Mellon Fellow Program
Post-Doctoral Fellows | Collaborative Groups | Adjunct Fellows | Pre-Doctoral Fellows
POST-DOCTORAL FELLOWS Continued
Ingrid Hudabiunigg, Lecturer and Researcher in Linguistics and Literatures, University of Bielefeld, Germany: Collection of a set of life histories of adult language learners who had developed native-like fluency in either German or English outside of a formal language learning environment. The study addresses second language acquisition from a new perspective.
Thomas Huebner, Professor, San Jose State University: Investigation of factors affecting language training policy in federal government language programs through the use of surveys, interviews, reviews of institutional documents, and oral histories.
David Ingram, Director, Centre for Applied Linguistics as Languages, Griffith University, Australia: Examination of language policies and practices of U.S. companies through site visits. The investigation included companies' analyses of language needs, language training, and skills assessment.
Keiko Koda, Associate Professor of Modern Languages, Carnegie Mellon University: Research-based instruction for word knowledge development in Japanese: theory into practice.
Linda Elizabeth Lassiter, Assistant Professor of French and Spanish, Southern University: Examination of the relationship between race and attitudes of students toward foreign language study.
Jennifer Li, Independent Researcher (Recent Graduate, University of California, Los Angeles): Identification of some factors that affect language retention and loss among Korean, Japanese and Vietnamese Americans whose parents were immigrants to the United States.
Joseph LoBianco, Managing Director, The National Languages and Literacy Institute of Australia Limited: Examination of the disciplines of language planning and language-in-education planning and their relevance for developed nations and post-national economies.
Michael Long, Professor of English as a Second Language, University of Hawaii: Exploration of the language tasks that confront the second language learners after leaving the formal education system.
Mary McGroarty, Associate Professor, Applied Linguistics Program, Northern Arizona University: Construction of a theoretical rationale with preliminary data to illustrate the importance of functional bilingualism in the U.S. domestic economy.
Myriam Met, Foreign Language Coordinator, Montgomery County Public Schools, Maryland: Study of decision-making about foreign language instructional practices in middle schools.
Michael Morris, Professor of Political Science, Clemson University: Examination of the impact of the North American Free Trade Agreement (NAFTA) on foreign language pedagogy in higher education.
Tazuko Ajiro Monane, Professor of the Practice of Japanese Language, Harvard University: Investigation of the role of cultural background in Japanese language pedagogy. The research examined various cultural traits of native Japanese language teachers that affect teaching success with American students.
Brian North, Pedagogical Advisor, Eurocentres Learning Service, Zurich: Elaboration of a Common European Framework for the description of language learning at all levels which enables learners to assess their progress by means of comparison to a set of defined reference points.
Mats Oscarson, Professor of Education, Göteborg University, Sweden: A survey of international research on educational systems and foreign language learning outcomes from a variety of educational settings that represent different societal and educational conditions in order to better understand the factors that determine success in the foreign language classroom.
Maria Oud-de Glas, Professor, Institute of Applied Social Science, University of Nijmegen, the Netherlands: A study of European language policy planning initiatives with special emphasis on the Netherlands.
Joan Rubin, Independent Consultant: Application of findings from recent work in cognition, learning, studies of expert learners, and much of her own research to the development of a framework for promoting learner self-management in language study.
Kari Sajavaara, Professor, Department of English, University of Jyvaskyla, Finland: Examination of cross-linguistic and cross-cultural problems in communication, with special emphasis on language in the workplace.
Elana Shohamy, Professor of Language Education, School of Education, Tel Aviv University, Israel: Development of new foreign language assessment strategies that can be used directly in the improvement of classroom instruction. NFLC convened an international conference under her leadership in February 1991 to discuss this topic.
Bernard Spolsky, Professor of English and Dean of the Faculty of Humanities, Bar-Ilan University, Israel: A study of the history of the development of different language testing strategies around the world.
Charles Stansfield, President, Second Language Testing, Inc.: Examination of discrepancies in interpretive levels of competency among jurisdictions, as well as addressing questions of how test scores reflect the ability of the interpreter and how tests and standards differ.
Ross Steele, Associate Professor, Department of French Studies, University of Sydney, Australia: Examination of the cultural content of textbooks for beginning and intermediate French.
H. Stephen Straight, Associate Professor of Anthropology and Linguistics, Director of Languages Across the Curriculum, Binghamton University (SUNY): Application of new technologies to expand opportunities for high-level use of diverse languages in postsecondary education.
Jon Strolle, Dean of Language Studies Division, Monterey Institute of International Studies: Examination of the role of non-academic classrooms and the development of new ways of arguing language policy.
John L. Trim, Academic Director, The Cambridge Centre for Languages, England: A proposal for the Council of Europe's Language and Development Plans in preparation for European integration.
Theo van Els, Chair of Applied Linguistics, University of Nijmegen, the Netherlands: A monograph on European national language policy with special reference to the Netherlands.
Leo van Lier, Professor of Educational Linguistics, TESOL/TFL Program, Monterey Institute of International Studies: Technology and interaction in foreign language learning.
