J. Elliott Casal. 2 Monticello Drive, Apt 207, Athens, Ohio Education

Transcription

1 J. Elliott Casal 2 Monticello Drive, Apt 207, Athens, Ohio jelliottcasal@gmail.com Education M.A. Linguistics, Ohio University 2014 Certificate: Computer Assisted Language Learning B.A. Double Major: Spanish Language & English Literature, Ohio University 2008 Minor: History Study Abroad: Spanish Language (3 month), Universidad de Castilla-La Mancha Teaching and Administrative Experience Term Instructor, Department of Linguistics, Ohio University Jan May 2016 Term Instructor, English Language Improvement Program (ELIP), Ohio University May 2014 Present Term Instructor, English & ESL Programs, Hocking Technical College Aug Present Coordinator, Graduate and Undergraduate Writing Labs, ELIP, Ohio University May 2014 Present Coordinator, Graduate Critical Reading Lab, ELIP, Ohio University May 2014 Present Teaching Assistant (TA) (Instructor of Record), ELIP, Ohio University May May 2014 Asst. Coordinator, Graduate and Undergraduate Writing Labs, ELIP, Ohio University Jan May 2014 Writing Tutor, Graduate and Undergraduate Writing Labs, ELIP, Ohio University Aug May 2014 Coordinator (GA), Foreign Lang. in the Elementary Schools, Dept. of Modern Lang., Ohio University Aug May 2013 Academy Director, Echo Hill English Language Academy (Cáceres, Spain) Aug May 2012 English Language Instructor, Echo Hill English Language Academy (Cáceres, Spain) Aug May 2012

2 Casal 2 Lang. and Culture Specialist, IESO Turgalium, Junta de Extremadura (Trujillo, Spain) Oct May 2010 Lang. and Culture Specialist, IESO Cerro Pedro Gómez, Junta de Extremadura (Madroñera, Spain) Oct May 2009 Publications Casal, J. E. (2016). Learning technology review: Criterion Online Writing Evaluation. Calico, 33(1). Lee, J. J., & Casal, J. E. (2015). Metadiscourse in RAD chapters: A cross-linguistic analysis of English and Spanish thesis writers in engineering. System, 46, Casal, J. E., & Lee, J. J. (2014, March). Distance tutoring: Online writing center for L2 university students. TESOL SLW News, 10(1). Casal, J. E., & Lee, J. J. (2013). Review of Genres across the Disciplines: Student Writing in Higher Education by H. Nesi & S. Gardner. System, 41(2), In Progress: Casal, J. E., & Bikowski, D. (In Progress). Learner training and interactive digital textbooks in a second language classroom. Casal, J. E., & Lee, J. J. (Proposal Accepted, Manuscript in progress). Discourse practices in an online writing lab: A reflective exploration. Voices from the TESOL Classroom (Ed. Greg Kessler). Invited Presentations, Workshops, & Lectures Bauer-Ramazani, C., Wagner, S., Broady, C., Sabie, C., Casal, J. E. (2016, March). TESOL International Association Computer-Assisted Language Learning Interest Section, Academic Session. Invited Panel at the 50th Annual TESOL Convention, Baltimore, MD. Casal, J. E. (2015, 2014, October). Teaching the passive voice in an ESL context & developing materials. Invited lecture in Linguistics 6710: Grammar in Use (Dr. Dawn Bikowski, Instructor). Linguistics Department, Ohio University, Athens, OH. Casal, J. E. Cultural Ambassador Program for EFL in Europe. (2015, 2014, 2013, & 2012, October). Invited talk for Department of Modern Languages meeting for undergraduate Spanish, French and German majors interested in teaching abroad. Dept. of Modern Languages, Ohio University, Athens, OH. Casal, J. E. (2015, February). Writing a literature review in your discipline. Invited lecture in ELIP 5140: Academic Writing in Graduate Studies (Dr. Edna Lima, Instructor). English Language Improvement Program, Linguistics Department, Ohio University, Athens, OH.

3 Casal 3 Casal, J. E., Wallace, L., & Peck, J. (2013, September). Google Hangout for online writing center and online pronunciation lab. Invited workshop for Language Resource Center, Ohio University, Athens, OH. Presentations Lee, J. J., Bikowski, D., Deakin, L., Valhabi, F., Casal, J. E., & Castaneda-Jimenez, G. (2015, April). Corpus of Ohio Learner and Teacher English (COLTE): An introduction. Paper presented at the 7th Annual Ohio University CALL Conference, Athens, OH. Casal, J. E., & Deakin, L. (2014, May). EBooks and English second language writing: University student voices on course ibooks. Paper presented at CALICO 2014 Annual Conference, Athens, OH. Casal, J. E., Lee, J. J., & Allen, D. P. (2014, March). Cybertutoring: A virtual writing center for L2 academic writers. Paper presented at the 48th Annual TESOL Convention, Portland, OR. Casal, J. E., & Lee, J. J. (2014, March). Metadiscourse in thesis results and discussion chapter: A crosscultural corpus-facilitated analysis of English and Spanish engineering writers. Roundtable presentation at the 2014 Annual AAAL Conference, Portland, OR. Jarvis, S., Casal, J. E., Taylor, J., Maloney, J., Konstantinova, I., & Wistner, B. (2014, March) Sentence memory and sentence processing: A longitudinal study of the effects of crosslinguistic similarity and learners cognitive capacities. Paper presented at the 2014 Annual AAAL Conference, Portland, OR. Lee, J. J., & Casal, J. E. (2014, February). Interactional metadiscourse across languages: A corpusfacilitated comparison of engineering master's theses in English and Spanish. Invited talk for the Linguistics Society of Ohio University, Department of Linguistics, Athens, OH. Wallace, L., Casal, J. E., & Peck, J. (2013, November). Google Hangouts for online tutoring. Tech Fair presentation at Ohio TESOL, Columbus, OH. Konstantinova, I., Taylor, J., Casal, J. E., & Maloney, J. (2013, October). An exploration of the challenges and benefits of long-term collaborative research: A case study of the linguistic department s working memory and crosslinguistic influence research group s development and evolution. Invited talk for the Ohio University Department of Linguistics, Athens, OH. Casal, J. E. (2013, May). Online writing center with Google Hangouts. Tech Fair presentation at Ohio University CALL Conference, Athens, OH. Amira, M., Casal, J. E., Dovbnya, T., Maloney, J., & Taylor, J. (2013, March). The effects of crosslinguistic similarity and working memory capacity on Chinese- and Arabic-speaking learners L2 intake. Paper presented at the 2013 Purdue University Graduate Student Symposium on Second Language Studies and English as a Second Language, West Lafayette, IN.

4 Casal 4 University Courses Taught Department of Linguistics, Ohio University Sociolinguistics & Bilingualism (LING 4901): Required course for undergraduate students majoring in Linguistics. The course introduces fundamental concepts in sociolinguistics (e.g., language variation; language and identity) and social issues related to bilingualism (e.g., education policy). 1 section Fundamental Usage skills (ENG D160): First-year English composition course for fully matriculated international students. It prepares students for Freshman Composition and emphasizes summarizing, paraphrasing, reporting and other secondary research skills. 5 sections Freshman Composition: Writing and Rhetoric (ENG 1610): First-year composition course for fully matriculated international students. It prepares students for common academic genres and writing tasks, and emphasizes secondary research skills, critical thinking, rhetoric, and organization. 4 sections Freshman Composition: Writing and Rhetoric for Professional and Business Majors (ENG 1610): Similar to ENG 1610, but with an emphasis on professional and business genres. 9 sections Professional Writing in Public Administration (ELIP 5180) Hybrid Online: A graduate composition course for students enrolled in Ohio University s Masters in Public Administration Program. The course is paired with a writing intensive content course and emphasizes professional writing and genres. This is a hybrid online/in-person course with two in-person meetings. 1 section English & ESL Programs, College of Arts & Sciences, Hocking Technical College Beginner Composition with Reading (ENGL 0054): a developmental writing course with reading focus. First and second language writers have distinct sections: focus on L2 competencies for international students and basic literacy skills for domestic students. 1 L1 section, 1 L2 section High-Intermediate English Grammar (ESL 1142G): the final grammar course in Hocking s Intensive English Program (IEP). Emphasis is placed on communicative and grammatical competences. 3 sections High-Intermediate English Writing (ESL 1142W): the final writing course in Hocking s IEP. Writing tasks are related to experiences in the immersive, story-based videogame Gone Home. Emphasis is placed both on discourse level organization and local aspects of language. 2 sections Low-Intermediate English Reading (ESL 1131R): a mid-level reading course in Hocking s IEP. Students are introduced to a variety of genres and develop pre-reading strategies, critical reading skills (e.g., inference), and vocabulary. 2 sections Low-Intermediate English Speaking & Listening (ESL 1130C): a mid-level speaking and listening course in Hocking s IEP. The course is designed to improve students pronunciation and discourse level fluency. The course also targets presentation and public speaking skills. 2 sections

5 Casal 5 Other Teaching & Tutoring Graduate Writing Tutor Through the ELIP Graduate Writing Lab, I offered 45 minute long, one-onone tutoring services to master s and doctoral level student writers. Student centered sessions emphasized genre awareness and local level writing issues. Writers represented a wide variety of disciplines, but I worked primarily with dissertation and thesis writers from the hard and applied sciences. Dissertation and thesis topics included stem-cell research, remote atomic mass measurement, participatory art and urban redevelopment, and graphene production. Tutored 6 hours per week. Echo Hill Private English Language Academy (Cáceres, Spain) English for Specific Purposes/English as a Foreign Language Taught an average of 14 weekly hours of ESP courses for adults across proficiency bands. ESP courses included medical, legal, political, scientific, and business contexts. As part of this work, I worked with a numerical ecology faculty member and robotics graduate students from La Universidad de Extremadura as they sought to publish their research in English. I also prepared and taught 18 weekly hours of EFL courses to students ages 6 to 18. Oposiciones Placement Exam Prep - Taught a weekly four-hour preparatory seminar for the Oposiciones exam which the Spanish government uses to place English teachers in public education. Junta de Extremadura, Spanish Department of Education IESO Turgalium & IESO Cerro Pedro Gómez Public EFL - In both schools I collaborated with middle school and high school teachers to prepare and deliver EFL classes. In IESO Turgalium I also prepared students to participate in a five-country exchange program Comenius sponsored by the European Union. I also assisted in development of the Bilingual Section which offered mathematics and history courses in English and Spanish. Awards Outstanding Teaching Assistant Award (2014), College of Arts and Sciences, Ohio University Professional Development Scholarship (2014), 48th Annual TESOL Convention, TESOL International Outstanding Teacher Foreign Languages in the Elementary Schools (2013), Dept. of Modern Languages, Ohio University Outstanding Work in Spanish Courses translated, (2008), Dept. of Modern Languages, Ohio University Advanced Placement (AP) Scholar Award (2004), The College Board

6 Casal 6 Other Professional Activities Course Development: Summer ESL Program Jan. Feb (12 credit hours across 3 levels) ESL Department, Hocking College SPEAK Test: Exam Rater Present (x 10) SPEAK Test: Administration and Technology Specialist Present (x 2) Working Memory & Language Learning Research Group Project Manager Aug Sept Working Memory & Language Learning Research Group Member Nov Present Department of Linguistics, Ohio University Teaching Assistant Selection Committee Member Feb. 2014; Mar ibook development and editing, English 1610: Business Summer 2013 Course Development Team Member, English 1610: Professional Writing Spring 2012 Freelance translation (Spanish to English) English (Native) Spanish (Superior) Mandarin Chinese (Beginner) Languages & Computer Skills General Programming/Scripting: C++, Python, Visual Basic, Basic HTML, (and some Pearl) Behavioral Science Programming/Scripting: Psycope, Inquisit Experience and proficiency with ibook authoring tools and Bookry web apps