Graduate Student Experiences in the Teaching English Practicum


Tuesday, March 28 – 12:00pm – Campus Center 307

Julie Belz with Samantha Melvin, Esen Gokpinar-Shelton, Kim Robertson, and Kim Waletich
The English Department at IUPUI offers two graduate degrees in Teaching English to Speakers of Other Languages (TESOL): a graduate certificate (18 credits) and an MA TESOL (31 credits). Five former and current TESOL students will speak about their diverse experiences in the Teaching Practicum, a semester-long apprenticeship with a master teacher, which may also serve as a research site for student projects.
Julie A. Belz (PhD, University of California at Berkeley, 1997) joined the faculty of the English Department in the Indiana University School of Liberal Arts in 2007 where she is an Associate Professor of Applied Linguistics, English, and World Language and Cultures and the Director of the Graduate Certificate Program in Teaching English to Speakers of Other Languages (TESOL). From 1997-1998, Prof. Belz was Language Program Director in the German Studies Department at the University of Arizona; from 1998-2006 she was Assistant Professor of Applied Linguistics and German at Penn State University; and from 2006-2007 she was Visiting Professor of Applied Linguistics, TESOL, and Teaching Foreign Languages at the Monterey Institute of International Studies in Monterey, California. During Fall 2013, she spent her sabbatical leave as a Visiting Researcher in the Department of German at Georgetown University in Washington, DC. She has been a Scholar-in-Residence at the Indiana Center for Intercultural Communication at Indiana University, an affiliate of the Center for Language Acquisition at Penn State, and a Project Director at the Center for Advanced Language Proficiency Education and Research (CALPER), a federally-funded National Language Resource Center.

Julie Belz’s research focuses on Internet-mediated foreign language education, L2 pragmatics, developmental learner corpus analysis, foreign language play, multilingual writing, and language learner identity. She has published in a wide variety of refereed outlets, including the Annual Review of Applied Linguistics, Language Learning, and International Journal of Applied Linguistics. In 2009, she was co-recipient of the Paul A. Pimsleur Award given by the American Council on the Teaching of Foreign Languages (ACTFL) and the Modern Language Journal for Research in Foreign Language Education for her article in Language Learning & Technology entitled “The pedagogical mediation of a developmental learner corpus for classroom-based language instruction.”

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