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Jennifer LacroixCurriculum VitaeWinter 2018Boston UniversitySchool of Education2 Silber Way., Boston, MA 02215Office 310 – lacroixj@bu.edu - 617.549.8827EDUCATION & CERTIFICATIONDegreesEd.D. in Language Education(2019)Boston UniversityDissertation title: TBDCommittee: Dr. Marnie Reed (Chair)MA in Intercultural Relations & International Higher Education2005Lesley University, Cambridge, MABA in English 1998The University of Vermont, Burlington, VTCertificatesTeaching English to Speakers of Other Languages (TESOL) – graduate level2013Boston UniversityTeaching English as a Foreign Language (TEFL)1999The Worldwide Teachers’ Institute, Boston, MAAWARDS Doctoral Education Fellowship, The School of Education, Boston University2015-2019Graduate Student Travel Award, School of Education’s Research Committee2016Graduate Student Travel Award, School of Education’s Research Committee2015PROFESSIONAL PUBLICATIONS Lacroix, J. (submitted). Listening skills instruction: Second language teacher cognition and classroom pedagogy. Journal of the European Second Language Association.Lacroix, J., Reed, M., Harbaugh, A. (2016). The effect of metacognitive strategy instruction on L2 learner beliefs and listening skills. In J. Levis, H. Le, I. Lucic, E. Simpson, & S. Vo (Eds). Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Dallas, TX, October 2016 (pp.). Ames, IA: Iowa State University. Lacroix, J., (2012). Using intercultural role-plays in the ESOL classroom. In TESOL Connections (Feb).Lacroix, J. (2006). Rediscovering the film series Faces of Change: Afghanistan. Smithsonian: National Museum of Natural History 28(1). Washington, DC.Lacroix, J. (2005). Teacher’s corner: From the Inside Out, a documentary. Smithsonian: National Museum of Natural History 26(1). Washington, DC.CONFERENCE PRESENTATIONSLacroix, J. (May, 2018). Professional development for incorporating strategy-based metacognitive listening instruction. Massachusetts Association of Teachers to Speakers of Other Languages (MATSOL) Annual Conference, Framingham, MA, USA. Lacroix, J. (March, 2018). Academic listening pedagogy: University-based IEP teachers’ cognitions and practices. TESOL International Convention & English Language Expo, Chicago, IL, USA.Lacroix, J. (August, 2017). Voices from the field: Examining the connections between English language teachers’ beliefs and practices in teaching listening, EuroSLA, University of Reading, Reading, England.Lacroix, J. (June, 2017). Teaching academic listening skills doesn’t equal teaching note-taking. Massachusetts Association of Teachers to Speakers of Other Languages (MATSOL) Annual Conference, Framingham, MA, USA. Lacroix, J. (April, 2017). Do you hear what I hear? Puzzling EAP listening pedagogy. Applied Linguistics Winter Conference (ALWC), Borough of Manhattan Community College, New York City, NY, USA.Lacroix, J. (March, 2017). Lost opportunity? Why university IEP instructors don’t teach listening. TESOL International Convention & English Language Expo: Doctoral Research Forum, Seattle, WA, USA. Lacroix, J., Reed, M., and Harbaugh, A.G., (March, 2017). Engaging in action research: The effects of metacognitive listening instruction. TESOL International Convention & English Language Expo, Seattle, WA, USA.Lacroix, J., Reed, M, and Harbaugh, A.G. (April, 2016). Metacognitive strategy instruction improves L2 skills in processing aural input. Boston University School of Education Teaching and Research Conference, Boston, MA, USA. Lacroix, J. and Reed, M. (March, 2016). Improving listening skills instruction: TESOL training program and IEP collaboration, Applied Linguistics Winter Conference (ALWC), Teachers College Columbia University, New York, NY.Lacroix, J. and Reed, M. (December, 2015). Teaching effective listening skills: Connected speech and non-standard stress. Teaching English to Speakers of Other Languages (TESOL) Asia, National Institute of Education, Singapore. Lacroix, J. and Reed, M. (November, 2015). Metacognitive strategy instruction improves L2 skills in processing aural input. Pronunciation in Second Language Learning and Teaching Conference (PSLLT), Texas A&M University, Dallas, TX.Lacroix, J. and Reed, M. (May, 2015). Cutting-edge and relevant teaching, not testing, of listening and speaking. Massachusetts Educators of English Language Learners (MATSOL) Conference, Framingham, MA.Lacroix, J. and Reed, M. (March, 2015). English connected speech, stress, and intonation: students’ perspectives and progress. Applied Linguistics Winter Conference (ALWC), Teachers College Columbia University, New York, NY. Reed, M. and Lacroix, J. (March, 2015). Strategies for processing aural input at metacognitive and skill levels. Applied Linguistics Winter Conference (ALWC), Columbia University, New York, NY. Lacroix, J. et al. (March, 2015). TESOL standards publications and updates. Teaching English to Speakers of Other Languages (TESOL) International Association, Toronto, Canada. Lacroix, J. et al. (March, 2014). TESOL standards publications as practical resources – teacher training and adult education. Teaching English to Speakers of Other Languages (TESOL) International Association Convention Program, Portland, OR.Kohn, N. and Lacroix, J. (May, 2013). Arabic and Chinese collaboration accelerates the acquisition of mathematics registers. Massachusetts Association of Teachers to Speakers of Other Languages (MATSOL) Annual Conference, (MATSOL) Conference, Framingham, MA.Kohn, N. and Lacroix, J. (March, 2013). Acquisition of mathematics registers by college bound Arabic ELLs. Teaching English to Speakers of Other Languages (TESOL) International Association Convention Program, Dallas, TX. Lacroix, J., Beqari, S., and Taub, S. (May, 2012). Faculty-staff collaboration to support scholarship students in intensive English programs. Massachusetts Association of Teachers to Speakers of Other Languages (MATSOL) Annual Conference, Framingham, MA.TEACHING & ADVISINGTufts UniversityESL Instructor 2016 - PresentBoston University’s Center for English Language and Orientation Programs Senior Lecturer2009 – 2016Special Program Advisor/Coordinator2009 – 2012EC English Boston Language SchoolTEFL Instructor2007 – 2009ESL Instructor2006 – 2009Special Program Coordinator2006 – 2009Sanofi-AventisESL Cross-Cultural Consultant2004 – 2010Lesley UniversityGraduate Teaching Assistant2004 – 2006ESL Graduate Writing Tutor2003 – 2005Dean College, Intensive English ProgramESL Instructor2002 – 2003Bi-Cultural Executive Language Services, Barcelona, SpainEFL Instructor2000 – 2001Pine Manor College, Intensive English ProgramESL InstructorSummer 2000Amherst School District, Amherst, NHESL K-12 Instructor/Tutor1999 – 2000Boston University CoursesSchool of Education: Teaching AssistantLS560: Introduction to Language and Language AcquisitionSchool of Education, Boston University, Fall 2016, Fall 2017In this course, students explore the nature of language and language development from infancy through childhood by focusing on the progression of first language acquisition in each of the traditional areas of linguistic analysis: phonetics and phonology (the sounds and sound patterns of language), morphology (the internal structure of words), syntax (the structure of sentences), semantics (the nature of linguistic meaning), and discourse-pragmatics (the use of natural language in communication). The acquisition material focuses on first language acquisition of spoken English in typically developing preschool children; acquisition in children who are learning languages other than English; children who are learning two languages simultaneously or sequentially; children who are not typically developing; and school-age children. RS600: Introduction to Research (on-line)School of Education, Boston University, Summer 2016, Summer 2017This on-line course introduces students to the skills and methods used in conducting research and in establishing the criteria for identifying research-based practice, interventions and curriculum in education settings. Students become familiar with quantitative, qualitative, mixed method, and action research approaches to inquiry. Students develop skills in conducting literature searches, examining empirical research studies and learning how to apply these methods to answer questions that are relevant to their graduate program area. Students leave this course better consumers of research findings presented in the mass media, able to critically read primary research articles and able to participate in research-based efforts to improve education. ED410: Social Contexts of Education in the United States School of Education, Boston University, Fall 2015Focus on how culture, race, language, poverty, social change, urban pressures, and rural isolation affect the work of schools and educational institutions, based upon reading, discussion, field research, and extensive writing by students. ED412: Civic Contexts of Education in the United StatesSchool of Education, Boston University, Fall 2015Focus on political and professional decision making in education in a democracy, emergent issues in educational policy, and the ethics of educational practice, based upon reading, discussion, planning exercises, and extensive writing by students. Center for English Language and Orientation Programs: Course InstructorC4562: Teaching English and American Literature for the Advanced CurriculumBoston University’s Center for English Language and Orientation Programs (CELOP), Summer 2014, Summer 2015This course is designed to offer current English instructors in bi-cultural or English as a Foreign Language (EFL) settings how to effectively teach English language skills. The focus is on strengthening participants’ listening, speaking, reading and writing within the context of English language and literature. While trainees are studying in this teacher training course, they are not only “students,” but also observers of experienced practitioners. Participants learn how language skills as well as culture can be taught through American literary texts. Trainees also discuss the critical process of student assessment and evaluation.English for Academic Purposes – Beginner, Intermediate, Advanced levelsBoston University’s Center for English Language and Orientation Programs (CELOP), Spring 2010, Summer 2010, Fall 2010, Spring 2011, Summer 2011, Fall 2011, Spring 2012, Summer 2012, Fall 2012, Spring 2013, Summer 2013, Fall 2013, Spring 2014, Summer 2014, Fall 2014, Spring 2015Focuses on preparing students to succeed in an American college or university. Participants improve their overall abilities in both spoken and written English, as well as their understanding of the U.S. academic culture. As a “core class,” it integrates the four primary language skills of reading, writing, listening, and speaking as well as grammar for academically oriented students. The purpose of the class is to help develop accuracy and fluency in the four language skills; help develop vocabulary, grammar, and pronunciation; and provide opportunities to strengthen U.S. cultural and academic awareness and adaptation. Academic Writing - intermediate levelsBoston University’s Center for English Language and Orientation Programs (CELOP), Fall 2009, Summer 2015Explores how to help students improve their writing skills by teaching them the elements of clear, coherent, and grammatically correct English writing. Students review organizational techniques for developing and presenting their ideas and learn how to combine sentences effectively. Students also work on the overall writing process, learning how to revise their writing, so that the final draft is sophisticated and accurate. During the course students write, edit, and rewrite three essays. Pronunciation, Speaking, and Listening - intermediate and advanced levelsBoston University’s Center for English Language and Orientation Programs (CELOP), Fall 2014, Spring 2015Explores how to help students pronounce English more clearly and fluently in social and professional settings, while also improving their listening comprehension. Students study the rhythm, stress, and intonation patterns of English at the segmental and suprasegmental levels. Students receive personal attention to help them identify and work on their specific pronunciation problems. Class activities include: small group discussions to practice expressing oneself clearly with confidence, learning strategies that will help other speakers of English understand one better, and listening to authentic materials to improve one’s understanding of spoken English. Internet-Based TOEFL Preparation (iBT TOEFL) - intermediate and advanced levelsBoston University’s Center for English Language and Orientation Programs (CELOP), Summer 2010, Fall 2010, Summer 2011, Summer 2013, Fall 2013, Spring 2014This course is designed for students preparing to take the internet-based TOEFL examination (iBT) for university admission. Students work on improving test-taking skills to help increase their score. Students prepare for all four sections of the examination: reading, listening, writing, and speaking. Students do preparatory exercises and sample tests. This is an intensive exam-preparation course and requires regular homework assignments. PROFESSIONAL SERVICE TESOL International Association, Standards Professional Council, Member (March 2013-Present).Co-Chair, Boston University Conference on Language Development (BUCLD 41), Boston University Linguistics Department (November, 2015).Boston University’s TESOL program (February – April, 2013). Hosted student field observer.Boston University’s TESOL program (June, 2012). Hosted student field observer.TESOL International Association Annual Meeting, Philadelphia, PA. (March, 2012). Standards Committee member. Reviewed summaries of TESOL’s 2012 professional development needs surveys and discussion of ELT white paper manuscript: A principles-based approach for ELT practices and policies.Boston University’s TESOL program (March, 2011). Mentored Humphrey Fellow in TOEFL methodology and curriculum development.Heinle Cengage Learning. Pathways: Listening, Speaking, and Critical Thinking 3 (2011). Faculty reviewer.PROFESSIONAL MEMBERSHIPSTESOL, MATSOLLANGUAGESEnglish (Native Speaker), French (Intermediate/Advanced), Spanish (Advanced), Japanese (Beginner), Turkish (Beginner), and German (Advanced Beginner). ................
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