Jennifer Ewald, Ph.D.
- 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)
- The Inbox: Understanding and Maximizing Student-Instructor E-mail (Equinox Publishing LTD, 2016)
- El español a través de la lingüística: Preguntas y respuestas (Cascadilla Press, 2008)
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.