools

2

Administrative Experience

● Special Assistant to the Provost (2014-2015 ): Focus on minority enrollment and retention

● Curriculum Committee for College of Arts and Sciences (2013)● Faculty Review Committee (2000-2005; 2012-2015): Review all faculty dossiers

for retention, tenure and promotion. Advise the Provost.● Co-Chair, committee to develop evaluation standards for university faculty

(2005)● President of the Faculty Senate (2004-2005)● Member, Faculty Senate (2001-2005)● Chair, Undergraduate Degrees Committee (2000-2004)● Consultant, National Council for Teachers of English (1999-2013)

Curriculum Development – Christopher Newport University

I designed and developed the Linguistics Minor at Christopher Newport University, collaborating with faculty across five departments and across all three colleges. The Provost appointed me inaugural Director of the Minor in Linguistics.

My two books, Code-Switching: Teaching Standard English in Urban Classrooms, and Code-Switching Lessons: Grammar Strategies for Linguistically Diverse Writers, written in collaboration with master teacher, Rachel Swords, represent the first nationally published curricula on teaching Standard English in minority dialect classrooms.

Peer Reviewed Journal Articles and Book Chapters

2016 “So much research, so little change: Teaching Standard English in African American Classrooms.” Annual Review of Linguistics. Vol. 2. 6.1-6.24. Invited.

2015 Sweetland, Julie & Rebecca Wheeler “Addressing Dialect Variation in K-12 Schools.” Handbook of Educational Linguistics. Bigelow, Martha & Johanna Ennser-Kananen (Eds.) New York: Routledge. 446-458.

2014 Wheeler, Rebecca & Rachel Swords. “Code-switching: Tools of Language and Culture Transform the Dialectally Diverse Classroom,” a chapter in Brock & Boyd (Eds.). Social Diversity within Multiliteracies: Complexities in Teaching and Learning. New York: Routledge. 109-126. An invited, revised version of a 2004 publication.

2013 Wheeler, Rebecca and Julia Thomas. “And Still the Children Suffer: The Dilemma of Standard English, Social Justice and Social Access.” jac. A Journal of Rhetoric, Culture and Politics. 33(1-2), 363-396. Invited.

2013 “Code-Switching: An Editing Strategy.” In Richards, Janet C. and Cynthia A. Lassonde Strategic Writing Mini-Lessons for all students Grades 4-8. Thousand Oaks, CA:

3

Corwin. 196-206.

2012 Wheeler, Rebecca, Kelly Cartwright and Rachel Swords. “Factoring AAVE into Elementary Reading Assessment and Instruction.” Reading Teacher. 65(5), 416-425. (

2012 Devereaux, Michelle and Rebecca Wheeler. “Code-Switching and Language Ideologies: Exploring identity, power and society in dialectally diverse literature.” English Journal. 102(2), 93-100. https://www.academia.edu/4529587/Code-Switching_and_Language_Ideologies_Exploring_Identity_Power_and_Society_in_Dialectally_Diverse_Literature.

2010 “Fostering linguistic habits of mind: Engaging teachers’ knowledge and attitudes toward African American Vernacular English.” Language and Linguistics Compass. 4(10), 954-971. Invited.

2010 Wheeler, Rebecca, Kelly Cartwright, Rachel Swords and Donna Savage. “Factoring dialect into reading assessment and intervention,” in Reading in Virginia, Spring 2010, 31-43.

2010 “From cold shoulder to funded welcome: Lessons from the trenches of dialectally diverse classrooms.” in Kristin Denham and Anne Lobeck, (eds.). Linguistics in School: Language awareness in primary and secondary education. Cambridge: Cambridge University Press. 129-148. Invited.

2009 “Taylor Cat is black: Code-switch to Add Standard English to Students’ Linguistic Repertoires”. In Jerri Scott (ed.) Chapter for the NCTE Committee on Language. Legislated-Litigated Language Policies and Practices: How to Give Students the Right to their own Language. Urbana, IL: NCTE. Invited.

2009 “Code-switching: Teaching and learning Standard English in African American Classrooms,” In Connie Weaver (Ed). Grammar to Enrich and Enhance Writing. Portsmouth, NH: Heinemann. 235 – 257. Invited.

2008 “Code-Switching: Critical Thinking Strategies for Teaching Standard English in Urban Classrooms,” Educational Leadership. Themed-issue on Poverty and Learning, April 2008, 65(7), 54 - 58. Association of Supervision and Curriculum Development (ASCD). (Not peer reviewed; however, Educational Leadership accepts only 15% of its submissions. Distribution: nationwide 200,000 to superintendents, principals, and curriculum developers. )

2006a Amanda Godley, Julie Sweetland, Rebecca S. Wheeler, Angela Minnicci and Brian Carpenter, “Preparing teachers for the dialectally diverse classroom.” Educational Researcher. 35(8), 30 – 37.

2006c “ ‘My goldfish name is Scaley’: There’s nothing to correct – Code-switch to teach Standard English. Teach Them Well: Whose English.” Invited. DoubleTake/Points of Entry. (Spring 2006), 18 – 21.

4

2005a “Code switching: How and why to use students’ vernacular to teach Standard English.’ Invited. In Anne Lobeck and Kristin Denham (Eds.). Language in the School Curriculum: Integrating Linguistic Knowledge into K-12 Teaching. Lawrence Erlbaum Associates, 171 - 179.

2005b “Code-switch to Teach Standard English.” Invited column for Teaching English in the World. Ken Lindblom. English Journal. 94(5), (May 2005), 109 – 112. Editor, Ken Lindblom says that Wheeler has become “one of the most important professional voices in language instruction.”

2004 Wheeler, Rebecca S. and Rachel Swords. “Code-switching: Tools of language and culture transform the dialectally diverse classroom.” Language Arts, NCTE. 81(6), 470 – 480.

2002 Wheeler, Rebecca S. and Brock Haussamen et al. Some Questions and Answers about Grammar. NCTE Principles and Guidelines. www.ncte.org/positions/grammar.shtml.

2001 “From home speech to school speech: Vantages on reducing the achievement gap in inner city schools.” The Virginia English Bulletin. 51(2), 4 – 16.

1999a “Home speech as springboard to school speech: Oakland's commendable work on Ebonics.” In The workings of language: From prescriptions to perspectives, Rebecca S. Wheeler (Ed.). New Jersey: Praeger, 59 – 66.

Journal articles and book chapters not peer reviewed

2008 “Code-Switching: Critical Thinking Strategies for Teaching Standard English in Urban Classrooms,” Educational Leadership. Themed-issue on Poverty and Learning, April 2008, 65 (7), 54 - 58. Association of Supervision and Curriculum Development (ASCD). (Educational Leadership accepts only 15% of its submissions. Distribution: nationwide 200,000 to superintendents, principals, and curriculum developers. )

2006b “What do we do about student grammar – all those missing -ed ’s and –s ’s”: Using comparison and contrast to teach Standard English in dialectally diverse classrooms.” English Teaching: Practice and Critique. 5(1), 16 – 33. International issue on “Knowledge about Language in the English/Literacy Classroom.” Invited.

Books – Peer Reviewed

2006 Wheeler, Rebecca S. and Rachel Swords. Code-switching: Teaching Standard English in Urban Classrooms. Urbana, IL: National Council of Teachers of English. Foreword by John Rickford, Martin Luther King Jr. Centennial Professor, Stanford University. Rickford says of Code-switching that this “is a long overdue and tremendously welcome book…. that will enable teachers to ‘reach out to the students of urban America in ways they weren’t able to do before.” (Rickford, Foreword, Code-

5

switching).

2005 Mufwene, Salikoko, Elaine Francis, and Rebecca S. Wheeler (eds.) Interdisciplinary and polymorphous linguistics: Jim McCawley’s Legacy. Cambridge: MIT Press.

Books Not Peer Reviewed

2010 Wheeler, Rebecca and Rachel Swords. Code-switching Lessons: Grammar Strategies for Linguistically Diverse Writers. In the FirstHand Curriculum series. Portsmouth, NH: Heinemann.

2003 Amy Benjamin, Brock Haussaman, Martha Kolln and Rebecca Wheeler. Grammar Alive. A guide for teachers. Urbana, IL: NCTE.

1999b Wheeler, Rebecca (Ed.). The workings of language: From prescriptions to perspectives. New Jersey: Praeger.

1999c Wheeler, Rebecca. Language alive in the classroom. New Jersey: Praeger.

Foreword to Books

Foreword, In Other Words: Grammar Lessons for Code-switching, Composition and Language Study, by David West Brown, Heinemann.

Presentations

2017 “A path of commitment: Addressing dialect diversity in the classroom.” Featured Speaker, invited, 2017 State of Maryland International Reading Association (SoMIRAC), March 29-31, 2017.

2016 Panel Presentation: Diverse Students, Diverse Opportunities: Necessary Insights and Possibilities. National Council of Teachers of English (NCTE), Atlanta, GA, Novembere 17-20, 2016.

2016 “Code-Switching Lessons,” 90-minute presentation at the 2016 Catholic Educators’ Convention, Catholic Schools: Leading the Learning. Milwaukee, WI, October 14, 2016. Invited presentation.

2015 “I’m so weak in grammar!”: Pre-service teachers learning Standard English and African American Vernacular English in dialectally diverse classrooms,” a presentation on a panel, “Dialect Diversity, Assessment and Issues of Equity: The Intersections of Language Ideologies and Assessment Practices in English Language Arts Education” at the Literacy Research Association, San Diego, CA. December 3, 2015.

2015 Wheeler, Rebecca & Rachel Swords “Code-switching lessons: Grammar Strategies for Linguistically Diverse Writers,” a workshop presented at the National Black Child Development Institute (NBCDI), Sunday, October 18, 2015, Washington, DC.

6

2014 “Code-switching and grading in the common core classroom,” National Council of Teachers of English (NCTE). Washington, DC. November 2014.

2012 “Code-Switching: Classroom strategies for fostering school success among vernacular speakers.” The 3rd European Conference for Plurilingualism. Rome, Italy. October 10-12, 2012.

2012 “Code-Switching: An Editing Strategy.” Institute presentation for the International Reading Association (IRA). Chicago, IL. April 29, 2012.

2012 “Factoring AAVE into Reading Assessment and Intervention.” Maryland International Reading Association Council. March 30, 2012. Invited, featured speaker.

2012 “Power, Prestige and Prejudice: Dialect as Elephant in the School Room.” An invited, full campus presentation to Bloomington University, sponsored by the Fine Arts and Humanities, Education, and Social Justice LLCs and by the College of Liberal Arts. March 5, 2012.

2012 “Code-Switching: Disrupting Dominant Language Ideology while Teaching Standard English.” Harvard University Annual Alumni of Color Conference. March 2, 2012.

2011 “Factoring dialect into reading assessment and intervention.” Virginia State Reading Conference, Roanoke, VA. March 18, 2011. Invited, featured speaker.

2011 “Code-Switching: Laying down the red pen for success in teaching Standard English.” Early Morning Literacy Institute. Virginia State Reading Conference, Roanoke, VA. March 17, 2011. Invited.

2010 “Code-Switching: A Workshop for Teachers.” Pre-conference workshop. San Antonio, TX. November 2, 2010. Invited.

2010 “Teacher Training: Disrupting the practice of dominant language ideology with contrastive analysis and code-switching.” Conference on African American Language 2. San Antonio, TX. November 3, 2010. Other panel members: John Rickford, William Labov, Walt Wolfram, Sharoki Holly. Invited.

2010 “Transforming classroom instruction for Standard English Learners,” National Council of Teachers of English (NCTE). Orlando, FL. November 20, 2010.

2010 “Code-Switch to Teach Standard English,” and “Dialect in Reading Assessment.” Richmond, VA. Virginia Department of Education, Vision to Practice Institute. July 14, 2010. Invited keynote speaker.

2010 “Factoring Dialect into Reading Assessment and Intervention.” Virginia State Reading Association. April 2010.

2008 National Council of Teachers of English Web Seminar. Hour long national web seminar presentation, “Code-Switching: One insight and three strategies for teaching Standard English in Urban (and Rural) classrooms. Sold out seminar. April 30, 2008. Invited.

7

2007 Harvard Forum Lecture. “Code-Switching: Teaching Standard English in African American Classrooms,” A forum lecture sponsored by the Achievement Gap Initiative of Harvard University and the Harvard Graduate School of Education. Filmed by Boston’s WGBH. November 20, 2007. Invited.

2007 Harvard Graduate School of Education, 90-minute lunchtime forum to the Harvard Education graduate students. November 2007. Invited.

2007 “Taylor cat is black: Code-switch to add Standard English to students’ linguistic repertoires.” Round table presentation at the National Council of Teachers of English (NCTE). November 2007. Invited.

2007 Harvard Achievement Gap Initiative. The Director of Harvard’s AGI invited me to present at the annual summer conference. June 19, 2007. Invited.

2007 Association for Supervision and Curriculum Development (ASCD). 90-minute presentation, Anaheim, CA. March 2007.

2007 A presentation, “My Dog Name is Bear”: How to Foster Mainstream Literacy in the Dialectally Diverse Classroom” on the American Educational Research Association (AERA) Panel: “Preparing Teachers for Dialectally Diverse Classrooms through Sociolinguistic Approaches.” Chicago, IL.

2006 Keynote speaker, SOL Track. 90-minute presentation. Virginia Association of Teachers of English. Richmond, VA. October 2006. Invited.

2006 Author Strand presentation -- Code-switching: Teaching Standard English in Urban Classrooms. 90-minute presentation. National Council of Teachers of English (NCTE), Nashville, TN. Invited.

2006 “‘My Dog Name is Bear’: Fostering Literacy in the Dialectally Diverse Classroom. A paper presented on a panel, at The American Association of Educational Research (AERA), San Francisco, CA. April 8, 2006.

2005a Code-switching: Teaching Standard English in Urban Classrooms. Showcasing our forthcoming book release, the Annual Meeting of the National Council of Teachers of English (NCTE). Pittsburgh, PA. November 2005. Invited.

2005b “Code-switching: Using student language as fulcrum to Standard English mastery,” presentation on a panel (“Some children are left behind: Improving reading and writing through understanding language”) before the American Association for the Advancement of Science (AAAS). Washington, DC. February 2005. Invited.

2005c “From cold shoulder to funded welcome in the public schools,” a presentation to the Annual Meeting of the Linguistic Society of America (LSA). Oakland, CA. January 2005.

2004 Panel organizer: Linguistic Diversity, Minority Dialects, and Teaching Standard English in the Urban Writing Classroom. Presentation at the Annual Meeting of the National

8

Council of Teachers of English (NCTE). November 2004.

2003a “Code-switching: Welcoming the languages of home and School,” a paper presented at the Annual meeting of the Modern Language Association, San Diego, CA. December 28, 2003.

2003b At the invitation of the President of the Linguistic Society of America, I presented a talk on “The Teaching of Standard English” on a panel, Bringing Linguistics to the Teaching of English, at the annual meeting of the National Council of Teachers of English (NCTE), San Francisco, November 2003. The President of the LSA commented, that my “work in recent years has struck [him] as among the most important [he] has encountered in bringing ideas from linguistics into the classroom, and in particular for training teachers to overcome standard stereotypes about languages in dealing with linguistic minorities.” (Letter of invitation, April 11, 2003).

2003c “Code-switch to Close the Achievement Gap,” a workshop presented in the minicourse of the Assembly for the Teaching of English Grammar (ATEG), State College, PA. July 24, 2003. Invited.

2003d “Using Students’ Vernacular to Teach Standard English,” a presentation to the Annual Meeting of the Assembly for the Teaching of English Grammar (ATEG), State College, PA. July 25, 2003.

2002a “African American Vernacular English in the Classroom: Vantages and Practices.” Louisiana Association of College Composition. February 2002. Plenary speaker, invited.

2002b “From Prescriptivism to Linguistic Habits of Mind: Fostering Discovery Learning of Linguistics in the Teacher Education Classroom,” a paper presented with the symposium from the Linguistics in the Schools Committee: Bringing Linguistics into the Schools: Preparing K – 12 Teachers and Curricula. Linguistic Society of America, San Francisco, CA.

2001a “What every Educated Person should Know about Language and Why,” a symposium I organized and presented at the 2001 Annual Meeting of the Linguistic Society of America (LSA). Chicago, IL. January 2001.

2001b “From Proper to Appropriate Grammar: Discovery learning of Linguistics in English 311, Christopher Newport University.” Southeastern Conference on Linguistics, Knoxville, TN. April 4-5, 2001.

Grants

2016 Fulbright Scholar, Global TEFL Award. “Discovery Learning in EFL Teacher Training: Pathways to Academic English and English Language Analysis.” Served in the Department of English, Tajik State University of Commerce, Khujand, Tajikistan. February 1 - June 30, 2016.

9

2016 South/Central Asia Regional Travel Grant: United States-India International Educational Foundation (USIEF). Given the letter of invitation from the Regional English Language Office of the U. S. Embassy Kathmandu, I was awarded a Fulbright SCA Regional Travel Grant to travel to Nepal in June 2016 to deliver 4 days of teacher workshops in Pokhara and Kathmandu ($1,700).

2016 U. S. Embassy of Nepal, Regional English Language Office (RELO), Supplementary Travel Award. The Regional English Language Office of the U.S. Embassy in Kathmandu supported the remainder of my travel expenses to conduct teacher training workshops in Pokhara and Kathmandu, Nepal. These workshops brought student centered techniques and active learning approaches to the EFL writing classroom ($1,190).

2011-2012: Advisory Board to Dr. Holly Craig, University of Michigan, National Center for Educational Research on U.S. Department of Education grant (R305A100284), Institute for Education Sciences, Reading and Writing. Developing Contrastive Analysis for Teaching Academic Classroom English to Young African American English-Speaking Students. This grant applies my work on code-switching and contrastive analysis in Detroit elementary classrooms.

2009-2012: Consultant to Carnegie Mellon University, under the National Science Foundation (NSF) Alternative Learning Technologies Grant (“Bridging the Achievement Gap with Authorable Virtual Peers”) to Dr. Justine Cassell, Director, Human-Computer Interaction Institute, Carnegie Mellon. 1 course release/year for 3 years.

“The current focus of our Virtual Peers project, Alex is an ethnicity- and gender-ambiguous character designed to help children bridge the culture gap between "school English" and language used by diverse student populations in daily life. An embodied conversational agent, Alex models the verbal and nonverbal behaviors that African American children use with each other in interaction. Since Alex uses elements of both African American English (AAE) and Mainstream American English (MAE), children develop awareness of the appropriate social context and use of science talk for peer and classroom settings.”

University.http://www.articulab.justinecassell.com/projects/samalex/index.html

2007-2008: Principal Investigator: SCHEV (State Council on Higher Education of Virginia), TELES: Technology Enhanced Learning of English and Science in Middle School. With Co-PI, Dr. Raj Chaudhury, CNU Department of Physics and Co-PI Diane Gladstone, Director of Curriculum and Instruction, Northampton Middle School. TELES brings technology to the service of science learning and to using code-switching to teach Standard English to African American children in a in high poverty, rural middle school. Amount funded: $93,564 under the Title II, Part A – Improving Teacher Quality State Grants of the No Child Left Behind Program.

2007-2008: Principal Investigator: Funded: $27,000. Code-switching on Virginia’s Eastern Shore, Grades 6-8. Professional development funded by the Northampton County Public Schools. July 1, 2007 – May 15, 2008. Amount funded: $27,000.

10

2007-2008: Consultant, US Department of Education – GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs, Grant # PRP334A050167). 2007 – 2008, Professional Development for teachers in Newport News Public Schools: Warrick High School as experimental group, Heritage High School as control group. Assessing efficacy of Code-switching in changing teachers’ attitudes, students’ self-efficacy and student Standard English performance. $20,000.

2006-2007: Principal Investigator: Code-switching on Virginia’s Eastern Shore, Grades 6- 9. Professional development funded by the Northampton County Public Schools, and the Virginia Department of Education. July 1, 2006 – May 15, 2007. Amount funded: $20,000.

2006-2007: Consultant, US Department of Education – GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs, Grant # PRP334A050167). 2006 – 2007, consulting with An Achievable Dream Academy (grades 6 – 8). Goal: teachers use research based tools to foster Standard English mastery among African American students. $20,000.

2003-2005: Consultant, US Department of Education – GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs. Grant # P334A990543-04.). 2003 – 2005, consulted with Huntington Middle School to bring teachers research based tools to foster Standard English mastery among African American students. Worked with 8th grade teachers. $20,000 per year.

Consulting and Workshops

8-hr. teacher training workshops, in Pokhara and Kathmandu, Nepal. Sponsored by the US-India Educational Foundation and the U. S. Embassy of Nepal (The Regional English Language Office), I offered teacher training workshops in two cities in Nepal. Twenty five teachers attended each workshop. Work centered on student-centered classrooms, active learning, using student writing to teach grammar, and use of internet resources in the English Language Learning classroom. June 13-16, 2016.

Participant, Advisory Panel for U. S. Department of Education/National Center for Education Grant to Holly Craig PI, “Developing Contrastive Analysis for Teaching Academic Classroom English to Young African American English speaking Students.” August, 2012.

Work session, “Code-Switching: Teaching Standard English in Dialectally Diverse Classrooms,” a 2 hour work session presented to urban tutors and future teachers at Bloomsburg University, PA, March 5, 2012.

Participant, Advisory Panel for U. S. Department of Education/National Center for Education Grant to Holly Craig PI, “Developing Contrastive Analysis for Teaching Academic Classroom English to Young African American English speaking Students.” May, 2011.

Participant, Expert Panel, convened by The University of Texas at Austin: Texas Education Research Center in response to call by the State Legislature of Texas. Advised Texas Legislature on recommended educational practices for Standard English

11

Learners. November 2010.Podcast: Invited and Sponsored by Literacy Educator Training Consortium (LETC) Program,

a special program offered by the Ohio Department of Education to train literacy specialists for schools with School Improvement status. 2010

Sandberg Literacy Institute, University of Toledo, Three-hour code-switching work session. June 23, 2008.The Institute Director writes: “We have been struck by the power of your work, and believe that the teachers with whom we work could learn much from your visit.”

United Federation of Teachers (New York City) Spring Conference (co-sponsored by the Urban Literacy Network, New York City Department of Education, New York State Department of Education). Three-hour code-switching workshop. May 10, 2008.

United Federation of Teachers, Teachers Center: Four-hour code-switching session. February 29, 2008. Invited to present by Bea Carson of the Professional Development Program of the UFT Teacher Center after she heard our presentation at the American Federation of Teachers, 2007.

Chicago Community Colleges and Chicago Public Schools. Half-day code-switching training for college faculty who teach developmental writing; full-day code-switching training for K-12 teachers of Chicago Public Schools. February 1-2, 2008.

Baltimore County Public Schools. Two three-hour code-switching workshops for K-12 teachers. December 2007.

Urban Renewal Zone, University of Arkansas, Jonesboro. July 27, 2007. Six-hour professional development for teachers, university educators and administrators.

American Federation of Teachers, Washington, DC. July 2007. At the invitation of the Darion Griffin, Assistant Director of Educational Issues, Swords and I presented a 3 hour seminar at the biennial QuEST conference (Quality Educational Standards in Teaching). Griffin has characterized my work as a key and missing piece in the national literacy landscape.

National Council of Teachers of English (NCTE) Consultant. Member of the NCTE consulting network with specialty in teaching Standard English in urban classrooms and improving minority students’ writing.

Northampton School district, Eastern Shore, Virgina. 2004 – 2007. Working with English teachers (grades 6 – 8) to integrate Contrastive Analysis and code-switching into the writing curriculum. Goal: boost student performance on Virginia year-end writing tests and assure students gain skills required by broader society. Supported by the Va. Department of Education, through Old Dominion.

Riverside Elementary School, Newport News, VA: 2003 – 2004. I conducted a series of whole-school workshops on code-switching. These workshops taught teachers how to use the linguistic tools of code-switching and contrastive analysis to improve students English scores on statewide tests.

Interboro Business College, New York, New York: Spring 2004. Half-day workshop on code-switching to teach teachers how to help urban students to transition to Standard English.

Newport News School System: Riverside Elementary School, Huntington Middle School, Warwick High School. Currently, Newport News Office of Professional development is working to integrate code-switching into First Year teacher training, Second Year teacher training and Mentor training. 2003-2004.

Delgado Community College: I analyzed data from Delgado students’ writing and gave 2 workshops helping teachers see how to respond to student vernacular language in the classroom, June 13, 2003.

Language Consultant: In a series of grammar videos for K – 4 students, slated for nationwide

12

distribution to schools and libraries, I guided Schlessinger Media to move beyond the traditional notional definitions, into the use of form and distribution as tests for determining parts of speech.

National Service

Fulbright National Screening Committee (2016): Served on the screening committee reviewing applications from IIE- Fulbright English Teaching Assistants (ETA) for Andorra (2017-2018). Houston, TX. December 11-13, 2016.

Referee: Linguistic Society of America (2016)Editorial Board: International Journal of Language Studies; http://www.ijls.net/;

http://www.ijls.net/editors/wheeler.html (2011-2012)Referee: Linguistic Society of America Annual Conference, Conference on New Ways of

Analyzing Variation, Conference on African American Language, National Science Foundation, Oxford University Press, Cambridge University Press, Heinemann, Blackwell.

Committee on Language in the School Curriculum, Linguistic Society of America (LSA), (member 2002 – 2005; 2008-2012).

NCTE Spokesperson on Grammar, minority language and dialect. 2006- present.The Undergraduate Program Advisory Committee, Linguistic Society of America (LSA)

(member, 1999 – 2000, chair, 2001-2002).Liaison, between the Linguistics in the Schools Committee of the LSA and the Undergraduate

Program Advisory Committee of the LSA (2001-2002).Executive Council, Assembly for the Teaching of English Grammar (ATEG) (2000 – 2003).

Professional Memberships

The Linguistic Society of America (LSA)The National Council of Teachers of English (NCTE)The International Association of Teaching English as a Foreign Language (IATEFL)International Association of World Englishes (IAWE)

Travel

Central/South Asia: Tajikistan, Kazakstan, India, NepalMiddle East: Abu Dhabi, DubaiWestern Europe: Italy, France, Austria, Belgium, England, East Germany, West

Germany, Scotland, and Switzerland.Central Europe: Turkey (two weeks in 2013 as cultural ambassador with the Rumi

Forum)Eastern Europe: USSR (Leningrad, Moscow)Northern Europe: Netherlands, Sweden, Finland Africa: Benin Central America: Costa Rica, Puerto Rico

Languages Spoken

13

French: (Excellent reading and listening): 12 years of study, 1 year abroad, with a BA in French Language and Literature from University of Virginia, Charlottesville, VA, 1974.

Italian (B2-C1): Since 2011, I have taken four semesters of university Italian (101-102, 201-202). For three summers, I traveled to Italy for month-long Italian immersion studies. (Università per Stranieri di Perugia -- 2011, 2012; Istituto Italiano di Firenze -- 2014). All work in Italian is self-funded, for my personal interest.

TEFL Diploma (250 hours): TITC (The International TEFL Corporation, Thailand) 2014Topics covered: History of ELT; Second Language Acquisition; Course Design; Discourse Analysis; Material Design; Phonology; Assessment methods; Classroom Management; Embedding Learning Technologies; Continuing Professional Development; and Negotiated Research Project.

TITC assessed performance through two essay tests (after units 6 and 11) and a research paper. Each test required an essay of 12 single-spaced pages. For each, I submitted a 60-page paper rendering my research and writing on TEFL topics. Grades received: 95% on each.

Final TEFL Research Project: “On what Constitutes Italian Accented English”To address this issue, I used the George Mason University Speech Accent Archive

(http://accent.gmu.edu/), a resource containing recordings and IPA analyses of 1889 English speakers and international ELLs world-wide, each reading a 69-word English passage containing 239 phonemes.

I contrasted the phonetic features of Standard American English pronunciation with Italian learner pronunciation across 31 Italian speakers producing an analysis of 2,139 English words and 7,409 possible phonetic contrasts. Appendix 1 to this research project contains an Excel spreadsheet with 83 columns and 46 rows. Results: English consonants prove most problematic for Italian speakers. Consonant transfer: devoicing (these: [ðiz] [dis]), interdental fricative to stop (these: [ðiz] [dis]), consonant drop (call: [kɑl] [koʊ]), consonant voicing (fresh: [frɛʃ] [frɛʒ]); Vowel transfer: schwa insertion (cheese: [tʃiz] [tʃizə]), vowel lowering (meet: [mit] [met]) and vowel raising (bags: [bægz] bɛgsə). (Full paper, appendix, and maps available upon request).

The analytic framework I developed in this research serves as a potent resource and foundation to share with EFL teachers in training.

14