MICHELLE M. ROY (UELAND)

EDUCATION

University of New Mexico, College of Education, Albuquerque, New Mexico, May 2008

Ph.D. Language, Literacy and Sociocultural Studies 

Concentration: Educational Thought 

Minor: Educational Administration and Leadership

Dissertation: “A Mexican Immigrant Family’s Bilingual, Bicultural, and Binational Family Literacy  Experiences: The Magic People Have within Themselves”

I conducted longitudinal qualitative case study research for my dissertation from 1998 – 2008 on  the topic of a Mexican immigrant family’s educational experiences in the Even Start Family  Literacy Program. 

Universidad de Salamanca, Spanish as a Second Language Proficiency Exam, February 2000 Diploma Superior de Español como Segundo Idioma (DELE) 

The University of Salamanca, Spain, and the Cervantes Institute, New York, offer an exam to certify Spanish as a Second Language proficiency. I earned the highest level, Superior, in all skills, listening, speaking, reading, writing, and grammar. 

Universidad Nacional, Heredia, Costa Rica, December 1997

Master of Arts in Applied Linguistics, Emphasis in Teaching English as a Foreign Language

Thesis: “Teaching English as a Foreign Language in Public Primary Schools: A Needs  Assessment Study for Teacher Specialization in Costa Rica”

I conducted this needs assessment with two colleagues during and after my employment as an  academic advisor and coordinator with the Costa Rican Ministry of Education.

Creative Nonfiction Writing Fellowship with Gloria Anzaldúa, The Loft Center for Creative  Writing, Minneapolis, Minnesota, August 1990

I was selected as Gloria Anzaldúa’s literary assistant and as a participant in her creative non fiction writing residence. 

Minnesota State University, Mankato, Minnesota, May 1989

Bachelor of Arts, English Literature and Women’s Studies, double major

 

TEACHING EXPERIENCE 

Georgetown Law, Washington, D.C., August 2009 – present 

Faculty Director – Center for Legal English 

- Advanced Scholarly Writing

- Oral Communication in the Law I and II

- Cocurricular outings

- From a Great Seminar Paper to a Publication Workshop

- Online Legal English Program

- Intensive Summer Legal English Program

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Doreen Ewert

UNIVERSITY OF SAN FRANCISCO, CALIFORNIA

College of Art and Sciences

Professor, Rhetoric & Language; Director, AEM

 

Biography

Doreen Ewert has an MA in English Literature from the University of Notre Dame and a PhD in TESOL and Applied Linguistics from Indiana University. She has taught second language learners and language teachers in Poland, Japan, Lithuania and the US, and directed English language programs for pre-academic and matriculated ESL learners for several decades. She has also taught undergraduate and graduate students in the areas of second language learning and teaching, linguistics, English grammar, and composition. She presents regularly at professional conferences and leads workshops on topics related to her research on curriculum implementation, teacher development, second language writing, reading fluency, and content-based instructional practices.

Research Areas

  • Adult language learner academic literacy development
  • Language proficiency assessment (reading, writing, vocabulary)

Appointments

  • Director, Academic English for Multilingual Students (AEM)
  • Member, Working Group on International Student Experience (WISE)
  • Member, Faculty Advisory Group on Internationalization (FABI)

Education

  • PhD, TESOL and Applied Linguistics, Indiana University
  • MA, English Literature, University of Notre Dame

 

Selected Publications

  • Ewert, D. (2020). Extensive reading for statistical learning. Chapter 26 in M. Dressman and R. W. Sadler (Eds.) The Handbook of Informal Language Learning, First Edition. John Wiley & Sons Ltd.
  • Ewert, D. (2018). Teacher and Tutor Conferencing. The TESOL Encyclopedia of English Language Teaching. First Edition. J. I. Liontas (Ed). John Wiley & Sons, Inc.
  • Ewert, D. (2017). Getting ER into the curriculum: No excuses! CATESOL Journal, 29, 1-16.
  • Ewert, D. & Shin, S. (2015). Teachers’ conceptualizations of a reading-to-write task in designing a data-driven rating scale. Assessing Writing: Special Issue, Rubrics, 28, 38-50.
  • Shin, S. & Ewert, D. (2015). What accounts for integrated reading-to-write task scores? Language Testing, 32, 259-281.

 

Erica Amery

 

Biography

 

Dr. Erica Amery is an advocate and an expert in intercultural education and developing, promoting, and sustaining Diversity, Equity, and Inclusion (DEI) initiatives so everyone can thrive in their professional and personal lives.

She holds a Master of Education in Teaching English to Speakers of Other Languages and Creativity in Educational Practice and a Doctor of Education specializing in adult Education, focusing on intercultural education from the University of Calgary. She has over 15 years of experience working in higher education where she has developed socio-cultural programs for international students and internationally trained project managers in Canada and England, fostered strategic partnerships and formed and led post-secondary advisory boards.


She is currently the CEO of Intercultural Collaborations Inc.(www.interculturalcollaborations.com) and consults with businesses and higher education institutions to develop intercultural competencies, create, and implement DEI initiatives and support the creation of more equitable classrooms and practices and workplaces. She continues to develop and facilitate DEI workshops, coaching and assessments to higher education institutions, businesses and organizations in Canada and South Africa.

 

 

Education & Credentials

Doctor of Education 

Adul Learning Specialization

Thesis: The role of intercultural competence in a Language instruction for newcomers to Canada program. 

University of Calgary, Calgary, Alberta 

 

Professional Management Certificate

University of Calgary, Calgary, Alberta

 

Master of Education 

TESOL Specialization and Creativity in Educational Practice

Thesis: The role of blogs and face to face activities in a post-secondary English as a Second Language socio-cultural program 

University of Calgary, Calgary, Alberta  

 

Bachelor of Arts-Recreation and Leisure Studies 

University of Lethbridge, Lethbridge, Alberta

 

Colton Stiles Foster

Is a bilingual educator, curriculum developer, and teacher trainer with 12 years of experience in ESL/EAL/EFL and dual-language immersion. He currently serves as an English Language Fellow with the U.S. Embassy and the Early Childhood Education Department at the Costa Rican Ministry of Public Education. Prior to moving to San José, he worked as a Fulbright English Teaching Assistant at the Universidad Nacional Autónoma de México and an English Language Learning Teacher at the American School Foundation in Mexico City. Colton holds a B.A. in Romance Languages & Latin American Studies from the University of North Carolina at Chapel Hill and an M.Ed. in Bilingual Education from Southern Methodist University in Dallas, Texas.