CURRICULUM VITAE BAHIYYIH HARDACRE CERQUEIRA (PH.D., UCLA)

Transcription

1 CURRICULUM VITAE BAHIYYIH HARDACRE CERQUEIRA (PH.D., UCLA) Charter College of Education Applied and Advanced Studies in Education MA TESOL Program Office: King Hall C-2059 Phone: (323) INTRODUCTION Bahiyyih Hardacre Cerqueira (Ph.D. in Applied Linguistics, UCLA, 2015) is Assistant Professor in the M.A. in TESOL Program in the Charter College of Education at California State University, Los Angeles. Her research interests include issues related to the neurobiology of language learning, language production, and language assessment. She is particularly interested in the role of the autonomic nervous system in social engagement behaviors during face-to-face interactions in first and second languages. Her research methodology combines psychophysiological and behavioral data with conversation analysis in order to study language use during social activities. RESEARCH PROJECTS Behavioral and Psychophysiological Correlates of Conversation UCLA IRB# June 2011-May 2015 Position: Study and Lab Coordinator Principal Investigator: Dr. John Schumann, UCLA Department Applied Linguistics Co-investigator: Dr. David Shapiro, UCLA Department Psychiatry and Biobehavioral Studies

2 Funded by: UCLA Office of the Vice Chancellor for Research & UCLA Academic Senate Council on Research Summary: From the perspective of turn-taking and decision-making, casual conversation is anything but casual. Such subtle behaviors that take place during ordinary conversation are reflected in measures of peripheral nervous system activity. Therefore, I examine how changes in heart rate (HR) and skin conductance (SC) correlate with such behaviors. Changes in HR and SC often precede, coincide with, or follow a particular segment of interaction that conversational analysts have identified as characteristic of talk-in-interaction (for example, hesitation markers, a transition relevance place, a perturbation (to get an interlocutor s attention), a hedge, a self repair or self correction, a sound stretch (to provide emphasis), a pitch peak (to signal the end of the turn), a rush through or speed up in speech (to indicate that the speaker is about to give up his turn but has something additional he wants to say), or a fill-in (where the speaker invites the recipient to take the floor). Finally, correlated physiological measurements comprise a well-established research methodology in the field of social psychology and biobehavioral studies. Discourse Analysis and Autonomic Responsivity UCLA IRB# Fall 2010-May 2011 Position: Principal Investigator Funded by the UCLA Center for Culture, Brain, & Development Summary: The main objective of the study was to investigate the role of autonomic regulation, or physiological regulation of the heart, during dyadic social conversation, and how the conversational rules relate to physiological changes. Heart rate was monitored through the use of Polar Heart Monitors RS800CX on each participant. PUBLICATIONS Hardacre, B., Guvendir, E., (in preparation). Cognitive perspectives in teaching speaking. The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: John Wiley & Sons. Guvendir, E., Hardacre, B. (forthcoming). Listening and different age groups. The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: John Wiley & Sons. Hardacre, B. (2013). The biological and psychological correlates of social engagement behaviors in second language acquisition. A. Joaquin & J. Schumann (Eds.) Exploring the Interactional Instinct (pp ). Foundations of Human Interaction Series (edited by Nick Ellis). Oxford: Oxford University Press. Hardacre, B. Carris, L. (2011). The UCLA Test of Oral Proficiency: A model for assessing and addressing English proficiency of international teaching assistants. N. Avineri (Panel Moderator) Language Assessment as a System: Best Practices, Stakeholders, Models, and Testimonials. Issues in Applied Linguistics, 18(2). Hardacre, B. (2009). The Interactional Instinct [Review of the book Interactional instinct: The evolution and acquisition of language, by N. Lee et. al]. Issues in Applied Linguistics, 17(2).

3 Guvendir, E., Hardacre, B. (2009). Increasing adult second language learning efficiency through the stimulus of the dopamine reward system to counterbalance decrease in plasticity after critical period age. Proceedings from HICAH 09: 7th Annual Hawaii International Conference on Arts and Humanities, Hardacre, B. (2008). Once and future directions in language teaching and life: An interview with Marianne Celce-Murcia. Issues in Applied Linguistics, 16(2). PAPER PRESENTATIONS Hardacre, B. (2014, March). The deafening loudness of silence: Increased physiological responsivity during inter-turn silence in small group conversations. Paper presented at the annual meeting of the American Association of Applied Linguistics, Portland, OR. Hardacre, B. (2014, March). How to get published in ESOL and applied linguistics serials. Workshop and roundtable presented at the annual meeting of the Teachers of English to Speakers of Other Languages (TESOL), Portland, OR. Hardacre, B. (2013, June). The physiology of embodiment: Using heart rate and skin conductance in the study of communicative behaviors during social engagements. Paper presented at the annual meeting of the International Association for Cross-Cultural Psychology, UCLA, Los Angeles, CA. Hardacre, B. (2013, March). Neurophysiology in multi-modal analysis of language use in small group interactions. Paper presented at the annual meeting of the American Association of Applied Linguistics, Dallas, TX. Hardacre, B. (2012, November). Neurobiological correlates of social engagement behaviors in small group interactions. Paper presented at the biological anthropology section of the annual meeting of the American Anthropological Association, San Francisco, CA. Hardacre, B., Schumann, J. (2012, March). Pushing the boundaries of conversation analysis: Making use of heart rate and skin conductance in applied linguistics research. Paper presented at the annual meeting of the American Association of Applied Linguistics, Boston, MA. Hardacre, B. (2012, March). Physiology and conversation analysis. Paper presented at the Discourse, Communication, and Conversation Conference, Loughborough University, Loughborough, England. Hardacre, B. (2011, March). Psychological and physiological correlates of social engagement behaviors in second language acquisition. In J. S. Schumann (Chair), The interactional instinct and second language acquisition. Symposium conducted at the annual meeting of the American Association of Applied Linguistics, Chicago, IL.

4 Hardacre, B. (2009, November). Oversized classes, funds gone? Classroom management strategies on a budget. Workshop conducted at the CATESOL Regional Conference, California State University at Los Angeles, Los Angeles, CA. Hardacre, B. (2009, October). Biological basis of social engagement behaviors in second language acquisition. Paper presented at the Encultured Brain Conference, Notre Dame University, South Bend, IN. Hardacre, B. (2009, January). Increasing adult second language learning efficiency through the stimulus of the dopamine reward system to counterbalance decrease in plasticity after critical period age. Paper presented at the annual conference of the Hawaii International Conference on Arts and Humanities, Honolulu, HI. Hardacre, B. (2007). Technology: An aid from A to T. Paper presented at the Latin America English Culture Conference, São Paulo, Brazil. Hardacre, B. (2006). Teaching lexically. Workshop conducted at the Cultura Inglesa Teacher Training Program, Brazil. Hardacre. B. (2005). Reconhecimento e transferencia de resultativas pelo aprendiz de ingles como lingua estrangeira. Paper presented at the IX Semana de Letras, Universidade Federal de Ouro Preto, Brazil. Hardacre, B. (2004). Transitividade e interlingua. Paper presented at the V Semana de Eventos da Faculdade de Letras, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil. GUEST SPEAKER PRESENTATIONS June 2012 Invited by Lyle Bachman and John Schumann, University of California at Los Angeles - Course: Introduction to Doctoral Studies in Applied Linguistics Title: When the Framework Doesn t Fit: Dealing with Resistant Audiences and Methodologies in Applied Linguistic Research (Oral, Co-presenter: Jeremy C. Kelley) March Invited by John Schumann, University of California at Los Angeles - Course: Foundations of Language Acquisition Title: Exploring Physiological Correlates of Conversation (Oral) January 2012 Invited by Anna Dina Joaquin, California State University at Northridge - Course: Survey in Applied Linguistics Title: Transdisciplinary Research Methods in Applied Linguistics (Oral) Ph.D. Applied Linguistics 2015 EDUCATIONAL BACKGROUND

5 M.A. Applied Linguistics & TESL 2009 B.A. Letters 2005 Universidade Federal de Minas Gerais Belo Horizonte, Brazil Teaching Knowledge Test 2006 Modules 1, 2 and 3 ADDITIONAL COURSES & CERTIFICATES In-service Certificate in English Language Teaching 2005 Modules 1, 2 and 3 (awarded with Distinction ) Oral Examiner Certification 2005 ACE ELT Teaching Certificate 2004 Rhodes University Cambridge ESOL: Reading and Writing Skills 2004 Cambridge ESOL: Speaking and Listening Skills 2004 Evelyn Hatch Award 2013 Department of Applied Linguistics Amount: $600 GRANTS & AWARDS Center For Culture, Brain, & Development Research Grant The Foundation for Psychocultural Research Amount: $1,900 Evelyn Hatch Award 2012 Department of Applied Linguistics Amount: $600 Transdisciplinary Seed Grant Funding for Transdisciplinary Research

6 Vice Chancellor for Research Academic Senate Council on Research Amount: $25,000 Center For Culture, Brain, & Development Research Grant The Foundation for Psychocultural Research Amount: $500 Evelyn Hatch Award 2011 Department of Applied Linguistics Amount: $600 Graduate Summer Research Mentorship Program 2011 Graduate Division Amount: $6,000 Graduate Research Mentorship Program Graduate Division Amount: $20,000 Eugene Cota-Robles Fellowship Graduate Division Amount: $21,000 stipend plus standard tuition and fees Conference Travel Grant (Winter 2012) ($500) COURSES TYPICALLY TAUGHT TESL 560: Theories of Teaching and Learning Second Languages TESL 561: Pedagogical Grammar for Teachers of ESL/EFL TESL 566: English Phonetics for Second Language Teachers TESL 571: Discourse Analysis in Language Research TESL 573B: Current Issues in Second Language Research