Lawrence Berlin

Experienced Chief Academic Officer with over 20 years of experience in Higher Education. Extensive background in design, delivery and evaluation of complex educational programs. Successfully manages education program budgets, identifies areas of growth and coordinates events to promote academic success. Demonstrated experience in organizing departmental initiatives and collaborating with educational leaders to make data-driven decisions. Good planner, problem-solver and analytical leader with strong attention to detail and sound judgment focused on continuous improvement. Decisive, practical and strategic in leading operations and teams.

Books

Berlin, L. N. (Ed.) (2020). Positioning and stance in political discourse: The individual, the party, and the party line. Wilmington, DE: Vernon Press.

Fetzer, A., Weizman, E., & Berlin, L. N. (Eds.) (2015). The dynamics of political discourse: Forms and functions of follow-ups. Amsterdam/Philadelphia: John Benjamins.

Berlin, L. N., & Fetzer, A. (Eds.) (2012). Dialogue in politics. Amsterdam/Philadelphia: John Benjamins.

Berlin, L. N. (Ed.) (2011). Theoretical approaches to dialogue analysis. Berlin: de Gruyter.

Nasser, I., Berlin, L. N., Wong, S. (Eds.) (2011). Examining education, media, and dialogue under occupation: The case of Palestine and Israel. Clevedon, UK: Multilingual Matters.

Berlin, L. N. (Ed.) (2007). Theoretical approaches to dialogue analysis. Tübingen: Max Niemeyer Verlag.

Berlin, L. N. (2005). Contextualizing college ESL classroom praxis: A participatory approach to effective instruction. Mahwah, NJ: Lawrence Erlbaum Associates.

Journal Articles

Berlin, L. N., & Prieto-Mendoza, A. (2014). Evidential embellishment in political debates during US campaigns. Intercultural Pragmatics, 11 (3), 389-409.

Berlin, L. N. (2011). El Modelo Multinivel de Contexto: Un marco para explorar la manipulación del lenguaje y la manera en que lo mediático y lo político se fusionan en un discurso híbrido. Discurso y sociedad, 5 (1), 9-40.

Berlin, L. N. (2010). Redundancy and markers of belief in the discourse of political hearings. Language Sciences, 33, 268-279.

Berlin, L. N. (2008). “I think, therefore…”: Commitment in political testimony. Journal of Language and Social Psychology, 27 (4), 372-383.

Wong, S., Berlin, L. N., & Nasser, I. (2008). Dialogue under occupation. Language Policy, 7, 165-170.

Berlin, L. N. (2001). What constitutes effective ESL instruction: Common themes from the voices of the students. Journal of Intensive English Studies, 14, 1-21.

Berlin, L. N. (2000). The benefits of second language acquisition and teaching for indigenous language educators. Journal of American Indian Education, 39 (3) 19-35.

Berlin, L. N. (1997). The role of gender in complimenting in American English: Implications for applications in the second language classroom. Arizona Working Papers in Second Language Acquisition and Teaching, 5 (1), 46-58.

Berlin, L. N. (1996). Content-based ESL instruction and its effects on the academic coursework of non-native speakers. Arizona Working Papers in Second Language Acquisition and Teaching, 4 (1), pp. 23-35.

Chapters in Refereed Volumes

Berlin, L. N. (2021). Positioning the voices of conflict: Language manipulation in the Diálogos de Paz. In I. Chiluwa (Ed.), Discourses and conflict: Analysing text and talk of conflict, hate and peace-building (pp. 291-322). London: Palgrave Macmillan.

Berlin, L. N. (2020). The positioning of post-truth politics: Claims and evidence in the 2016 US Presidential Debates. In L. N. Berlin, Positioning and stance in political discourse: The individual, the party, and the party line (pp. 1-30). Wilmington, DE: Vernon Press.

Berlin, L. N. (2020). Introduction. In L. N. Berlin, Positioning and stance in political discourse: The individual, the party, and the party line (pp. vii-xvi). Wilmington, DE: Vernon Press.

Berlin, L. N. (2019). Be a phoenix: Learning from failure. In J.M. Smith, B. Arslan, D. Çiçekoğlu Daryavuz, G. Satak, M. Güçeri, & N. Çoksezen Metel (Eds.), Pathways that inspire us: Proceedings of the Sabanci University School of Languages International Conference 4th-5th May 2018 (pp. 12-19). Sabanci University, Istanbul.

Berlin, L. N. (2015). Pragmatic strategies for follow-ups in US political debates. In A. Fetzer, E. Weizman, & L. N. Berlin (Eds.), The dynamics of political discourse: Forms and functions of follow-ups (pp. 87-107). Amsterdam/Philadelphia: John Benjamins.

Berlin, L. N., Weizman, E., & Fetzer, A. (2015). Introduction. In A. Fetzer, E. Weizman, & L. N. Berlin (Eds.), The dynamics of political discourse: Forms and functions of follow-ups (pp. 1-14). Amsterdam/Philadelphia: John Benjamins.

Berlin, L. N. (2014). Sunset over Jerusalem. In R. L. Oxford (Ed.), Understanding peace cultures (pp. 303-322). Charlotte, NC: Information Age Publishing, Inc.

Berlin, L. N. (2012). The making of a new American revolution or a wolf in sheep’s clothing: “It’s time to reload.” In L. N. Berlin & A. Fetzer (Eds.), Dialogue in politics (pp. 167-192). Amsterdam/Philadelphia: John Benjamins.

Berlin, L. N., & Fetzer, A. (2012). Dialogue in politics. In L. N. Berlin & A. Fetzer (Eds.), Dialogue in politics (pp. 3-20). Amsterdam/Philadelphia: John Benjamins.

Berlin, L. N. (2011). Fighting words: Hybrid discourse and discourse processes. In A. Fetzer & E. Oishi (Eds.), Contexts and context (pp. 41-65). Amsterdam/Philadelphia: John Benjamins.

Berlin, L. N. (2011). Language & the art of spin: Commendation & condemnation in media discourse. In I. Nasser, L. N. Berlin, & S. Wong (Eds.), Examining education, media, and dialogue under occupation: The case of Palestine and Israel (pp. 149-170). Clevedon, UK: Multilingual Matters.

Berlin, L. N., & Adamson, H. D. (2008). Acquisition of English irregular past tense by Chinese-speaking children. In H. D. Adamson, Interlanguage variation in theoretical and pedagogical perspective (pp. 61-73). London: Routledge.

Berlin, L. N. (2007). Bridging the Atlantic. In L. N. Berlin (Ed.), Theoretical approaches to dialogue analysis (pp. 1-11). Tübingen: Max Niemeyer Verlag.

Berlin, L. N. (2007). Grounded theory and its benefits for dialogue analysis: The beginning of a beautiful friendship. In L. N. Berlin (Ed.), Theoretical approaches to dialogue analysis (pp. 131-150). Tübingen: Max Niemeyer Verlag.

Berlin, L. N. (2007). Cooperative conflict and evasive language: The case of the 9-11 Commission hearings. In A. Fetzer (Ed.), Context and appropriateness: Micro meets macro (pp. 167-199). Amsterdam/Philadelphia: John Benjamins.

Berlin, L. N. (2007). Evasive tactics in political courtroom discourse. In L. Ionescu-Ruxăndoiu (Ed.), Interacţiunea verbal ǎ (IV II): Aspecte teoretice şi aplicative corpus (pp. 259-275. Bucharest: Editura Universit ǎ ţii din Bucureşti.

Berlin, L. N. (2007). Conflicto cooperativo y lenguaje evasivo (Trans. D. Cloonan Cortez de Anderson & M. Shiro). In L. Granato, L. Móccero, S. García Guevara, & N. Manrique (Eds.), Actas del III coloquio Argentino de la IADA: Diálogo y contexto (pp. 746-762). La Plata, Argentina: Facultad de Humanidades y Ciencias de la Educación, Universidad de La Plata.

Berlin, L. N. (2006). Indigenous language education and second language acquisition: Are they compatible? In T. L. McCarty & O. Zepeda (Eds.), One voice, many voices: Recreating indigenous language communities (pp. 251-273). Phoenix: Arizona State University.

Berlin, L. N. (2005). What else are students learning: A critical dialogue analysis of a multicultural classroom. In R. Maier (Ed.), Dialogue in and around the multicultural classroom (pp. 65-83). Tübingen: Max Niemeyer Verlag.

Berlin, L. N. (2005). Media manipulation. In A. Betten & M. Dannerer (Eds.), Dialogue analysis IX. Dialogue in literature and the media: Selected papers from the 9th IADA conference, Salzburg 2003 – Part II: Media. (pp. 173-182). Tübingen: Max Niemeyer Verlag.

Fulbright Specialist, International Relations, Universidad de Santander, Bucaramanga, Colombia (2018).

Author & Principal Investigator, “Innovation and Capacity-building Mutual Partnership: United States & El Salvador” (InCaMPUSES), Partners for the Americas (2015): 100,000 Strong Initiative.

Fulbright Specialist, Master’s in Applied Linguistics, Universidad Distrital Francisco José de Caldas, Bogotá, Colombia (2013).

Co-Author and Project Director, “Innovation Initiative: Competitive Innovation Grant Program”, Northeastern Illinois University (2012).

Co-Author and CAS Project Director, “English as a New Language: Improving Teachers’ Educational Needs” (ENLITEN), USDOE TQP (2011): Professional Development.

Author & Principal Investigator, "Enhancing Baccalaureate Completion", Illinois Board of Higher Education, HECA (2007): Innovation Long Term Grant.

Author & Principal Investigator, "Supporting Teacher Education for English Language Learners" (STEELL), Illinois Board of Higher Education, HECA (2005): Access & Diversity Long Term Grant

Author & Principal Investigator, "Project LEAP (Project for Learning about English language learners' Access to Postsecondary education)," Illinois Board of Higher Education, HECA (2003): Access & Diversity Short Term Experimental Educational Grant

Co-Author, "New Visions for Professional Development: Meeting the Needs of Educators of ESL Students," Illinois Board of Higher Education, HECA (2002): Access & Diversity Short Term Experimental Educational Grant

Professor Emeritus (2017)

Promotion to Full Professor (2010)

Faculty Excellence Award in Research (2007)

Tenure granted (2006)

Promotion (Early) to Associate Professor (2005)

Faculty Excellence Award in Service (2004)

Faculty Excellence Award in Research (2002)

Invited Lectures and Colloquia

Berlin, L. N. (September, 2019). Un panorama para el futuro Idiomas EAFIT: El método participativo y ustedes. Jornada Desarrollo Profesional. EAFIT University, Medellin, Colombia.

Berlin, L. N. (June, 2019). Nuevas estrategias evaluativas en Idiomas. Momento Docente: Evaluación para el aprendizaje. EAFIT University, Medellin, Colombia.

Berlin, L. N. (April, 2019). Evaluación Alternativa para PA (workshop presented on multiple occasions throughout the year until January 2021). Idiomas EAFIT/EAFIT Languages, EAFIT University, Medellin, Colombia.

Berlin, L. N. (March, 2019). Principios del PA (workshop presented on multiple occasions throughout the year until January 2021). Idiomas EAFIT/EAFIT Languages, EAFIT University, Medellin, Colombia.

Berlin, L. N. (May, 2018). Sustaining professional dialogue in the field of TESOL. School of Languages International Conference: Pathways that Inspire Us. Sabanci University, Istanbul, Turkey.

Berlin, L. N. (August, 2016). Situating recruitment in comprehensive internationalization: Knowing the market; knowing yourself. EducationUSA Forum 2016, Washington, DC.

Berlin, L. N. (November, 2015). Positioning the voices of conflict: Language manipulation in the
Diálogos de Paz. Dialogue Under Occupation (DUO VII). Pontifica Universidade Católica do Rio Grande do Sul (PUCRS), Porto Alegre, Brazil.

Berlin, L. N. (August, 2013). Integration and re-integration in higher education. Foro Fulbright, Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.

Berlin, L. N. (May, 2012). Shifting sands, shifting policy: The US stated policy toward Israel and Palestine. Dialogue Under Occupation (DUO VI). Lebanese-American University, Beirut, Lebanon.

Berlin, L. N. (June, 2010). Historicity and hybridity: An approach to studying dialogue under occupation. Dialogue Under Occupation (DUO IV). Peacebuilding and Development Institute, American University, Washington, DC.

Berlin, L. N. (March, 2009). La investigación de discursos híbridos: Una exploración de lenguaje bajo ocupación. Universidad de Antioquia, Medellin, Colombia.

Berlin, L. N. (March, 2009). Investigating hybrid discourses: Looking at occupying language. Dialogue Under Occupation (DUO III). Pontificia Universidad Javeriana, Bogotá, Colombia.

Berlin, L. N. (April, 2008). Opening a dialogue about occupation. Peace Forum. TESOL 2008: 42nd Annual Convention, New York, NY.

Berlin, L. N. (November, 2007). Language & the art of spin: Commendation & condemnation in media discourse. Dialogue Under Occupation (DUO II). Al-Quds University, East Jerusalem, Palestine.

Berlin, L. N. (March, 2006). Effectiveness revisited: Integrating a participatory approach into ESL. Illinois TESOL-BE 32nd Convention, Naperville, IL.

Berlin, L. N. (January, 2006). Media positioning: Utilizing sociocultural competence in language use. University of Texas, El Paso.

Berlin, L. N. (January, 2006). The monitor hypothesis as of 2006: Input, intake and output. University of Texas, El Paso.

Berlin, L. N. (February, 2005). The shaping of a public discourse through media headlines. Second Language Acquisition & Teaching Colloquium Series, University of Arizona, Tucson.

Berlin, L. N. (February, 2005). Roles and responsibilities of an ESL program administrator. German/SLAT 596b: L2/FL Program Development, Administration and Evaluation, University of Arizona, Tucson.

Berlin, L. N. (November, 2004). Differences between international students and immigrant (U.S. resident) students. Chicago Area Faculty Development Network (CAFDN), "Approaches to Teaching Non-Native English Speakers across the Curriculum", Northeastern Illinois University, Chicago.

Berlin, L. N. (March, 2003). From recognizing diversity to practicing multiculturalism. Illinois Educational Association, Northeastern Illinois University, Chicago.

Berlin, L. N. (May, 2002). Situating effective language instruction. In-service Teacher Training, Harry S. Truman College, Chicago.

Berlin, L. N. (April, 2002). Revitalizing indigenous languages. Linguistics Seminar: Language & Human Behavior. Northeastern Illinois University, Chicago.

Berlin, L. N. (April, 2002). Using an Internet classroom assistant. New Visions for Professional Development: Meeting the Needs of Educators of ESL Students. Northeastern Illinois University, Chicago.

Berlin, L. N. (November, 2001). Finding common ground: Defining effective language instruction. Graduate School of Education Colloquium, University of Pennsylvania, Philadelphia.

Berlin, L. N. (October, 2001). The values Americans live by. Tutorium in English, University of Illinois, Chicago.

Berlin, L. N. (November, 2000). Deriving a Grounded Theory of Effective Language Instruction. Linguistics Department Colloquium, Northeastern Illinois University, Chicago.

Berlin, L. N., & Fellin, L. (April, 1999). Integrating the Web in Italian 101. German 596: Cooperative L2 Teaching, University of Arizona, Tucson.

Berlin, L. N., & Smith, P. (May, 1998). Colorado River Indian Tribes Head Start In-service Teacher Workshop. CRIT Head Start Program, Parker, Arizona.

Berlin, L. N. (April, 1998). VARBRUL Multivariate Analysis Program: A Tutorial for Beginners. SLAT Spring Colloquium Series, University of Arizona, Tucson.

Adamson, H. D., & Berlin, L. N. (March, 1998). Variation in the marking of English past tense by Chinese-speaking children. Fourth Graduate Linguistics/TESL Symposium, Arizona State University, Tempe.

Berlin, L. N. (March, 1998). Complimenting: Speech acts as a basis for interpragmatic analysis. English 640: Sociolinguistics, University of Arizona, Tucson.

Refereed Conference Presentations

Berlin, L. N. (July, 2017). The positionality of post-truth politics: Claims and evidence in the 2016 US presidential campaigns. 15th International Pragmatics Conference. Belfast, Northern Ireland, United Kingdom.

Berlin, L. N., & Becker Lopes Perna, C. (July, 2017). Position and stance in politics: The individual, the party, and the party line. Panel for the 15th International Pragmatics Conference. Belfast, Northern Ireland, United Kingdom.

Berlin, L. N., & Prieto-Mendoza, M. A. (August, 2015). Evidentiality in the Colombian “Diálogos de Paz”: An analysis of presuppositions in Colombia’s Peace Talks. 14th International Pragmatics Conference. Antwerp, Belgium.

Berlin, L. N. (September, 2014). Reconceptualizing bilingualism for effective language teaching and effective partnerships. Partners for the Americas Conference. Florianopolis, Brazil.

Berlin, L. N. (September, 2013). Following-up in political debates. 13th International Pragmatics Conference. New Delhi, India.

Berlin, L. N. (April, 2012). “He just called you a liar three times”: Second order positioning as follow-up in US political debates. 14th Conference of the International Association for Dialogue Analysis. Åbo Akademi, Turku, Finland.

Berlin, L. N. (July, 2011). Evidential embellishment in political campaigns in the US. 12th International Pragmatics Conference. Manchester, UK.

Berlin, L. N. (February, 2011). Becoming a true facilitator: Less is more. Illinois TESOL-BE 37th Annual Convention: “Re-Connect, Re-Energize, Re-Emerge”. Naperville, IL.

Berlin, L. N. (September, 2010). The making of a new American Revolution or a wolf in sheep’s clothing: “It’s a time to reload”. Würzburg International Symposium on Dialogue in Politics, University of Würzburg, Würzburg, Germany.

Berlin, L. N. (September, 2009). Power and positioning the self in political discourse. XII Congrés Internacional sobre Anàlisi del Diàleg: Polifonia i Intertextualitat en el Diàleg. Campus de la Comunicació, Universitat Pompeu Fabra, Barcelona, Spain.

Berlin, L. N. (July, 2009). Fighting words: Is the tongue mightier than the sword? 11th International Pragmatics Conference. Melbourne, Australia.

Berlin, L. N. (February, 2008). Increasing faculty “buy in” in FYE. 27th Annual Conference on The First-Year Experience. San Francisco, CA.

Berlin, L. N. (September, 2007). “I think, therefore…: Commitment and lack of commitment in political testimony (Workshop 2: The Expression of Commitment. Political Linguistics Conference (PL 2007). Warsaw, Poland.

Berlin, L. N. (July, 2007). “I think they said they believed…” Markers of belief as distancing devices in political hearings. 10th International Pragmatics Conference. Göteborg, Sweden.

Berlin, L. N. (May, 2007). Conflicto c ooperativo y l enguaje e vasivo (trans. D. Cloonan Cortez de Anderson & M. Shiro). III Coloquio Argentino de la IADA. La Plata, Argentina.

Berlin, L. N. (March, 2007). “I do not believe I was aware of that”: Markers of belief in the dialogue of political hearings. 11th International Conference on Dialogue Analysis. University of Münster, Germany.

Berlin, L. N. (September, 2006). Evidentiality on record: Interpreting politicos' multiple faces. IADA 2006: Dialogue in and between Difference Cultures, University of Mainz, Germany.

Berlin, L. N. (September, 2006). Exchanges between cultures in conflict: Comparing English usage in news media. IADA 2006: Dialogue in and between Difference Cultures, University of Mainz, Germany.

Berlin, L. N. (March, 2006). Making ESL an academic minor in university. TESOL 2006: 40th Annual Convention, Daring to Lead, Tampa, FL.

Berlin, L. N. (July, 2005). The importance of language in the politics of media reporting. 14th World Congress of Applied Linguistics (AILA), University of Wisconsin, Madison.

Berlin, L. N. (May, 2005). Cooperative conflict and evasive language: The case of the 9-11 Commission hearings. 10th Biennial Congress of the International Association for Dialogue Analysis, Cooperation and Conflict in Ingroup and Intergroup Communication, University of Bucharest, Romania.

Berlin, L. N., & Beverly, S. (February, 2005). The process of integrating diversity education. Association of Teacher Educators' National Conference, Chicago, IL.

Beverly, S., & Berlin, L. N. (February, 2005). Why doesn't collaboration always lead to team teaching? Association of Teacher Educators' National Conference, Chicago, IL.

Berlin, L. N. (May, 2004). Power of language in the media to influence public thought. American Association of Applied Linguistics Conference, Portland, OR.

Berlin, L. N. (February, 2004). English language learners’ access to higher education. 25th Annual Ethnography in Education Research Forum, Ethnography as scientifically based research: Implications for educational policy and practice, University of Pennsylvania, Philadelphia.

Berlin, L. N. (November, 2003). ESL/LEP student perceptions of access to post-secondary education: Focus on gender. 2003 NCTE Annual Convention, Partners in Learning, San Francisco, CA.

Berlin, L. N. (October, 2003). Defining variables and building theory in SLA. Second Language Research Forum, University of Arizona, Tucson.

Berlin, L. N. (May, 2003). Addressing issues of linguistic imperialism in access to higher education. The Consequences of Mobility: Linguistic and Sociocultural Contact Zones, Roskilde University, Denmark.

Berlin, L. N. (April, 2003). English language learner access to postsecondary education. 9th Biennial Congress of the International Association for Dialogue Analysis, Dialogue in Literature and the Media, University of Salzburg, Austria.

Berlin, L. N. (December, 2002). A grounded theory for effective ESL instruction. 13th World Congress of Applied Linguistics, Applied Linguistics in the 21st Century: Opportunities for Innovation and Creativity, Singapore.

Berlin, L. N. (December, 2002). Making meaning out of experience: A phenomenological approach to understanding effective language instruction. 13th World Congress of Applied Linguistics, Applied Linguistics in the 21st Century: Opportunities for Innovation and Creativity, Singapore.

Berlin, L. N. (October, 2002). Facilitating the emergence of English language learner identities in ESL writing. International Association of World Englishes, University of Illinois, Champaign-Urbana.

Berlin, L. N. (September, 2002). English lessons learned in the intercultural classroom. Conference on the Interlanguage Pragmatics of English, Westfälisches Universität von Münster, Germany.

Berlin, L. N. (April, 2002). What else are students learning? A critical dialogue analysis of a multicultural classroom. IADA 2002: Dialogue Analysis in and around the Multicultural Classroom, University of Utrecht, Netherlands.

Berlin, L. N. (April, 2002). A phenomenological approach to effective language instruction. TESOL 2002: 36th Annual Convention, Language and the Human Spirit, Salt Lake City, UT.

Berlin, L. N. (March, 2002). Problem-posing: Applying ethnographic methods in L2 teaching effectiveness. 23rd Annual Ethnography in Education Research Forum, Dialogue Across Time, Space and Perspective, University of Pennsylvania, Philadelphia.

Berlin, L. N. (April, 2001). From the voices of the students: A model for effective ESL instruction. 8th Biennial Congress of the International Association for Dialogue Analysis, Göteborg, Sweden.

Berlin, L. N. (March, 2000). Toward a "working definition" of effective language instruction in the multicultural ESL classroom. American Association of Applied Linguists Conference, Vancouver, British Columbia, Canada.

Berlin, L. N. (September, 1999). Using the web as a classroom organizer: NICENET. 1999 AZ-TESOL Southeastern Mini-Conference, Sharing Fresh Ideas for 2000, Tucson, Arizona.

Berlin, L. N. (June, 1999). Indigenous language education and second language acquisition: Are they compatible? 6th Annual Stabilizing Indigenous Languages Conference, "One Voice, Many Voices: Recreating Indigenous Language Communities," The University of Arizona, Tucson.

Berlin, L. N., & Adamson, H. D. (October, 1998). Variation in the marking of English past tense by Chinese-speaking children. Second Language Research Forum 1998, University of Hawai`i at Manoa, Honolulu.

Berlin, L. N. (September, 1998). Creating culturally relevant materials for indigenous communities. Second Language Teachers' Symposium, The University of Arizona, Tucson.

Berlin, L. N. (October, 1997). The role of gender in complimenting in American English: Implications for applications in the second language classroom. Second Language Research Forum 1997, Michigan State University, East Lansing.

CURRICULUM & INSTRUCTION

Graduate Level

· Designed and Delivered for Accreditation: Master of Arts in Teaching of English as a Second Language (approved by the State of Illinois Board of Higher Education, 2008)

· Designed and Taught: Research Design and Methods (TESL 409), Techniques of Teaching English as a Second Language, Theories of Teaching English as a Second Language, Pragmatics (TESL 447), Content-Based Instruction (TESL 452), Evolution of Policies in Language Instruction (TESL 471), Bilingual Education & the Law, Teaching Second Language Literacy & Cultural Awareness, Second Language Acquisition, Assessment of the LEP Student, Seminar in TESL: Bilingual Education, Internship in TESOL

Undergraduate Level

· Designed and Delivered for Accreditation: Minor in Interdisciplinary English Studies, English Language Program (in cooperation with Departments of Communications, English, and Linguistics) (approved, 2004)

· Designed and Taught:

· Developmental Writing, Italian 101, University Seminar, Language & Diversity in Chicago, Language & Human Behavior, Introduction to Sociolinguistics, TESL Practices and Procedures, TESL Assessment, TESL Clinical Supervision, Second Language Acquisition

Languages: English as a Second Language (ESL), English for Specific Purposes (ESP), and Other Languages

· Supervised Design and Implementation: Curricular Renovation: Participatory Approach (based on Critical Pedagogy) at Idiomas EAFIT/EAFIT Languages, EAFIT University, Medellin, Antioquia, Colombia (2019-2021)

· English for Adults, English for Teens, French, German, Italian, Japanese, Portuguese, Spanish for Foreigners

· Supervised Design: Business English (2020), Spanish for Healthcare Workers (2020), Technical English (2021)

· Designed and Taught: Intensive English Program: "Building Bridges by Sharing Language & Culture" (Content-Based Instruction) for students from Kongju Communication Arts College, Korea, English Language Program, Northeastern Illinois University, Chicago, IL, USA (Summer 2001 & 2002)

Universidad EAFIT

• Leader/Advisor, Research Group, Grupo de Investigación Enseñanza y Aprendizaje de Lenguas (GEnyAL), Idiomas EAFIT, EAFIT University, Medellin, Colombia (2018-2021)
• Researcher, Qualitative Research Project. Case Study of Idiomas EAFIT: Review and evaluation of the existing curriculum (November 2018 - April 2019)

Compiled and analyzed documentation, interviewed stakeholders, conducted class observations and focus groups, analyzed data, proposed course of action: curricular renovation

International Association for Dialogue Analysis

• Board Member (2005-2011)
• Treasurer (2009-2011)
• Secretary (2005-2009)
• Organizer: IADA 2004: Theoretical Approaches to Dialogue Analysis, Conference for the International Association for Dialogue Analysis, Northeastern Illinois University, Chicago, IL, USA (2004)

(collaborations with researchers led to numerous presentations and publications listed herein)

Dialogue Under Occupation

• Founder (2005) http://www.dialogueunderoccupation.org
• Organizer, Dialogue Under Occupation International Conferences

DUO VII: Pontificia Universidad Católica do Rio Grande do Sul, Porto Alegre, Brazil (2015)

DUO VI: Lebanese-American University, Beirut, Lebanon (2012)

DUO V: Okinawa Christian University & Okinawa International University, Okinawa, Japan (2011)

DUO IV: Peacebuilding and Development Institute, American University, Washington, DC, USA (2010)

DUO III: Pontificia Universidad Javeriana, Bogotá, Colombia (2009)

DUO II: Al-Quds University, Abu Dis, Palestine (2007)

DUO I: Northeastern Illinois University, Chicago, IL, USA (2006)

Northeastern Illinois University

• Coordinator, College of Arts & Sciences, Chicago Teacher Pipeline Partnership (CTPP), US Dept. of Education TQP Grant (Stimulus Package) (2009-2010)
• Project Director, Across Project Evaluation Team, Illinois Professional Learners' Partnership (2005)
• Board Member, Illinois Professional Learners' Partnership (2002-2005)
• Principal Researcher & Project Director, Project L.E.A.P. (Learning about English language learners Access to Postsecondary education) (2002-2003)

Led research team, trained graduate students for data collection, coordinated project across partners (NEIU, Loyola University of Chicago, Harry S. Truman Community College, Wilbur Wright Community College) and sites of data collection (Harry S. Truman Community College, Wilbur Wright Community College, Amundsen High School, Roberto Clemente High School, Foreman High School, Kelvyn Park High School, Mather High School, Theodore Roosevelt High School, Senn High School, Wells Academy)

Member, Project Align (curriculum articulation project between secondary & postsecondary in Chicago) (2002-2003)

COMMITTEES

Universidad EAFIT

• Member, Organizing Committee, 8o Seminario Internacional de Desarrollo Profesional de los Docentes de Lenguas Extranjeras (2021)
• Member, Medellín Multilingüe, joint project between the University of Antioquia, EAFIT University, and the Centro Colombo-Americano (2020)
• Member, Grupo Primario Ampliado, Vice-Rectory of Learning, EAFIT University (2019-2020)
• Member, Committee of Reaction Management, Vice-Rectory of Learning, EAFIT University (2020)
• Member, Subcommittee of Learning Management, Vice-Rectory of Learning, EAFIT University (2020)

Workgroup on Professor Perception (Quantitative): Designer, Perceptions and Inquiry Survey; Designer, Systematization of Adaptation to Online Modality

Workgroup on Modeling Teaching

Workgroup on Professor Perception (Qualitative): Analyst, Focus Group

• Member, Planning Committee, Jornada Desarrollo Profesional, Idiomas EAFIT/EAFIT Languages, EAFIT University, Medellin, Colombia (2019-2021)

Illinois TESOL/BE

• Board Member (2010-2013): Professional Development Co-Chair

International Association for Dialogue Analysis

• Board Member (2005-2011): Secretary (2005-2009); Treasurer (2009-2011)

Northeastern Illinois University

• Curriculum Development Supervisor, School for the Advancement of English Language and Learning (SAELL) – Intensive English Program (2015-2017)
• Chair, Chairs’ Personnel Committee (2011)Coordinator, College of Arts & Sciences, Chicago Teacher Pipeline Partnership (CTPP), US Dept. of Education TQP Grant (Stimulus Package) (2009-2010)
• Senator, Faculty Senate (2005-2007)
• Member, Faculty Council on Academic Affairs (2005-2007)
• Chair, First-Year Experience Task Force (2005-2006)
• Project Director, Across Project Evaluation Team, Illinois Professional Learners' Partnership (2005)
• Grant Proposal Review Team, Higher Education Cooperation Act, Illinois Board of Higher Education (2005)
• Advisor, Minor in Interdisciplinary English Studies, English Language Program (2004-2012)
• Co-Chair, Outcomes Assessment Task Force (2003-2005)
• Member, Language Skills Assessment Task Force (2003-2005)
• Member, Second Language Acquisition Sub-Committee, Linguistics (2002-2008)
• Member, General Education Committee (2002-2004)
• Member, Teaching English as a Second Language (TESL) Sub-Committee, Linguistics (2000-2008)
• Member, Assessment Committee, English Language Program (2000-2006)

Board Member, Illinois Professional Learners' Partnership (2002-2005)

Member, Project Align (curriculum articulation project between secondary & postsecondary in Chicago) (2002-2003)

Amparo Clavijo Olarte, Ph.D., Professor of Literacy and Qualitative Research, Universidad Francisco José de Caldas, Bogotá, COLOMBIA / aclavijoolarte@gmail.com

Ana Patricia Muñoz Restrepo, Coordinator of Research and Evaluation (retired), Idiomas EAFIT, EAFIT University, Medellin, COLOMBIA / apmunoz@eafit.edu.co

Heather Patay, Program Consultant, Academic Affairs, Northeastern Illinois University, Chicago, Illinois, USA / Educational Consultant, Grants and Evaluations, Complément Consulting Group, Chicago, Illinois, USA / ehpconsulting.patay@gmail.com

Jeanine Ntihirageza, Ph.D., Coordinator of TESOL and Director of the Center for Genocide and Human Rights Research in Africa and the Diaspora, Northeastern Illinois University, Chicago, IL, USA / j-ntihirageza@neiu.edu