Jennifer Ewald, Ph.D.
Office: Bellarmine 330 B
- Ph.D., University of Minnesota (Spanish Linguistics, Pedagogy)
- MA, Indiana University (Spanish Linguistics, Applied Linguistics, and TESOL)
- BA, Indiana University-Purdue University at Indianapolis (Spanish and Philosophy)
Jennifer Ewald teaches in both the Linguistics Program and the Spanish Program and serves as an advisor for students minoring in Linguistics and/or TESOL (Teaching English to Speakers of Other Languages).
She regularly teaches courses including An Introduction to Linguistics (LIN 101), Language, Linguistics, and the Real World (LIN 150), Language and the Law (LIN 260), Language Acquisition and Learning (LIN 280), Teaching Languages at Home and Abroad (LIN 301), and Communication in Social Contexts (LIN 340). She also teaches Spanish language courses as well as upper-division Spanish courses in Communication, Conversation, and Advanced Spanish Grammar, and courses on various topics within Spanish Linguistics, including An Introduction to Spanish Linguistics, Methods for Teaching Spanish, and Spanish Phonetics and Phonology.
El español a través de la lingüística: Preguntas y respuestas (Cascadilla Press, 2008, Editorially-reviewed).
“Student-Teacher Dialogue Journals: Students’ Concerns about Spanish 101”. The NECTFL Review. 70:31-50. 2012. Blind peer reviewed.
“Rhetorical Strategies of McCain and Obama in the Third 2008 Presidential Debate: Functional Theory from a Linguistics Perspective.” Co-authored by Jessica Loughery, SJU EDU graduate student, Issues in Applied Linguistics. Accepted for Publication. Forthcoming. 2012. Blind peer reviewed.
“‘Can You Tell Me How To Get There?’: Naturally-Occurring Versus Role-Play Data in Direction-Giving.” Pragmatics. 22(1): 79-102. 2012. Blind peer reviewed.
“Second Language Teachers’ Approaches to the First Day of Class: An Investigation of Moral Agency.” Issues in Applied Linguistics. 18(1): 3-26. 2010. Blind peer reviewed.
“’Do You Know Where X Is?’: Direction-Giving and Male/Female Direction-Givers.” Journal of Pragmatics. Vol. 42(9): 2549-2561. 2010. Double-blinded peer reviewed.
“The Assumption of Participation in Small Group Work: An Investigation of L2 Teachers’ and Learners’ Expectations.” Issues in Applied Linguistics. 16(2): 151-174. 2008. Blind peer reviewed.
“Red Lights and Yellow Lights: Informed Use of Online Translators.” Coauthored with Dr. Heather Hennes (Saint Joseph’s University). The Language Educator. 3(1): 45-47. 2008. Editorially reviewed.
“Foreign Language Learning Anxiety in Upper-Level Classes: Involving Students as Researchers.” Foreign Language Annals. 40(1): 122-142. 2007. Blind peer reviewed.
“Students’ Evaluations of Dialogue Journals: Perspectives On Classroom Themes.” Applied Language Learning. 16(1): 37-54. 2006. Blind peer reviewed.
“Language-Related Episodes in an Assessment Context: A ‘Small-Group Quiz’.” The Canadian Modern Language Review. 61(4): 565-586. 2005. Blind peer reviewed.
“Second Language Students Reflect on Their Own Dialogue Journals.” The NECTFL Review. 55: 33-48. Fall 2004. Blind peer reviewed.
“A Classroom Forum on Small Group Work: L2 Learners See, and Change, Themselves.” Language Awareness. 13(3): 163-179. Fall 2004. Blind peer reviewed.
“Students’ Stories of Teachers’ Moral Influence in SL Classrooms: Exploring the Curricular Substructure”, Issues in Applied Linguistics. 14(1): 49-69. 2003. Blind peer reviewed.
“A Plea for Published Reports on the Application of a Critical Pedagogy to ‘Language Study Proper,’” TESOL Quarterly. 33(2): 275-279. Summer 1999. Editorially reviewed, peer reviewed.
“How to Survive the MLA and Get a Job: What Else Candidates Should Know.” The NECTFL Review. 58:5-11. Spring/Summer, 2006. Blind peer reviewed.
“What I Learned from My Dentist About Language Teaching.” Essential Teacher. 1(3): 50-53. Summer 2004. Editorially reviewed, peer reviewed.
“No me gusta hablar con mis compañeros de clase porque cometen tantos errores como yo. ¿Por qué tenemos que trabajar en grupos?” (“I Don’t Like Speaking With My Classmates Because They Make As Many Mistakes As I Do. Why Do We Have to Work in Groups?”) Chapter co-authored with Dr. Marta Antón (Indiana University-Purdue University at Indianapolis) in book entitled El español a través de la lingüística: preguntas y respuestas. Published by Cascadilla Press, 2008. Editorially reviewed.
“Linguistics.” Chapter in book entitled Science for Lawyers, pp. 215-245. Published by the American Bar Association, Section of Science and Technology Law, 2008. Editorially reviewed.
“Present Tense Verbs: A Collaborative Reading.” Brief contribution to book collection entitled: Recipes for Success in Foreign Language Teaching. Katharine N. Harrington & Tina Ware (Eds.). LINCOM Studies In Second Language Teaching, 2008. Editorially reviewed, peer reviewed.
Her research interests include:
- Classroom Discourse
- Second Language Teaching Pedagogy
- Applied Linguistics
- Second Language Acquisition
- Language Teacher Education
"Classroom Discourse" refers to the language used by students and teachers in the context of academic classrooms. Research in classroom discourse explores topics related to teachers' and students' use of questions, issues of power, small group collaboration, physical characteristics of learning environments and their relationship to language use, the morality of teaching, and many more.
"Second Language Teaching Pedagogy" is a broad field encompassing various factors related to teaching a second language including methodology, pedagogy, curriculum development, assessment, language learning strategies, and language learning anxiety, to name a few.
“Pragmatics” is the field of linguistics that studies the relationship between context and meaning and explores language use in various real-life settings.
"Applied Linguistics" broadly refers to the application of knowledge about language and the acquisition of language to practical uses including language teaching, language planning, translation, artificial intelligence, forensic linguistics and so on.
"Second Language Acquisition" focuses on the order, means and rate in which a person learns, or acquires, a second language.
"Language Teacher Education" deals with the training and development of both new and in-service teachers in both theory and practice.