CARL BLYTH, Director of the Center for Open Educational Resource and Language Learning (COERLL) and Associate Professor of French Linguistics, University of Texas at Austin
Dr. Blyth is an applied linguist with a background in interactional sociolinguistics, pragmatics and technology. He has worked with departmental colleagues and graduate students over the years to build a suite of online pedagogical materials for French (e.g., Tex’s French Grammar, a pedagogical reference grammar; and Français interactif, a ‘blended learning’ environment for beginning French). He is currently Director of the Center for Open Educational Resources and Language Learning (COERLL), one of 15 federally-funded foreign language resource centers around the country.
GEORGES DETIVEAUX, Manager and Faculty Consultant, CyFair Teaching & Learning Center Labs, Lone Star Community College-CyFair
Mr. Detiveaux teaches French at Lone Star College-CyFair and manages the college’s Teaching & Learning Center Labs, several lab spaces on campus of which two are language labs. He handles multidisciplinary technology training for faculty and open computer lab access for students from all disciplines on campus.
CHRISTOPHER M. JONES, Teaching Professor of French & Francophone Studies; Director, Modern Language Resource Center; Director, Masters in Applied Second Language Acquisition, Carnegie Mellon University
Dr. Jones teaches courses in French language and French and francophone studies as well as graduate courses in language acquisition technology, and has published articles and textbooks in these areas. He also directs the Language Online project, which has designed and delivered online courses in Arabic, Chinese, French, and Spanish.
JONATHAN PERKINS, Director, Ermal Garinger Academic Resource Center, University of Kansas
Dr. Perkins has taught Russian at all levels, in addition to teaching courses in Russian culture, Slavic folklore, and instructional technology. His work focuses on the integration of technology into the classroom and foreign language materials creation. In addition to work on the Acceso project, he has worked with faculty to create materials for Russian, Ukrainian, French and Quichua.
AMY ROSSOMONDO, Assistant Professor, Department of Spanish and Portuguese; Co-Director, Spanish Basic Language Program, University of Kansas
Dr. Rossomondo’s current research and pedagogic focus is the Acceso project, an open access, Web-based platform for intermediate-level Spanish study that structures critical exploration of the culturally diverse Spanish-speaking world to promote foreign language development and awareness, critical cultural literacy, and opportunities to relate to and reflect on differing cultural perspectives. Under her leadership, graduate teaching assistants, lecturers, faculty and the staff of the Ermal Garinger Academic Resource Center have collaborated to create this highly interactive digital learning environment, which instantiates a literacy-based approach to foreign language study and fosters a connection between instructors’ research interests and cultural experiences with their classroom teaching to benefit undergraduate education in the Humanities. The open-access platform, which structures and directs student interaction with a complete set of authentic, media-rich materials and broad support for instructors, is currently available at no cost for use at other secondary and post-secondary institutions. Acceso also welcomes collaboration from teaching professionals and graduate students at other institutions who would like to contribute to the project.
FERNANDO RUBIO, Department Chair, Languages & Literature; Associate Professor, Spanish Section; Associate Professor, Languages & Literature; Adjunct Assistant Professor, Linguistics; Associate Professor, Latin American Studies Program, University of Utah
Dr. Rubio is currently working on two projects to study the relationship between context of learning and the acquisition of Spanish. The first one looks at the acquisition of certain phonological features of Spanish and the effect of explicit instruction. The second project investigates the effect of different learning contexts (traditional classroom, online, and hybrid) on the development of oral and written proficiency.