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My teaching and research interests include questions
regarding what second language learners require in order to become competent
speakers of the target language and how teachers can promote language learning
through contextualized and engaging classroom practices. From the perspective of sociolinguistics, I am interested in discovering
what cultural conventions learners must understand to use speech appropriately
in various social settings and how their sociolinguistic performance affects
their interaction with other speakers of the language.
I am also interested in promoting contextualized grammar
instruction so that teachers link the understanding of grammar with students’
use of language in oral and written discourse.
In my pedagogical grammar course, I draw on examples of grammatical
structures in texts ranging from picture books for elementary age children to
standardized reading tests to content area texts for secondary students.
I currently work collaboratively with a colleague
on action research in pre-service teacher education, with a focus on how to
deliver language instruction in a content-based approach to language
instruction. I strive to be a reflective teacher in my work with pre-service and
in-service second language teachers, as well as to encourage them to use
reflection in their practice.
Selected
publication
Ranney, Susan. (1992). Learning a new script: An exploration of sociolinguistic
competence. Applied Linguistics, 13, 25-50.
January 2003
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