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The Teaching of English as a Second Language
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The Teaching of English as a Second Language |
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| TESOL
Certificate Program |
TESOL M.A. Emphasis | TESOL Add-on Endorsement | GLA Linguistics | Class Offerings |
| Linguistics
Faculty |
MSU ESL Center | Employment Opportunities | Professional Sites of Interest |  |
TESOL and Linguistics Faculty |
Professor Scott Crossley
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| Scott Crossley received his Ph.D. from the University of Memphis in 2006. He teaches both graduate and undergraduate classes in second language acquisition, general linguistics, and TESOL approaches and methodology. He has also held various teaching positions both abroad and in the United States. His past research projects include work with conceptual metaphors, genre analysis, structural grammars, and literary cohesion. His current research interests include computational linguistics, corpus linguistics, dialogue structures, conversational agents, multi-modal behavior, and discourse analysis. He is also affliated with the Institute for Intelligent Systems at the University of Memphis.. |
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Selected publications Crossley, S.A. (2005). Metaphorical considerations in hip-hop music: Toward a better understanding of the hip-hop generation. African American Review, 9, (4) 501-512. [PDF] Crossley, S. A. (2007). A chronotopic approach to genre analysis: An exploratory study. English for Specific Purposes, 26 (1) 4-24. [PDF] Crossley, S. A., Louwerse, M. M., McCarthy, P. M. & McNamara, D. S. (2007). A linguistic analysis of simplified and authentic texts. Modern Language Journal, 91, (2) 15-30. [PDF] Crossley, S. A., Salsbury, T. McCarthy, P. M. & McNamara, D. S. (2008). Using Latent Semantic Analysis to explore second language lexical development. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society (pp. 136-141). Menlo Park, California: AAAI Press. [PDF] McCarthy, P. M., Rus, V., Crossley, S. A., Graesser, A. C., & McNamara, D. S. (2008). Assessing forward-, reverse-, and average entailment indices on natural language input from the intelligent tutoring system, iSTART. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society (pp. 165-170). Menlo Park, California: AAAI Press. [PDF] Crossley, S. A., Salsbury, T., McCarthy, P. M., & McNamara, D. S. (2008) LSA as a measure of second language natural discourse. In V. Sloutsky, B. Love, and K. McRae (Eds.), Proceedings of the 30th annual conference of the Cognitive Science Society (1906-1911). Washington, D.C.: Cognitive Science Society. [PDF] |
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Professor Ginger Pizer
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| Ginger Pizer received her Ph.D. from the University of Texas in 2008. She teaches a variety of linguistics courses, including Introduction to Linguistics, Sociolinguistics, and the History of the English Language. Her research combines approaches from sociolinguistics, first language acquisition, and the linguistics of signed languages to address issues of language use in family contexts, especially among families whose linguistic repertoires include American Sign Language. She has conducted research on the use of “baby signs” between hearing parents and hearing infants and has also investigated the adaptations that deaf parents make to their ASL when they address their deaf infants. She is currently continuing her dissertation research on language choices in families with deaf parents and hearing children. |  |
For questions or information about this page contact: Marty Price
Last Modified: November 29, 2008