SHANNON MCCROCKLIN
CURRICULUM VITAE
EDUCATION
2009-2014 2007-2009 2004-2007 EMPLOYMENT 2014-Present 2013-2014 2009-2014 2011 2009 2007-2009 2007-2009 |
Ph.D. Applied Linguistics and Technology Iowa State University Dissertation: Fostering Pronunciation Learners' Autonomy through Hybrid Courses Utilizing ASR M.A. Teaching English as a Second Language University of Illinois at Urbana-Champaign B.A. International Studies University of Illinois at Urbana-Champaign Concentration: English as an International Language Minor: French Assistant Professor University of Texas-Pan American Engl 99L & R Course Coordinator Iowa State University Provided teacher training, completed teacher observations, developed course materials Teaching Assistant Iowa State University Sole-taught and designed courses Research Assistant Iowa State University Co-wrote grant application with Volker Hegelheimer for a $1.2 million grant from the Bureau of Educational and Cultural Affairs in the U.S. Department of State. Served as administrative assistant for the first semester of the project once awarded. Visiting Lecturer Intensive English Institute at the University of Illinois at Urbana-Champaign Sole-taught and designed course SPEAK Rater for the Center for Teaching Excellence University of Illinois Rated SPEAK tests of prospective International Teaching Assistants Teaching Assistant University of Illinois at Urbana-Champaign Sole-taught and designed courses |
PUBLICATIONS
Peer Reviewed Journal Article
McCrocklin, S. (2012). Effect of Audio vs. Video Training on Aural Discrimination of Vowels. TESL-EJ, 16(2), 1-16.
Peer Reviewed Conference Proceedings
McCrocklin, S. (2014). Dictation Programs for Pronunciation Learner Empowerment. In J. Levis & S. McCrocklin (Eds). Proceedings of the 5th Pronunciation in Second Language Learning and Teaching Conference, Sept. 2013 (pp. 30-39). Ames, IA: Iowa State University.
McCrocklin, S. and Link, S. (2014).What is identity? ESL and Bilinguals' Views on the Role of Accent. In J. Levis & S. McCrocklin (Eds). Proceedings of the 5th Pronunciation in Second Language Learning and Teaching Conference, Sept. 2013. (pp. 137-144). Ames, IA: Iowa State University.
McCrocklin, S. (2012), Effect of audio vs. video listening exercises on aural discrimination of vowels. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011. (pp. 178-186). Ames, IA: Iowa State University.
McCrocklin, S. (2012), The role of word stress in English as a lingua franca. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011. (pp. 249-256). Ames, IA: Iowa State University.
Review
McCrocklin, S. (2011). [Review of the book English Communication for International Teaching Assistants by G. Gorsuch, C.M. Meyers, L. Pickering, & D.T. Griffee]. TESL-EJ, 14(4), 1-3.
PRESENTATIONS
Refereed Presentations
2014
2014 2014 2013 2013 2013 2012 2012 2011 2011 2011 2009 |
‘Test Stakeholders’ Perceptions of a Post-placement Assessment in ESL Reading Classes.’ Poster presented at the 2014 Midwest Association of Language Testers (MwALT) Conference, Ann Arbor, Michigan. With Zhi Li.
‘Automatic Speech Recognition: Making it Work for your Pronunciation Class’ Teaching Tip presented at the 2014 Pronunciation for Second Language Learning and Teaching (PSLLT) Conference, Santa Barbara, CA. ‘Fostering Pronunciation Learners’ Autonomy through Hybrid Courses Utilizing ASR.’ Poster presented at the 2014 Conference of American Association of Applied Linguistics (AAAL), Portland, OR. ‘Dictation Programs for Pronunciation Learner Empowerment.” Paper to be presented at the 5th Annual Pronunciation for Second Language Learning and Teaching (PSLLT) Conference, Ames, IA. ‘What is identity? ESL and Bilinguals' Views on the Role of Accent.’ Paper to be presented at the 5th Annual PSLLT Conference, Ames, IA. With Stephanie Link. ‘Knowing loss: Differing viewed on accent and identity.’ Roundtable discussion presented at the 2013 Conference of the American Association of Applied Linguists (AAAL), Dallas, TX. With Stephanie Link. ‘Gender and power: Bringing a critical eye to literature with Systemic Functional Linguistics.’ Paper presented at the 2012 Conference of the National Council of Teachers of English, Las Vegas, NV. With Tammy Slater. ‘Accent and identity: Fear of sounding native?’ Paper presented at the 4th Annual PSLLT Conference, Vancouver, BC. With Stephanie Link. ‘Effect of audio vs. video on aural discrimination of vowels.’ Paper presented at the 28th annual Computer Assisted Language Instruction Consortium (CALICO), Victoria, BC. ‘The role of word stress in English as a Lingua Franca.’ Poster presented at the 3rd Annual PSLLT Conference, Ames, IA. ‘Audio/video training: Student’s reactions and improvement.’ Paper presented at the 3rd Annual PSLLT Conference, Ames, IA. ‘Audio vs. Video in improving pronunciation listening activities’ Presented at the 26th annual CALICO Conference, Tempe AZ. |
TEACHING EXPERIENCE
All courses taught as a TA were sole-taught and designed
Iowa State University
Methods in Teaching Listening and Speaking Skills to Nonnative Speakers of English (Engl 525)
Course covers theoretical issues and practical techniques in the teaching of second language pronunciation, listening, and speaking skills.
Introduction to Linguistics (Engl 219)
Course offers an introduction to linguistic concepts including phonetics, phonology, morphology, syntax, semantics, regional and social dialects, language acquisition,
and language change.
Critical Thinking and Communication (Engl 150)
Course develops critical reading and thinking abilities. Students are introduced to basic oral, visual, and electronic communication principles to support
writing development.
Strategies for Non-native Speakers of English: Academic Speaking and Pronunciation (Engl 99S)
Course helps students develop their speaking and listening skills, covering the stress patterns of long words, the rhythm of spoken English, fluency, and the intonation
of English statements and questions.
English for Native Speakers of Other Languages: Academic English II- Undergraduates (Engl 101C)
Course improves students' writing abilities, particularly in the areas of content development and organization. Students are also supported in grammar and
vocabulary development.
Strategies for Non-native Speakers of English: Strategies for Listening (Engl 99L)
Course helps students develop their listening skills in English, improving the comprehension of spoken English, developing strategies for listening to academic lectures
in English, developing note-taking skills, and acquiring vocabulary in English.
Strategies for Non-native Speakers of English: Strategies for Reading (Engl 99R)
Course helps students develop their reading skills, developing fluency and self-confidence in reading, developing reading strategies, developing vocabulary,
and providing practice in understanding a variety of published reading sources.
University of Illinois at Urbana-Champaign
English Pronunciation for Academic Purposes (ESL 110/510)
Course focuses on the rhythm, stress, intonation, and sounds of natural speech, and the use of ordinary English spelling to guide the pronunciation of newly
encountered words in order to improve the international student's ability to speak and understand English at normal conversational speed and to give the student
the ability to continue improving pronunciation skills after the course is finished.
English Pronunciation of International Teaching Assistants (ESL 504)
Course focuses on the sounds, rhythm, and melody of spoken English for current and potential international teaching assistants who are required to teach in
English. Course includes word and phrase level study with special emphasis on the pronunciation of English vocabulary in students' own academic disciplines.
The Intensive English Institute at University of Illinois
Beginner Level Pronunciation
Course covers the basic sounds, rhythm and intonation of English. Students are given many opportunities to practice listening for pronunciation and to practice with
their own English pronunciation.
All courses taught as a TA were sole-taught and designed
Iowa State University
Methods in Teaching Listening and Speaking Skills to Nonnative Speakers of English (Engl 525)
Course covers theoretical issues and practical techniques in the teaching of second language pronunciation, listening, and speaking skills.
Introduction to Linguistics (Engl 219)
Course offers an introduction to linguistic concepts including phonetics, phonology, morphology, syntax, semantics, regional and social dialects, language acquisition,
and language change.
Critical Thinking and Communication (Engl 150)
Course develops critical reading and thinking abilities. Students are introduced to basic oral, visual, and electronic communication principles to support
writing development.
Strategies for Non-native Speakers of English: Academic Speaking and Pronunciation (Engl 99S)
Course helps students develop their speaking and listening skills, covering the stress patterns of long words, the rhythm of spoken English, fluency, and the intonation
of English statements and questions.
English for Native Speakers of Other Languages: Academic English II- Undergraduates (Engl 101C)
Course improves students' writing abilities, particularly in the areas of content development and organization. Students are also supported in grammar and
vocabulary development.
Strategies for Non-native Speakers of English: Strategies for Listening (Engl 99L)
Course helps students develop their listening skills in English, improving the comprehension of spoken English, developing strategies for listening to academic lectures
in English, developing note-taking skills, and acquiring vocabulary in English.
Strategies for Non-native Speakers of English: Strategies for Reading (Engl 99R)
Course helps students develop their reading skills, developing fluency and self-confidence in reading, developing reading strategies, developing vocabulary,
and providing practice in understanding a variety of published reading sources.
University of Illinois at Urbana-Champaign
English Pronunciation for Academic Purposes (ESL 110/510)
Course focuses on the rhythm, stress, intonation, and sounds of natural speech, and the use of ordinary English spelling to guide the pronunciation of newly
encountered words in order to improve the international student's ability to speak and understand English at normal conversational speed and to give the student
the ability to continue improving pronunciation skills after the course is finished.
English Pronunciation of International Teaching Assistants (ESL 504)
Course focuses on the sounds, rhythm, and melody of spoken English for current and potential international teaching assistants who are required to teach in
English. Course includes word and phrase level study with special emphasis on the pronunciation of English vocabulary in students' own academic disciplines.
The Intensive English Institute at University of Illinois
Beginner Level Pronunciation
Course covers the basic sounds, rhythm and intonation of English. Students are given many opportunities to practice listening for pronunciation and to practice with
their own English pronunciation.
ACADEMIC SERVICE
2014
2014 2014 2013 2012 2011 2011 2011 2010 2010 2009 |
English Education Committee
English Department Assessment Committee Co-editor of the PSLLT Proceedings Co-organizer PSLLT Conference, Ames IA Social Committee for ALT & MATESL Programs Developed Engl 525: Methods in Teaching Listening and Speaking Skills to Nonnative Speakers of English as an online course Abstract reviewer for PSLLT Conference, Ames IA Student Volunteer CALICO Conference, Victoria, BC Abstract reviewer for PSLLT Conference, Ames IA Volunteer for TSLL Conference, Ames, IA Student Volunteer CALICO Conference, Tempe, AZ |
LANGUAGES
English- native
French- written: intermediate, spoken: intermediate
HONORS
2014
2010 2010 2009 2009 2009 2008 2004 2004 2004 |
Iowa State University Teaching Excellence Award
Freda Huncke Endowment Graduate Teaching Fellowship Golden Key International Honour Society M.A. TESL Graduated with Distinction The Honor Society of Phi Kappa Phi Center for Teaching Excellence: “List of teachers ranked as excellent by their students: Spring 2009” Ranked as Outstanding (Top 10%) Center for Teaching Excellence: “List of teachers ranked as excellent by their students: Fall 2008” Ranked as Excellent (Top 30%) National Society of Collegiate Scholars Alpha Lambda Delta (National Honor Society for Freshmen) University of Illinois Dean’s List |
PROFESSIONAL ORGANIZATIONS
American Association for Applied Linguists (AAAL)
The Computer Assisted Language Instruction Consortium (CALICO)