1. No category

Veronica G. Sardegna
University of Pittsburgh – Department of Instruction and Learning
5108 Wesley W. Posvar Hall Pittsburgh, PA 15260
E-mail: sardegna@pitt.edu Phone: (412) 648-7317
I.
CURRENT POSITION
Visiting Assistant Professor– University of Pittsburgh, Department of Instruction and Learning,
Foreign Language Education Program
II.
EDUCATION
2009
Ph.D., Educational Psychology, University of Illinois at Urbana-Champaign (UIUC).
Specializations: Second Language Acquisition and Teacher Education; Online Teaching;
English Phonology and Morphology
Dissertation: Improving English Stress Through Pronunciation Learning Strategies
(UMI No. 3363085) (Director of Research: Dr. Wayne Dickerson)
2005
M.A., Teaching English as an International Language, UIUC.
Graduated with Distinction
2002
Licenciatura en Inglés (equivalent to an advanced B.A. in English Literature),
Universidad del Museo Social Argentino (UMSA), Buenos Aires, Argentina.
Thesis: The Development of the English Gothic Novel
1994
Profesora de Inglés para la Escuela Media (Professor of English for Junior High and
High School Education). IES en Lenguas Vivas "Juan Ramón Fernández.” Buenos Aires,
Argentina.
CERTIFICATIONS
2009
The Master Online Teacher (MOT) Certificate, University of Illinois Online Network.
2008
Advanced Study in Second Language Acquisition and Teacher Education (SLATE), UIUC.
2004
ETS SPEAK Training for Campus-Wide Testing, UIUC.
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Veronica G. Sardegna
III.
RESEARCH GRANTS
2015 - 2016
Preparing mainstream teachers to work with emergent bilinguals: Creating a
framework of core practices. Education Research Conference Grant. American
Educational Research Association. 2015 – 2016. [Co-Principal Investigator with
Daniella Molle (University of Wisconsin-Madison, WIDA Consortium.)]
Award Amount: $35.000 (Submitted)
2015 - 2016
Non-native English-speaking pre-service teachers’ identity formation as
qualified pronunciation teachers. ETS Board Grant. 2015- 2016. [Principal
Investigator] Award Amount: $15.000 (not received)
2014 - 2015
Pre-service foreign language teachers’ intercultural competence development
via telecollaboration. Research Priorities Initiative. Phase III. The American
Council on the Teaching of Foreign Languages (ACTFL). 2014-2015. [Principal
Investigator] Award Amount: $2.500 (received)
Su 2013
Motivations and attitudes towards pronunciation practice and strategy use
Summer Research Assignment (SRA) Grant, University of Texas at Austin, TX.
Summer 2013. [Principal Investigator] Award Amount: $ 6.000 (received)
Su 2004
Incorporating individualized instruction into ESL pronunciation courses.
Liberal Arts and Sciences Fellowship for Research, University of Illinois at
Urbana-Champaign, IL. Summer 2013. [Principal Investigator]. Award
Amount: $2.000 (received)
IV.
AWARDS, HONORS AND ACKNOWLEDGEMENTS
2014 - present
Faculty Fellow – Centre for Urban Education, University of Pittsburgh.
2014
Nominated for the 2014 Foreign Language Teaching Excellence Award.
The Texas Language Center. The University of Texas at Austin.
2014
Vivian Flanzer’s Master’s Report, which I supervised, was awarded the Best
Academic Publication. The American Organization of Teachers of Portuguese
(AOTP).
Spring 2013
Services for Students with Disabilities (SSD) Appreciation Award
Division of Diversity and Community Engagement. The University of Texas at
Austin. Nominated by students for positively contributing to the academic
endeavors of students with disabilities.
2012
Book Review of my Book:
Rausch, M. (2012). Book Review: The Practiced Business Writer: An ESL/EFL
Handbook.
2011
Winner Award, International Book Awards, Category: Business/Writing
Publishing
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Veronica G. Sardegna
2010
Finalist Award, USA “Best Books” Awards, Category: Business/Writing
Publishing
2007
Outstanding Doctoral Qualifying Written Exam, University of Illinois at
Urbana-Champaign.
2005-2006
DEIL Mary A. Hussey Award for Excellence in ESL Teaching, Department
of English as an International Language, University of Illinois at UrbanaChampaign. Only recipient.
2005
Passed with Merit – MA comprehensive exam, University of Illinois at
Urbana-Champaign.
2005-2009
Phi Kappa Phi Honor Society (2005-present), Marquis Who’s Who in
America (2006, 2007, 2008, and 2009), The Dean’s List (2009); Marquis
Who is Who of American Women (2008-2009), The Chancellor’s List
(2005, 2006)
2003-2007
Appeared on the campus-wide “List of Teachers Ranked as Excellent by
their Students” at University of Illinois at Urbana-Champaign: Fall 2003
(outstanding), Spring 2004 (outstanding), Fall 2004, Spring 2005 (outstanding),
Fall 2005 (outstanding), Spring 2006, Fall 2006 (outstanding), Spring 2007
(outstanding), Fall 2007 (outstanding).
V.
PUBLICATIONS
[ *denotes refereed; + denotes collaborator(s) were students]
• Books
Sardegna, V. G., & Slutsky, J. (2009). The practiced business writer: An ESL/EFL
handbook. Richmond, VA: Briefings Media Group, LLC. [242 pgs. and accompanying
CD-ROM]
• Articles
*+ Sardegna, V. G, & Li-Tang Yu. (2015). Taiwanese elementary school teachers’
computer literacy and use: Implications for language teaching. Computer Assisted
Language Learning: Electronic Journal (CALL-EJ), 16(1), 1-15.
*+ Liu, M., 1Abe, K., Cao, M. W., Liu, S., Ok, D. U., Park, J. B., Parrish, C., & Sardegna,
V. G. (2015). An analysis of social network websites for language learning:
Implications for teaching and learning English as a second language. CALICO Journal,
32(1), 113-152. doi: 10.1558/calico.v32i1.25963.
1
[Second to last author in alphabetical order]
*+ Sardegna, V. G., Lee, J., & Kusey, C. (2014). Development and validation of the learner
attitudes and motivations for pronunciation (LAMP) inventory. System, 47, 162-175.
doi: 10.1016/j.system.2014.10.009
3
Veronica G. Sardegna
*
Sardegna, V. G., & Dugartsyrenova, V. (2014). Pre-service foreign language teachers’
perspectives on learning with technology. Foreign Language Annals, 47, 147-167. doi:
10.1111/flan.12078
*+ Song, J., & Sardegna, V. G. (2014). EFL learners’ incidental acquisition of English
prepositions through enhanced extensive reading instruction. RELC Journal, 45, 67-84.
doi: 10.1177/0033688214522623
* Sardegna, V. G. & McGregor, A. (2013). Scaffolding students’ self-regulated efforts for
effective pronunciation practice. In J. Levis & K. LeVelle (Eds.). Proceedings of the 4th
Pronunciation in Second Language Learning and Teaching Conference, Aug. 2012.
(pp. 182-193). Ames, IA: Iowa State University
* Sardegna, V. G. (2012). Learner differences in strategy use, self-efficacy beliefs, and
pronunciation improvement. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd
Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011.
(pp. 39-53), Ames, IA: Iowa State University.
* Sardegna, V. G. (2011). Pronunciation learning strategies that improve ESL learners’
linking. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in
Second Language Learning and Teaching Conference, Sept. 2010. (pp. 105-121),
Ames, IA: Iowa State University.
Slutsky, J. M. & Sardegna, V. G. (2010). Web-based writing materials that promote nonnative accounting students' autonomous learning. Proceedings from the 75th Annual
Convention of the Association for Business Communication, Chicago, IL.
* Sardegna, V. G., & Molle, D. (2010). Videoconferencing with strangers: Teaching
Japanese EFL students verbal backchannel signals and reactive expressions.
Intercultural Pragmatics, 7(2), 279-310. doi: 10.1515/iprg.2010.013
• Book Chapters
+ Sardegna, V. G., Fu-Hao, W., & Ghosh, M. (Accepted). Integrating pronunciation with
presentation skills. In T. Jones (Ed.), Integrating pronunciation with other skill areas.
Alexandria, VA: TESOL Press.
Sardegna, V. G., & McGregor, A. (In Press). Oral communication for international teaching
assistants. In J. Murphy (Ed.), Teaching the pronunciation of ESL: Focus on whole
courses. Ann Arbor, Michigan: University of Michigan Press.
• Newsletters
Sardegna, V. G. (2014). Letter from the Chair. TESOL SPLIS Newsletter, 11(1).
Sardegna, V. G. (2013). Letter from the Chair-Elect. TESOL SPLIS Newsletter, 10(1).
Sardegna, V. G., & McGregor, A. (2012). Principles for teaching pronunciation to
international teaching assistants. TESOL SPLIS Newsletter, 8(1).
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Veronica G. Sardegna
Sardegna, V. G. (2010). Review on Rules by the sound (2009), Feinstein-Whittaker, M., &
Katz Wilner, L. TESOL SPLIS Newsletter, 7(1).
•
Online Scholarship and Creative Materials
Sardegna, V. G., and McGregor (2012). Training video: Assessing pronunciation accuracy
with suprasegmentals (CD-ROM for classroom use).
Sardegna, V. G. (2008 – 2013). Blog: Instructional Technology Resources for Language
Teachers: Resources to Teach and Learn. Can be retrieved from
http://itrlt.blogspot.com/
Sardegna, V.G. (2010 – 2012). Blog: Literacy Sharing – Sharing Literacy Resources. Can
be retrieved from http://literacysharing.blogspot.com/
Sardegna, V. G. (2009 – 2012). Blog: Teach L2 – Online Resources for Language Teachers.
Can be retrieved from http://teachl2.blogspot.com/
Sardegna, V. G., & Slutsky, J. (2006 – 2010). Project Discovery ESL Communications
Handbook: Definitions, Explanations and Practice Exercises for the Most Common
Errors in Business Writing. UIUC, IL. Online Handbook.
(http://business.illinois.edu/pdeslcomm)
------------• Manuscripts In Preparation
* Sardegna, V.G. (Revising). A strategy-based pronunciation model for improving English
linking. To submit to Second Language Research
* Slutsky, J., & Sardegna, V. G. (in preparation). Writing strategies for preparing
conventional business documents: The memorandum. To submit to The Journal of
Business and Technical Communication
*+ Sardegna, V.G., Lee, J., & Kusey, C. (in preparation). Attitudes, self-efficacy beliefs and
strategy use for pronunciation learning and practice: A Structural Equation Model. To
submit to Journal of Learning and Individual Differences.
*+ Sardegna, V.G., & Parnami, S. (in preparation). Pre-service teachers negotiating
intercultural stance in online discussions. To submit to The Modern Language Journal
* Sardegna, V.G., & McGregor, A. (in preparation). English pronunciation awareness
through teacher scaffold and self-assessments. To submit to TESOL Quarterly.
*
Sardegna, V. G., & Dugartsyrenova, V. (in preparation). Pre-service foreign language
teachers’ intercultural competence development through telecollaboration. To submit to
Foreign Language Annals.
*+ Flanzer, V., & Sardegna, V. G. (in preparation). Learning Portuguese with ClicaBrasil:
A video-based curriculum for autonomous language and culture learning. To submit to
Language Learning and Technology.
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Veronica G. Sardegna
VI.
•
SCHOLARLY PRESENTATIONS
[** denotes international recognition; +denotes collaborator(s) were students]
Keynote Address
Sardegna, V.G., (2014, February). Technologies in use for second language culture learning:
Linking theory to best practices. Keynote Address. Texas Foreign Language Education
Conference (TexFLEC), Austin, TX.
•
Invited Expert Panel Presentations
** Duarte, S., Huensch, A., Oreto, R., & Sardegna, V. G. (2015, March). Incorporating digital
media to enhance speaking skills. Invited Expert Panel Presentation. VDM-SPLISITA InterSection Session. Sponsored by Video Digital Media (VDM) Interest Section
at the 49th Annual TESOL Convention and Exhibit, Toronto, Canada.
** Sardegna, V. G., Stetsenko, E., Csepelyi, T., & Tierney, J. (2014, March). Classroom
pragmatics: Research and best practices for avoiding potential pitfalls. Invited Expert
Panel Presentation. ITA-SPLIS InterSection Session. Sponsored by the International
Teaching Assistants (ITA) Interest Section at the 48th Annual TESOL Convention and
Exhibit, Portland, Oregon.
Sardegna, V. G. (2014, February). Pre-service language teachers’ perspectives on learning with
technology. Invited Expert Talk (Virtual). University of Central Florida, FA.
Kelm. O., Langman, J., Ortega, L., Sardegna, V. G., Schallert, D., & Horwitz, E. (2013,
February). Language and culture: Forging an identity in a globalized world. Invited
Expert Panel Presentation. Texas Foreign Language Education Conference
(TexFLEC), Austin, TX.
Blyth, C., Horwitz, E., Sardegna, V. G., Shauro, S., & Pulido, D. (2012, February).
Technologies that support learner autonomy in language learning. Invited Expert
Panel Presentation. Texas Foreign Language Education Conference (TexFLEC),
Austin, TX.
Sardegna, V. G., Ferreira, P., & Ackley, S. (2011, July). Being successful in graduate school:
Knowing professors' expectations and working with advisors. Invited Expert Panel
Presentation. International Office. The University of Texas at Austin, Austin, TX.
Detiveaux, G., Garza, T., Pratt, C., Pulido, D., & Sardegna, V. G. (2011, April). Vertical
articulation and the academic pipeline for modern language education. Invited Expert
Panel Presentation. Texas Foreign Language Education Conference (TexFLEC),
Austin, TX.
Anderson, N., Grabe, W., Schallert, D., Urlaub, P., & Sardegna, V. G. (2010, April). L2
Reading and Writing: Crossing affective and cognitive methods. Invited Expert Panel
Presentation. Texas Foreign Language Education Conference (TexFLEC), Austin, TX.
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Veronica G. Sardegna
•
Organized Colloquia (by me)
SPLIS-ITA InterSection Session. (March, 2015). Pedagogical priorities for improving
pronunciation, listening, and speaking skills. Panel speakers: Wayne Dickerson, Marnie
Reed, Judy Gilbert, and Rebecca Oreto. (March, 2015). The 49th Annual TESOL
Convention and Exhibit, Toronto, Canada.
SPLIS Academic Session. (March, 2014). Teaching pronunciation: What teachers need to know.
Panel speakers: John Levis, Murray Munro, and John Murphy. (March, 2015). The 48th
Annual TESOL Convention and Exhibit, Portland, Oregon.
•
Research Papers and Workshops at International and National Conventions
Sardegna, V. G., & McGregor, A. (2015, March). Exploring changes in ESL oral fluency and
pronunciation across time and conditions: Read-aloud versus extemporaneous speech.
Paper presented at the American Association for Applied Linguistics (AAAL),
Toronto, Canada.
+ Sardegna, V. G., & Parnami, S. (2015, March). Negotiating intercultural stance in online
discussions. Paper presented at the 49th Annual TESOL Convention and Exhibit,
Toronto, Canada.
Sardegna, V. G., & McGregor, A. (2014, September). Effecting change in pronunciation
practice behaviors: The learners’ journey. Paper presented at the 6th Annual
Conference on Pronunciation in Second Language Learning and Teaching (PSLLT),
Santa Barbara, California.
+ Sardegna, V. G., Lee, J., & Kusey, C. (2014, March). Learner factors that affect
pronunciation practice. Paper presented at the 48th Annual TESOL Convention and
Exhibit, Portland, Oregon.
+ Sardegna, V. G., Lee, J., & Kusey, C. (2014, March). Motivations and attitudes towards
pronunciation practice: A proposed SEM model. Paper presented at the American
Association for Applied Linguistics (AAAL), Portland, Oregon.
McGregor, A., & Sardegna, V. G. (2014, March). Pronunciation improvement through an
awareness-raising approach. Paper presented at the American Association for Applied
Linguistics (AAAL), Portland, Oregon.
Sardegna, V. G. (2013, September). Non-native teachers’ identity formation as qualified
pronunciation teachers. Paper presented at the 5th Annual Conference on
Pronunciation in Second Language Learning and Teaching (PSLLT), Ames, IA.
+ Song, J. Y., & Sardegna, V. G. (2013, March). The incidental acquisition of English
prepositions by EFL learners through extensive reading with production activities.
Paper presented at the American Association for Applied Linguistics (AAAL), Dallas,
TX.
+ Parnami, S., Choi, E., & Sardegna, V. G. (2013, March). Enhancing international teaching
assistants' intercultural and multimodal communications. Paper presented at the 47th
Annual TESOL Convention and Exhibit, Dallas, TX.
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Veronica G. Sardegna
+ Sardegna, V. G., & Smith, K. (2013, March). Student teachers empowering themselves and
others through pronunciation tutoring. Paper presented at the 47th Annual TESOL
Convention and Exhibit, Dallas, TX.
Sardegna, V. G. (2013, March). Student approaches to pronunciation improvement and their
relationship to long-term success. Paper presented at the American Association for
Applied Linguistics (AAAL), Dallas, TX.
+ Sardegna, V. G., Lee, J., & Na. B. (2013, February). Common errors in students' academic
writing: Setting teaching priorities. Paper presented at the Texas Foreign Language
Education (TexFLEC) Conference, Austin, TX.
+ Parnami, S., & Sardegna, V.G. (2013, February). A framework for enhancing intercultural
competence. Paper presented at the Texas Foreign Language Education Conference
(TexFLEC), Austin, TX.
+ Sardegna, V.G., Uslu Ok, D., & Peker, H. (2013, February). Factors affecting individualized
writing instruction. Paper presented at the Texas Foreign Language Education
Conference (TexFLEC), Austin, TX.
+ Yu, L. T., & Sardegna, V. G. (2012, October). Experienced teachers’ computer literacy
skills and use: Implications for language teachers. Paper presented at The Tex-TESOL
III Conference, Austin, TX.
Sardegna, V. G., & McGregor, A. (2012, August). Scaffolding students’ self-regulated efforts
for effective pronunciation practice. Paper presented at the 4th Annual Conference on
Pronunciation in Second Language Learning and Teaching (PSLLT), Vancouver,
Canada.
Sardegna, V. G., & McGregor, A. (2012, March). Enhanced self-assessments for pronunciation
improvement. Paper presented at the 46th Annual TESOL Convention and Exhibit,
Philadelphia, PA.
Sardegna, V. G., & McGregor, A. (2012, March). How to assess suprasegmentals for more
targeted and effective Instruction. Paper presented at the 46th Annual TESOL
Convention and Exhibit, Philadelphia, PA.
Sardegna, V. G., & McGregor, A. (2012, February). ITAs' perceptions of pronunciation strategy
training. Paper presented at Texas Foreign Language Education Conference (TexFLEC),
Austin, TX.
+ Sardegna, V. G, Johansson, S. B., & Kusey, C. L. (2011, October). Pronunciation learning
with online resources and strategy practice. Workshop presented at The Tex-TESOL
III State Conference, Austin, TX.
Sardegna, V. G. (2011, September). Learner differences in strategy use, self-efficacy beliefs,
and pronunciation improvement. Paper presented at the 3rd Annual Conference on
Pronunciation in Second Language Learning and Teaching (PSLLT), Ames, IA.
Sardegna, V. G. (2011, March). Does instruction on pronunciation learning strategies make a
difference? Paper presented at the 45th Annual TESOL Convention and Exhibit, New
Orleans, LA.
8
Veronica G. Sardegna
+ Sardegna, V. G., Johansson, S. B., & Kusey, C. L. (2011, March). Technology-enhanced
pronunciation practice for autonomous learning. Workshop presented at the 45th
Annual TESOL Convention and Exhibit, New Orleans, LA.
Sardegna, V. G. (2010, November). Pronunciation strategies for autonomous learning. Paper
presented at The Tex-TESOL State Conference, San Antonio, TX.
Slutsky, J. M, & Sardegna, V. G. (2010, October). Web-based writing materials that promote
non-native accounting students' autonomous learning. Paper presented at the 75th
Annual Convention of The Association for Business Communication, Chicago, IL.
Sardegna, V. G. (2010, September). Pronunciation learning strategies that improve ESL
learners’ linking. Paper presented at the 2nd Annual Conference on Pronunciation in
Second Language Learning and Teaching (PSLLT), Ames, IA.
Sardegna, V. G. (2010, March). Improving linking through pronunciation learning strategies.
Paper presented at the 44th Annual TESOL Convention and Exhibit, Boston, MA.
Sardegna, V. G. (2009, March). Improving English sounds through pronunciation learning
strategies. Paper presented at the 43rd Annual TESOL Convention and Exhibit,
Denver, CO.
Sardegna, V. G. (2008, November). Using technology to develop international teaching
assistants’ oral skills. Paper presented at The Tex-TESOL State Conference,
Richardson, TX.
Sardegna, V. G. (2008, November). Improving English rhythm through pronunciation learning
strategies. Paper presented at The Tex-TESOL State Conference, Richardson, TX.
Sardegna, V. G. & Molle, D. (2008, April). Empowering students with pronunciation learning
strategies. Paper presented at the 42nd Annual TESOL Convention and Exhibit, New
York, NY.
Sardegna, V. G. (2008, April). Pronunciation learning strategies that work. Paper presented at
the 42nd Annual TESOL Convention and Exhibit, New York, NY.
Sardegna, V. G. (2006, March). Achieving pronunciation accuracy through covert rehearsal.
Paper presented at the 40th Annual TESOL Convention and Exhibit, Tampa, FL.
Sardegna, V. G. (2005, April). Talking to strangers: Teaching EFL students conversation
strategies. Paper presented at the 16th International Conference on Pragmatics and
Language Learning, Bloomington, IN.
Sardegna, V. G. (2005, March). Incorporating individualized instruction into ESL
pronunciation courses. Paper presented at the 39th Annual TESOL Convention and
Exhibit, San Antonio, TX.
•
Invited Colloquia and Workshops at Institutions
Sardegna, V. G. (2014, July). Priorities and Strategies for Improving English Pronunciation
Skills. Invited Workshop for 25 in-service Mexican teachers of English as a foreign
language (EFL). International Office. The University of Texas at Austin, Austin, TX.
9
Veronica G. Sardegna
Sardegna, V. G. (2013, September). Pronunciation learning strategies for self-practice. Invited
Colloquium for 108 graduate students attending academic English courses. International
Office. The University of Texas at Austin, TX.
Sardegna, V. G. (2013, July). Pronunciation strategies for improving English rhythm and
intonation. Invited Workshop for 30 in-service Mexican teachers of English as a foreign
language (EFL). International Office. The University of Texas at Austin, Austin, TX.
Sardegna, V. G. (2013, February). Pronunciation strategies for ESL/EFL learners. Invited
Workshop for 40 in-service Brazilian teachers of English as a foreign language (EFL).
International Office. The University of Texas at Austin, Austin, TX.
Sardegna, V. G., & McGregor, A. (2012, September). Integrating pronunciation instruction in
ESL courses. Invited Workshop for 30 ESL teachers at the Language and Culture
Center. Department of English, University of Houston, TX.
Sardegna, V. G. (2012, September). Pronunciation and writing strategies for clearly stating
academic goals. Invited Colloquium for approximately 150 graduate students attending
academic English courses. International Office. The University of Texas at Austin,
Austin, TX.
Sardegna, V. G. (2011, November). Assessing individual differences in language development:
What to do and what not to do. Invited Colloquium. Brown Bag Series organized by
the Foreign Language Education Student Association (FLESA) at The University of
Texas at Austin, Austin, TX.
Sardegna, V. G. (2010, September). Voice skills for oral presentations in English. Invited
Workshop for approximately 150 graduate students attending academic English
courses. International Office. The University of Texas at Austin, Austin, TX.
Sardegna, V. G. (2006, August). Voice skills for communication. Invited Workshop for around
200 new international teaching assistants from 50 academic units on ways to improve
their voice skills, rhythm, and melody of English for communication. The University of
Illinois at Urbana-Champaign, Illinois.
Sardegna, V. G. (2006, April). How to get constructive feedback during class observations.
Invited Workshop for 30 graduate students. University of Illinois at Urbana-Champaign,
Urbana-Champaign, Illinois.
Sardegna, V. G. (2005, August). Voice skills for communication. Invited Workshop for around
200 new international teaching assistants from 50 academic units on ways to improve
their voice skills, rhythm, and melody of English for communication. The University of
Illinois at Urbana-Champaign, Illinois.
Sardegna, V. G., & Molle, D. (2004, September). The use of continuers in informal
conversations. Invited Workshop (Two-hour Videoconference to 35 Japanese EFL
students residing in Japan). Intensive English Camp, School of Science and Technology,
Kwansei Gakuin University, Japan.
Sardegna, V. G. (2004, August). Voice skills for communication. Invited Workshop for around
200 new international teaching assistants from 50 academic units on ways to improve
their voice skills, rhythm, and melody of English for communication. The University of
Illinois at Urbana-Champaign, Illinois.
10
Veronica G. Sardegna
VII.
PROFESSIONAL APPOINTMENTS
[*denotes courses I developed]
Note: All courses were delivered in English.
I was the only instructor for all the courses listed below.
08/14 - present Visiting Assistant Professor, Department of Instruction and Learning, School of
Education, University of Pittsburgh, PA, USA.
Graduate courses:
• English Language Learners online (Fa 14, Sp 15)
• English Language Learners (Fa 14)
08/10 - 8/2014 Assistant Professor, Department of Curriculum and Instruction, Foreign
Language Education, The University of Texas at Austin, TX, USA.
Graduate courses:
• Methods Teaching Foreign/Second Language (Fa 10, Fa 11, Fa 12, Fa 13)*
• English as a Second Language: Oral (Fa 11, Fa 12, Fa 13)*
• Teaching Culture (Sp 12, Sp 13)*
• Technology for Second/Foreign Language Learning and Teaching (Sp 13, Sp 14)*
• Research and Writing Methods in Foreign Language (Sp 12)*
Undergraduate courses:
• Acquisition of Languages and Literacy (Sp 11)*
• Second Language Acquisition (Sp 14)*
08/09 - 08/10
Lecturer, Department of Curriculum and Instruction, Foreign Language
Education, The University of Texas at Austin, TX, USA.
Graduate courses:
• Methods Teaching Foreign/Second Language (Fa 09)*
• Second Language Acquisition (Su 10)*
Undergraduate course:
• Second Language Acquisition (Sp 10)*
05/05 - 12/06
08/03 - 12/07
Head Teaching Assistant, Division of English as an International Language, The
University of Illinois at Urbana-Champaign, IL, USA.
•
Trained and supervised other Teaching Assistants (TAs) for ESL pronunciation
teaching and assessment (Fa 05, Sp 06, Fa 06)
•
Trained other TAs for campus-wide ESL oral assessments (Su 05, Su 06)
Teaching Assistant, Division of English as an International Language, The
University of Illinois at Urbana-Champaign, IL, USA.
Graduate and undergraduate courses [concurrent]:
• English Pronunciation for Academic Purposes (Fa 03, Sp 04, Fa 04, Sp 05, Fa 05,
Sp 06, Fa 06, Sp 07)
11
Veronica G. Sardegna
• English Pronunciation for International Teaching Assistants (Fa 07)*
Other:
• Conducted campus-wide oral ESL placement assessments (Fa 03, Sp 04, Fa 04,
Sp 05, Fa 05, Sp 06, Fa 06, Sp 07, Fa 07)
08/03 - 05/07
Teaching Assistant, Accountancy Department, The University of Illinois at
Urbana-Champaign, IL, USA.
ESL Writing Specialist.
•
•
•
•
05/04 - 08/04
Teacher of English, Curriculum Practicum Training Employment, St. John’s
Roman Catholic Chapel, Champaign, IL, USA.
•
01/95 - 12/03
Developed and executed an English pronunciation course for Catholic priests
from the Vatican Corps.
Head (Principal) of English Department, Colegio Nuestra Señora de la
Misericordia (English-Spanish bilingual private school), Buenos Aires
(BA), Argentina.
•
•
01/95 - 12/02
Hourly employment: Offered one-on-one consultations (20 hs/month) for ESL
graduate and undergraduate students that needed help to improve their academic
and business writing skills.
Investigated students’ common writing errors and developed self-study materials
for ESL learners based on this research.
Created an in-house website for UIUC accountancy students with self-study
materials for improving their business and academic writing.
2009: Co-authored based on my research and experiences in this position.
Developed, administered, and oversaw two academic programs for
teaching EFL to students aged 11-18.
Led a team of 15 EFL teachers with an average of 20 students each.
Assistant Professor, College of Languages, Career in Literary and Public
Translation, Universidad del Museo Social Argentino, BA, Argentina.
Undergraduate courses:
• Grammar II (1995 – 1997, 2001 – 2002)*
• English and American Literature I (1997 – 2002)*
• Business English for Adults (2000)*
01/00 - 12/01
Assistant Professor, College of Information and Opinion Sciences, Librarian
Studies, Universidad del Museo Social Argentino, BA, Argentina.
Graduate course:
• English III for Librarian Studies (2000 – 2001)*
12
Veronica G. Sardegna
01/98 - 12/00
Assistant Professor, College of Information and Opinion Sciences, Museum
Studies, Universidad del Museo Social Argentino, BA, Argentina.
Graduate course:
• English III for Museum Studies (1998 – 2000)*
01/94 - 12/97
Teacher of English, Clover Institute ELC, BA, Argentina (ESL language center)
English language courses:
•
•
01/92 - 08/03
English for Kindergartners (1994, 1995)*
English for 3rd graders (1994, 1996, 1997* and beginner adults (1995, 1996,
1997)*
Teacher of English, Colegio Nuestra Señora de la Misericordia (English-Spanish
bilingual private school), BA, Argentina. [12 hs/week]
English language courses:
• A variety of English language courses for students of different levels (beginnersadvanced) and ages (9 to 18 years old)*
VIII. SELECTED PROFESSIONAL ACTIVITIES
2014 - 2015
Chair, TESOL Speaking, Pronunciation, and Listening Interest Section (SPLIS)
2013 - 2014
Chair-Elect, TESOL Speaking, Pronunciation, and Listening Interest Section
(SPLIS)
2015
Manuscript Reviewer, Proceedings of the 6th Pronunciation in Second Language
Learning and Teaching Conference
2011 - present
Editorial Board Member, Texas Papers in Foreign Language Education (TPFLE).
2010, 2014 present
Manuscript reviewer, System
2014
Manuscript Reviewer, Applied Linguistics
2013
Manuscript Reviewer, Foreign Language Annals
2012, 2013
Manuscript Reviewer, CALICO
2012
Manuscript Reviewer, INJAL.
2011 – 2013
Board Member, Tex-TESOL III, Delegate-at-Large, Higher Education.
13
Veronica G. Sardegna
IX.
ADVISING AND RELATED STUDENT SERVICE
• Student Committees, The University of Pittsburgh.
M.Ed. Comprehensive Exams
Committee Member:
1.
2.
3.
4.
5.
6.
7.
8.
Peilin Jin (10/14)
Weiyin Yu (10/14)
Shuyu Xia (10/14)
Nayla Abu-Hamad (03/15)
Tianjiao Lu (03/15)
Xiaodi Zhang (03/15)
Kailin Yuan (03/15)
Qirui Zhuang (03/15)
• Student Committees, The University of Texas at Austin.
Doctoral Dissertations
Co-Supervisions:
1. Crystal Kusey (PhD, Foreign Language Education, co-supervising with Deborah Palmer,
in progress): Tentative Dissertation: Repair practices and alignment resources in peerintercultural L2 conversation dyads
Committee Member:
2. Evgenia Wilkins (PhD, Linguistics: Russian, in progress).
3. Claire Meadows Parrish (PhD, Foreign Language Education, in progress)
4. Adele Douglin (PhD, Foreign Language Education, in progress).
5. Nancy Meredith (PhD, Foreign Language Education, in progress).
6. Annika Vannoy (PhD, Linguistics: German, in progress). Tentative Dissertation: Culture
specific aspects of semantic frames in multilingual frame descriptions.
7. Ju Hee Lee (PhD, Foreign Language Education, 2015). Dissertation: Exploring the
interdependence of second language skills for middle school students studying English in
Korea: Effects of extensive reading and extensive writing on reading, writing, grammar,
and attitude measures.
8. Jeong-bin Hannah Park (PhD, PhD, Foreign Language Education, 2015). Dissertation:
9. Jayoung Song (PhD, Foreign Language Education, 2014). Dissertation: Comparing faceto-face and virtual-world group oral tests for speaking assessment: Validity evidence in a
virtual-world group oral test.
10. Sunjung Lee (PhD, Foreign Language Education, 2013). Dissertation: The effect of topic
interest on vocabulary learning through reading.
Qualifying Exams
Supervision:
1. Crystal Kusey (2/13)
Committee Member:
2. Nancy Meredith (11/14)
3. Adele Douglin (11/13)
4. Claire Meadows Parrish (11/13)
14
Veronica G. Sardegna
5.
6.
7.
8.
9.
Abe Kana (11/13)
Jeongbin Park (2/13)
Jayoung Song (2/13)
Ju Hee Lee (11/12)
Sunjung Lee (11/12)
Master’s
Supervision:
1. Jenna O’Connor (MA/Foreign Language Education, 2014). MA Report: Principles of
music education applied to pronunciation instruction.
2. Kelly Elizabeth Martin (MA/Foreign Language Education, 2013). MA Report: Goals
and priorities for English pronunciation instruction.
3. Yooyoung Ahn (MA/Foreign Language Education, 2013). MA Report: Pronunciation
instruction in English as a foreign language contexts: A review of goals and best
practices.
4. Ashley Nicole Sallee (MA/Foreign Language Education, 2013). MA Report: Dancing
with Spanish words: Teaching pragmatic awareness through speech acts.
5. Vivian Flanzer (MA/Foreign Language Education, 2013). MA Report: Teaching
language and culture through authentic videos and readings
6. Chun-Hui Chang (MA/Foreign Language Education, 2012). MA Report: Instruction on
pronunciation learning strategies: Research findings and current pedagogical
approaches.
7. Jacob Auburn Childs (MA/Foreign Language Education, 2012). MA Report:
Suprasegmental features and their classroom application in pronunciation instruction.
8. Julie Elizabeth Sturm (MA/Foreign Language Education, 2012). MA Report: The use of
computer mediated technology to promote intercultural communicative competence in
the foreign language classroom.
9. Shilpa Parnami (MA/Foreign Language Education, 2012). MA Report: Teaching
culture through videos.
10. Aekyung Kim (MA/Foreign Language Education, 2012). MA Report: Reading strategies
and instruction: Orchestrating L2 learners reading processes.
11. Kathleen Christian Smith (MA/Foreign Language Education, 2012). MA Thesis: An
inquiry into the perceived and actualized efficacy of individualized second language
pronunciation instruction.
12. Patricia Smyth Johansson (MA/Foreign Language Education, 2010). MA Report:
English pronunciation instruction: Current approaches and practical applications.
13. Joe William Moody (MA/Foreign Language Education, 2010). MA Report: The effects
of L1 orthographic features and phonological awareness on Chinese speakers learning to
read English.
14. Crystal Lyn Kusey (MA/Foreign Language Education, 2010). MA Report: Motivational
teaching strategies for pronunciation.
Committee Member (2nd reader)
15. Steven Andrew Kroman (MA/Foreign Language Education, 2014): MA Report: Making
sense of speech: A practical approach to pronunciation assessment.
16. Emily Marie Noble (MA/Foreign Language Education, 2014): MA Report: Teaching
suprasegmentals through strategy use and technology.
17. Paul Eric Leeman (MA/Foreign Language Education, 2014): MA Report: Watching the
signs: An examination of foreign/second language written corrective feedback.
15
Veronica G. Sardegna
18. Katie J. Dunlap (MA/Foreign Language Education, 2012): MA Report: Describing and
analyzing English as a Lingua Franca.
19. Elizabeth Trippet Swann (MA/Foreign Language Education, 2012): MA Report: The
grammar teaching toolbox: A resource for U.S. secondary school foreign language
teachers.
20. Margaret Enid Havelaar (MA/Foreign Language Education, 2012): MA Report:
Improving second language oral production: Teaching implications from recent
research.
21. Daniel Louis Moon (MA/Foreign Language Education, 2011). MA Thesis: High school
English language learners and college-going: Three stories of success.
22. Moises Morales Dominguez (MA/Foreign Language Education, 2010). MA Report:
Portfolio assessment: Autonomous learning.
• Independent Study Courses, The University of Texas at Austin
Spring 2013:
Fall 2013:
Spring 2013:
Fall 2012:
Fall 2011:
X.
•
Nancy Meredith (FLE graduate); Crystal Kusey (FLE graduate); Vivian Flanzer
(FLE graduate)
Shilpa Parnami (FLE graduate); Jenna O’Connor (FLE graduate)
Nancy Meredith (FLE graduate); Crystal Kusey (FLE graduate); Vivian Flanzer
(FLE graduate)
Kelly Martin (FLE graduate)
Kathleen Christian Smith (FLE graduate)
ADMINISTRATIVE AND COMMITTEE SERVICE
Service to the University of Pittsburgh
2014 - present
Member, Master’s EdD Program Committee
Fa 14 - Sp 15
Member, Search Committee for Assistant Professor Position in Science Education
•
Service to the University of Texas at Austin
2013 - 2014
Member, Ad Hoc Nominating Committee, Department of Curriculum and
Instruction (C&I).
2011 - 2014
Member, Standing Committee on Programs and Courses, C&I.
2012 - 2014
Member, Foreign Language Education Ad-Hoc Scholarship Committee, Program
in Foreign Language Education (FLE).
2010 - 2014
Member, Graduate Studies Committee (GSC), C&I.
2011 - 2013
Member, FLE Admissions Committee, Program in FLE
2010 - 2014
Member, Graduate Studies Committee (GSC), Program in FLE.
16
Veronica G. Sardegna
•
Service to the University of Illinois at Urbana Champaign (while Teaching Assistant)
2004 - Fall 2007
ETS SPEAK Test Rater
2004 - Fall 2007
Entrance ESL Placement Test Oral Interviewer
2004 - 2006
Teacher trainer for International Teaching Assistants, “Voice Skills for
Communication” at the International Teaching Assistants Orientation,
Center for Teaching Excellence
•
Spring 04, Fall 04
Teacher trainer for Oral Interviewers
•
XI.
Instructed each time around 200 new international teaching assistants from 50
academic units on ways to improve their English voice skills, rhythm, and melody.
Conducted recalibration sessions for the Entrance ESL Placement Oral Interview.
PROFESSIONAL AFFILIATIONS
American Educational Research Association (AERA)
Teachers of English to Speakers of Other Languages (TESOL)
American Association of Applied Linguistics (AAAL)
American Council on the Teaching of Foreign Languages (ACTFL)
Texas Foreign Language Association (TFLA)
Tex-TESOL III
Association for Business Communication (ABC)
(Last Updated: 05/12/2015)
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