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CURRICULUM VITAE

CARMEN ROSA CACEDA

cacedac@wou.edu / crcaceda@yahoo.com

EDUCATION

Ph. D. in Culture, Literacy, and Language, University of Texas at San Antonio, Texas July 2009 Dissertation Title: Teaching English Language Learners: Teacher Candidates’ Language Beliefs M.A., Villanova University, Pennsylvania Spanish Language and Literature May 2004 M.A., Moray House College of Education (The University of Edinburgh), Scotland Teaching English to Speakers of Other Languages (TESOL) September 1991

Thesis Title: A Proposal to Design a Scheme for the Teaching of Grammar in the Existing One-Month In-Service Training Programme in Peru

B.Ed., Universidad Nacional de Educación “Enrique Guzmán y Valle”, Lima, Perú Major: English, Minor: Spanish April 1992 B. Ed., Instituto Pedagogico Nacional de Monterrico (IPN-M), Lima. Perú English April 1989

Thesis Title: Estudio de los Métodos y Técnicas Usadas por los Profesores de Inglés para Desarrollar la Habilidad de la Lectura en Colegios Secundarios Estatales que Pertenecen a las USES 12 y 14 [A Study of the Methods and Techniques Used by Teachers of English to Develop the Reading Skill in Public High Schools that Belong to USES (School Districts) 12 and 14]

PUBLICATIONS

• Cáceda, C. (2013). Teaching tip: Making language explicit. ORTESOL Winter Quarterly Newsletter, 36(1), 3.

• Cáceda, C. (2012). T-E-SOL-Only Connect: Revisiting Notes from a Plenary Session. ORTESOL Winter Quarterly Newsletter, 35(1), 3-5.

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• Cáceda, C. (2011). Reflections about the Comprehensible Input and the Comprehensible Output Hypotheses. ORTESOL Fall Quarterly Newsletter, 34(4), 2-3.

• Bulman, T. & Rice, G. (2011). El Atlas de Oregón para Estudiantes: Un Atlas para los Estudiantes de Primaria y Secundaria. (K. Adams, N. Hunt, C. Fuller, D. Holmstrum, C. Wehner, J. Mar-Zaleski, & C. Cáceda, Trans.) Portland State University: Oregon (Original work published 2008).

• Cáceda, C. (2010). Teacher Candidates’ Beliefs about English Language Learners’

Characteristics. The ORTESOL Journal, Volume 28, 1-8.

• Cáceda, C. (2008). Literacy ¨Voices¨: A Central American glimpse. TEXTESOL II News, Region Two, 27(2), 12.

• Cáceda, C. (2002). The teaching of English in state schools in Peru. APPI’s ELT Quarterly, 1, 2-3.

• Cárdenas, Y. and Cáceda, C. (1999). Technical English for Doctors. Lima:

Universidad Nacional Mayor de San Marcos.

• Cárdenas, Y. and Cáceda , C. (1997). British Phonetics and Phonology. Lima: Universidad Nacional Mayor de San Marcos.

• Cáceda, C., Marin, L., Rainey, I., Trujillo, G., and Valverde, Z. (1996). English Express:

Book Four. Lima, Peru: Librería Peruano-Británica

• Cáceda , C. (1996). Promoting more effective vocabulary processing techniques Newsletter by the Teachers of the Britanico. Lima, Peru:ACPB.

Publications (Under review or in progress)

• Cáceda, C., Langman, J., and Garza, E. A Case Study about Teacher Candidates’ Beliefs about Code-Switching. (Under review: The National Forum of Teacher Education Journal)

• Troyer, R., Cáceda, C., Giménez-Eguibar, P. Unseen Spanish in small-town America: A minority language in the linguistic landscape. (Chapter Under review)

• Dantas-Whitney, M. & Cáceda, C. Aprendices de una segunda lengua examinan situaciones de poder e identidad en el discurso academic a través de una etnografía colaborativa [L2 college students examine issues of power and identity in academic discourse through collaborative ethnography]. In A. Guerrero, C.V. Echevarría, A. Clemente, M. Dantas-Whitney, & D. Milstein (Eds.). Practices in ethnography in collaboration with children and youth. (Under review)

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• Cáceda, C. Cultural backpacks: Teacher candidates’ voices about their cultures. (To be submitted to Working Papers in Literacy, Culture, and Language Education (WPLCLE), Indiana University. (In progress)

• Cáceda, C. Teacher candidates’ beliefs about their English language learners’ accent (To

be submitted to The ORTESOL Journal, Volume 32). (In progress)

• Langman, J., Cáceda, C., & Bayley, R. Child-language brokering in the classroom: Expert identities in a community of practice. (In progress)

• Cáceda, C. Reflections on what learning to drive reminded me of learning to teach (In

progress). TEACHING EXPERIENCE Western Oregon University, Division of Teacher Education, ESOL/Bilingual Education Assistant Professor, September 14, 2009-present

Supervisor: Dr. Mark Girod

Undergraduate

ED 483: Culture, Community and the ESOL/Bilingual Classroom ED 492: Teaching Reading and Writing to ESOL & Bilingual Students ED 446: Environments for Diverse Learners ED 409: Practicum: Bilingual/Multicultural

Graduate

ED 631: Methodology: Second Language Learning and Content ED 656: Professional Seminar I–1 credit ED 657: Professional Seminar II–2 credit ED 658: Professional Seminar III–3 credit ED 659: Professional Seminar IV–3 credit ED 682: Sociopolitical Foundations of ESOL/Bilingual Education ED 683: Fostering Cultural and Community Connections in the ESOL/Bilingual Class ED 692: Classroom Strategies in First & Second Language Reading & Writing ED 609: ESOL Practicum ED 616: MAT Half-time Student Teaching

ED 697: MAT Full-time Student Teaching

Independent Studies

ED 603: Professional Project “Practicing Fractions with I-pads in a Dual Language Classroom” (W 13 and S 13) ED 607: Classroom Strategies in First & Second Language Reading & Writing (W 12)

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Professional Development Workshops, Project LUISA

ED 607: Contextualized ELD Instruction, in conjunction with Drs. Dantas-Whitney and Robert Troyer (W 13)

ED 607: Contextualized ELD Instruction for Secondary Teachers, in conjunction with Drs.

Dantas-Whitney and Robert Troyer (S 13)

Study Abroad Program, Rosario, Argentina (U 12)

Undergraduate/Graduate

ED 479/579: Fostering Bilingual Literacy in ESOL/Bilingual Classrooms

University of Texas at San Antonio, Department of Bicultural-Bilingual Studies

Instructor of Record, August 18, 2008–July 10, 2009

Supervisor: Dr. Wayne Wright

Undergraduate

ESL 4003: Approaches to Second Language Teaching

ESL 3023: Second Language Teaching and Learning

ESL 3063: Second Language Teaching and Learning

Graduate

ESL 5003: Linguistics for Second language and BBL Specialists

Academy for Teacher Excellence, College of Education and Human Department Research Assistant, January 15, 2008–August 15, 2008

Supervisors: Drs Belinda Bustos Flores and Lorena Clays

University of Texas at San Antonio, Department of Bicultural-Bilingual Studies Teaching Assistant, August 17, 2004-December 31, 2007

Supervisor: Dr. Wayne Wright Undergraduate ESL 3003: Language and Schooling ESL 3023: Second Language Teaching and Learning

Villanova University, Department of Classical and Modern Languages, Pennsylvania Instructor of Record, August 19, 2002 – May 31, 2004

Supervisor: Gladys Vallieres, Ph.D.

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Undergraduate

SPA 1122: Intermediate Spanish II SPA 1121: Intermediate Spanish I SPA 1112: Beginner Spanish II SPA 1111: Beginner Spanish I

Universidad Nacional Mayor de San Marcos Facultad de Letras y Ciencias Humanas, Centro de Idiomas, Lima, Perú Guest Spanish Instructor, February 01–March 31, 2002

Supervisor: Yony Cárdenas, M.A.

Special Program

Español para Alumnos de la Comunidad Europea (Spanish for the European Community students)

Universidad Nacional Mayor de San Marcos, Facultad de Educación, Lima, Perú Part-time Associate Professor, May 02, 1995–July 25, 2002

Supervisor: Mg. Marina Acevedo Tovar

Undergraduate

Culture and Civilization of English Speaking Countries (1995–1997)

Communicative Competence (Reading and Writing Skills) (2001–2002) English as a Foreign Language (EFL) Methods Course (1995– 2002)

Asociación Cultural Peruano-Británica (ACPB), San Isidro, Perú English Instructor, Oct 30, 1989–July 25, 2002

Supervisor: Mr. César Rivasplata

Language courses

Basic, Intermediate, and Advanced English (1989-1992) Children’s and Junior’s levels (Summers only) First Certificate of English (FCE) Preparation (1992-2002)

Instituto Superior Tecnológico (TECSUP), Lima, Perú Language Instructor, March 01, 1995–Dec 31, 1999

Supervisor: Ing. Manuel Chung

English for Specific Purposes (ESP): Computers, chemistry, and mechanics

ESAN, Escuela de Administración de Negocios para Graduados, Lima, Perú Language Instructor, May 02–December 31, 1994

Supervisor: Ana Maria Orué, M.A

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Advanced level of English

TOEFL Preparation

Ministry of Education–British Council, English for Secondary Schools (ESS) Project, Perú National Executive Coordinator, October 01, 1993–March 31, 1994 Supervisor: Lucia Marticorena, Ph.D.

Oversaw the nationwide project and was in charge of the administrative as well as the methodology issues. Designed, participated, and ran one-month in-service teacher development programs for teachers of English as a foreign language (EFL). Ministry of Education–British Council, English for Secondary Schools (ESS) Project, Perú Specialist of English, October 01, 1991–March 31, 1993 Supervisor: Isobel Rainey English as a foreign language (EFL) Methods Course Tutor in 14 Peruvian Cities Colegio Nacional “San Martin de Porres” # 0025, San Gregorio, Vitarte, Lima, Perú Middle and High School Teacher of English and Spanish, April 04, 1982–July 25, 1990

Supervisor: Fernando Aguirre Palacios (deceased); Aquiles Padilla Maguiña (as of March 2013)

Grades 7-12

English as a Foreign Language Subject, Grades 7–12. Language Arts (Spanish and Literature), Grade 10.

Colegio Particular “Virgen del Carmen”, Vitarte, Lima, Perú Elementary teacher of English, January 2, 1982–March 31, 1982

PRESENTATIONS (Invited)

• Workshop, “ELT Teachers as Constructors of Knowledge,” IATEFL-Peru, Universidad

Nacional Mayor de San Marcos, Lima, Peru, August 31st, 2013

• Teacher Development Sessions, “Snapshots of the What and How of Academic Writing for ELT practitioners,” Universidad del Santa, Chimbote, Peru, August 24th, 2013

• Workshop, “Vocabulary Development: Collocations,” UGEL 06, Vitarte, Lima, Peru, August 17th, 2013

• Workshop, “Emerging Culturally-Responsive Leaders for the Future,” Oregon TRiO

Association’s Student Leadership Conference, PSU, April 12th, 2013

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• Panelist, Documentary Speaking in tongues, OACE Conference, Seaside, Oregon, January 25th, 2013

• Workshop, “A Snapshot on Becoming an ELT teacher: Are we Replicating or Transforming our Practices,”? IATEFL-Peru, December 14th, 2012

• Workshop: “What Do ‘Sick and Tired’ and ‘Ladies and Gentlemen’ Have in Common?”, IATEFL-Peru, Chimbote, Peru, December 8th, 2012

• Workshop, “Critical Reflective Teaching: From Learning to Teaching Trajectories,” IATEFL-Peru, August 25th, 2012

• Presentation and Idea(s) Sharing, “Reading and Vocabulary,” ORTESOL, Spring

Workshop, Portland Community College, Cascade Campus, June 2nd, 2012

• Plenary, “Crossing Borders: What (Re)Shapes our Practice? Peru-ELTNETWORKS,” 1st Annual Conference, Universidad “Ricardo Palma,” Lima, Peru, August 20th, 2011

• Pre-Convention event, “The What and How of Academic Writing for ELT Practitioners,” Peru-ELTNETWORKS” 1st Annual Conference, Universidad “Ricardo Palma,” Lima, Peru, August 19th, 2011

• Workshop sessions: (1) “From the Input to the Output Hypotheses: Their applications in Language Classrooms” and (2) “Reading and Writing in EFL Classrooms”, Thai Teachers EFL Project, English Language and Culture Institute, delivered at Willamette University, May 2nd, 2011

• Workshop, “Becoming a Culturally-Responsive Educator in Challenging Times”, Peru ELT-Networks, Lima, Peru, December 18th, 2010

• Workshop, “Reflective Session on Learning/Teaching Trajectories: From Challenges to Strengths”, Centro de Idiomas de la Universidad Agraria, Lima, Peru, December 10th, 2010

• Workshop, “Technology and Content in the Higher Education Syllabus”, Centro de Idiomas de la Universidad Agraria, Lima, Peru, December 15th, 2009

• Workshop, “Oral Assessment and Language Beliefs Issues”, Universidad Nacional del Callao/SENATI, Lima, Peru, August 15th, 2009

• Workshop, “Learning and Teaching Beliefs: A Peruvian ELT Snapshot”, APPI, Colegio San Jorge, Lima, Perú, January 4th, 2008

• Workshop, “Identity, Discourse, and Positioning,” Instituto Pedagógico Nacional –

Monterrico, Lima, Perú, January 13th, 2007

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• Workshop, “On Language Issues”, Universidad Nacional Mayor de San Marcos, In-service Preparation for Teachers of English, Lima, Perú, December 2004

SELECTED PRESENTATIONS (Peer reviewed)

• Paper, “Mentoring and Collaborative Learning to Support the Needs of Teachers as They Transition from Student Teacher to Effective Novice Teachers," with Drs. Alicia Wenzel and Cindy Ryan, 2014 Annual AERA (The American Association of Educational Research) Meeting, Philadelphia, Pennsylvania April, 2014 (to be presented)

• Session, “Facilitating Sustainable Professional Development and Promoting Student Achievement through Coaching,” 43rd Annual Conference of the National Association for Bilingual Education, San Diego, California, Feb 13, 2015 (to be presented)

• Session, “Contextualized English Language Learning: A University-School Collaboration” with Drs. Dantas-Whitney and Troyer, 2013 ORTESOL Fall Conference, Portland State University, Oregon, Oct 12th, 2013

• Poster Presentation, “BRIDGE Program: Collaborative Learning to Support Teachers as They Transition from Student Teachers to Effective Novice Teachers” with Drs. Alicia Wenzel and Cindy Ryan, AERA (The American Association of Educational Research), San Francisco, California, April 28th, 2013

• Research Paper, “Dónde está el español?: The Linguistic Landscape of Small-town America” with Drs. Troyer and Giménez-Eguibar, AAAL, American Association of Applied Linguistics, Dallas, Texas, March 17th, 2013

• Research Paper, “Contextual ELD: A Partnership between Western Oregon University and Central School District” with Maria Dantas-Whitney, Rob Troyer, Jannice Link-Jobe, Steve Tillery, Andy Kronser, and Laura Zinck. COSA (Confederation of School Administrators), Eugene, Oregon, March 14th, 2013

• Roundtable, “Ensuring their success: Strategies and Approaches to Helping the Novice Teacher Become an Expert Educator” with Drs. Alicia Wenzel and Cindy Ryan, AACTE (American Association of Colleges for Teacher Education), Orlando, Florida, March 1st, 2013

• Research Presentation, “Bridging the Gap: Supporting the Needs of Teachers as They Transition from Student Teacher to Effective Novice Teachers” with Drs. Alicia Wenzel and Cindy Ryan, AACTE, Orlando, Florida, February 28th, 2013

• Research Presentation, “Bridging the Gap: Supporting the Needs of Teachers as They Transition from Student Teacher to Effective Novice Teachers” with Drs. Alicia Wenzel and Cindy Ryan, ORATE, Oregon, February 20th, 2013

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• Poster Presentation, “Reflections about Guiding MAT Students through an Action Research Project” with Dr. Holly Eckles, ORATE, Oregon, February 20th, 2013

• Research Presentation, “Supporting the Needs of Teachers as They Transition from Pre- to In-Service Educators” with Drs. Alicia Wenzel and Cindy Ryan, Hawaii International Conference on Education (HICE), Hawaii, January 6thth, 2013

• Research Paper, “Cultural Backpacks: Promoting Trainees’ Awareness about Their Own Culture” with Dr. Mize, ORTESOL, Oregon, November 16th, 2012

• Workshop, “Sheltering English in Language Arts Lessons: Making What you Know Explicit for ELLs,” with Dr. Mize, National Council of Teachers of English (NCTE), November 15th, 2012

• Research Paper, "Teacher Candidates’ Beliefs about Code-Switching," with Dr. Dantas-

Whitney, TESOL 2012, Philadelphia, Pennsylvania, March 31st, 2012

• Research Paper, "A Case-Study on Trainees’ Beliefs about Code-Switching," AAAL (The American Association of Applied Linguistics) 2012, Boston, March 26th, 2012

• Workshop Session, “Emerging Culturally-Responsive Leaders,” César Chavez Annual Conference, Western Oregon University, Monmouth, Oregon, March 9th, 2012

• Research Paper, “Solid ESOL Lessons: From Theory to Practice” with Drs. Mize and

Dantas-Whitney, 15th ORATE Conference, Salem, Oregon, January 27th, 2012

• Workshop, “Solid ESOL Lessons: From Theory to Practice,” with Drs. Dantas-Whitney and Mize, AMME (Alliance for Multilingual and Multicultural Education), Portland, Oregon, January 13th, 2012

• Research Paper, “Teaching ELLs: Does accent still matter?,” Tri-TESOL (Oregon,

Washington and British Columbia), Seattle, Washington, October 22nd, 2011

• Mini-Plenary, “Becoming Culturally Responsive Teachers/Educators: Voices from an Educator and a Teacher,” with Consuelo Cáceda, 19th Peru-TESOL Annual Conference, Lima, Peru, August 2nd, 2011

• Research paper, “Bilingual Education in Oregon, USA: Focusing on Children, Families and Teachers” with Maria Dantas-Whitney, Shannon Gabriel, and Karen Ramirez, The Fourth International Symposium on Bilingualism and Bilingual Education in Latin America, Oaxaca, Mexico, June 30th, 2011

• Research paper, “Case Studies on Bilingual Literacy: Voices of Rural Nicaraguan Teachers” with Maria Dantas-Whitney. The Fourth International Symposium on Bilingualism and Bilingual Education in Latin America, Oaxaca, Mexico, June 30th, 2011

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• Research paper, “Teacher Candidates’ Beliefs on Code-Switching”, 33rd American

Association for Applied Linguistics, Chicago, March 28th, 2011

• Workshop, “Who are We?: Sharing Our Cultural Backpacks?” with Jasmin Rivera and Sofia Sotelo, students from ED 483, Fall 2010, Cesar Chavez, Annual Conference 2011, Monmouth, March 11th, 2011

• Workshop, “ELLs’ Stories about their Schooling Experiences” with Antonio Ramos, student from ED 483, Spring 2010, Cesar Chavez, Annual Conference 2011, Monmouth, March 11th, 2011

• Research paper, “Reflections on Teacher Candidates’ Voices about their Schooling

Experiences” with student Antonio Ramos, 14th ORATE Annual Conference, Portland, March 4th, 2011

• Research paper, “Teacher Candidates’ Beliefs about Social and Academic Language,” ORTESOL 2010 Fall Conference, Portland, November 13th, 2010

• Workshop, “Latino/a Students Successful Academic Transitioning from High School to College”, 5th Annual Secondary Transition to College and Employment, Building Futures Secondary Transition to College and Employment, Oregon Parent Training Information Center (OrPTI)’s, Co-presented with Martha Villegas, Education Evaluation Center, The Teaching Research Institute, Salem, October 26th, 2010

• Workshop–Research, “From ‘Imagined’ to ‘Real’ English Language Learners: Teacher Candidates’ Beliefs about ELLs’ Characteristics”, 3rd Annual Northwest Conference on Teaching for Social Justice, Portland, October 2nd, 2010

• Poster presentation, “Teaching ELLs: Valuing their Linguistic Capital”, 13th Annual

Oregon Association of Teacher Educators Annual Conference, Western Oregon University, March 5th, 2010

• Paper, Teaching English Language Learners: Teacher Candidates’ Beliefs on Language

Learning, 31st AAAL (American Association of Applied Linguistics) Annual Conference, Denver, Colorado, March 23rd, 2009

• Paper, Teacher Candidates’ Voices about their Beliefs on their Language Learning Process, The 32nd Annual Conference of the Southwest Educational Research Association (SERA), San Antonio, Texas, February 2009

• Paper, Teaching English Language Learners (ELLs): Teacher Candidates’ Initial Beliefs

on Language Learning, Academy for Teacher Excellence (ATE), University of Texas at San Antonio, November 28th, 2008

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• Paper, Literacy “Voices”: A Central American Glimpse, Annual TexTESOL II Fall Regional Conference, San Antonio, Texas, October 2008

• Paper, We will teach what we believe in: Beliefs on Accent, TESOL–Perú, Trujillo, August 1st, 2008.

• Paper, Teaching ELLs: Capturing Initial Teacher Candidates’ Language Beliefs,

Consortium for Research in Teacher Education (CRTE), Austin, Texas, April 11th, 2008

• Paper, Linguistic Identity Negotiations in a Science Community of Practice, Texas Association of Bilingual Educators (TABE), San Antonio, Texas, October, 2007.

• Paper, Language Brokering in the Classroom: Expert Identities in a Community of

Practice, International Symposium on Bilingualism, Hamburg, Germany, May 30th, 2007

• Paper, Exploring a Pre-service bilingual Community of Practice, ANUPI (Asociación Nacional de Profesores de Inglés, A.C.), Acapulco, México, September, 2005

• Workshop, “Language, Culture, and Literacy Issues, 13th Peru-TESOL (Teaching

English to Speakers of Other Languages), Convention, Lima, Perú, August 2005 • Workshop, “Who Trains the Trainers?” Peru-TESOL (Teaching English to Speakers of

Other Languages) Convention, Trujillo, Perú, August 2003 • Paper, “Peruvian Teachers’ Qualifications”, 2nd Congress for Language Teachers at

University Level, Pontificia Universidad Católica del Perú, Lima, Perú, November 2001

• Workshop, The Lexical Approach, Fifth National Convention for Teachers of English, APPI (Asociación Peruana de Profesores de Inglés), Lima, Perú, October 2000

• Workshop, “Lexical Sets”, Fourth National Convention for Teachers of English, APPI

(Asociación Peruana de Profesores de Inglés), September 1999 • Workshop, “Receptive Skills” (Listening and Reading), First English Teacher Training

Course, Universidad Nacional de Educación, Chosica, Perú, November 1998 • Workshop, “Error Correction”, 3rd International Convention for Teachers of English,

APPI, Lima, Perú, October 1998 • Workshop, “Group Words/Lexical Sets”, 7th Conference of Latin American British

Cultural Institutes, Asociación Cultural Peruano-Británica, Lima, Perú, July 1997

• Workshop, “Classroom Management”, Second National Convention for Teachers of English, APPI, Lima, Perú, November 1996

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• Workshop, “The Reading Skill Process”, First Training Seminar, Ministry of Education-British Council, Callao, Perú, March 1996

• Workshop, “Productive Skills” (Speaking and Writing), 2nd English Teachers´

Workshop, Language Centre, Universidad Nacional Mayor de San Marcos, Callao, Perú, February 1996

PROFESSIONAL DEVELOPMENT WORKSHOPS (designed)

Professional development workshops in Peru last for 40 pedagogic hours to have the recognition from the Ministry of Education. I designed, organized, and presented in the following ones: • ELT Methods course –Communicative Competence Skills (Reading and Writing) 2nd Training Course for Teachers of English, Consorcio de Colegios Católicos. Lima, Peru, February 2002

• ELT Methods Course –Communicative Competence Skills (Reading and Writing) 1st Training Course for Teachers of English, Consorcio de Colegios Católicos. Lima, Peru, January 2001 • Language Improvement Course for English Teachers, Universidad Nacional Mayor de

San Marcos Facultad de Educación, Centro de Extensión Universitaria y Proyección Social

Lima, Peru, January, 2000

• ELT Methods Course First Teacher Training Program for the Plan Piloto de Bachillerato, San Marcos University, February-March 1999 • ELT Methods Course for Grades 8 to 12 Refresher Methods Summer Course, Universidad Nacional Mayor de San Marcos, March 1998 • 2nd ELT Refresher Methods Course for Grades ECE-4 Universidad Nacional Mayor de

San Marcos, March 1997

• 1st ELT Refresher Methods Course for grades 8-12, Universidad Nacional Mayor de San Marcos, February 1997

• ELT Methods Course, Third National Seminar for Educators of English, English for

Secondary School (ESS), Project, July 1996 SERVICE TO WESTERN OREGON UNIVERSITY

• Faculty Development Committee, from September 2011-Continue

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• Who’s Who Committee Member, from September 2010-Continue

• Faculty Mentor for the Live and Learn Global Community, from September 2010-2013

• Academic Excellence Session Co-Chair in conjunction with Drs. Alicia Wenzel and

Kenneth Carano, Division of Teacher Education, May 30th, 2013 and with Dr. Alicia Wenzel, May 31st, 2012

• Faculty Sponsor for the College of Education: Carol Ward: “My cultural Backpack” and

Maria Kemp: “Using forms and functions within language arts: Frameworks for responses to Esperanza rising by Pam Muñoz Ryan, May 30th, 2013; Andriansyah, “Transformative Learning: Teaching Vocabulary to Disadvantaged Non-Native Language Learners,” May 31st, 2012; and Mallory Migliaccio, Cultural Box “About Me”, May 28th, 2010.

• Gathering with entering Hispanic/Latino Students, McKay school, May 6th, 2013 and

April 25, 2012

• Workshop Session, “Emerging Culturally-Responsive Leadership,” César Chávez Conference, March 8th, 2013 and March 10th, 2012

• Workshop Session, “Cultural-Responsive Leadership,” Focus on Leadership Conference,

February 2nd, 2013 and January 28th, 2012.

• Workshop Session, “Cultural-Responsive Leadership,” Global Community, January 23rd, 2013 and January 17th, 2012.

• International Week Presentation, “ESOL Snapshots from Spanish speaking countries,” with Cain Burchel, Emily Skipper, Melissa Carver, and Jaime Matilla.

• Graduate Program Orientation Event, September 23rd, 2011 and 11th October, 2010

• Panel member, New Faculty Orientation Program, Center for Teaching and Learning,

September 16th, 2011

• Lunch and Learn Talk Session, “Preparing ESOL Teacher Candidates: Linguistically and Culturally Responsive Strategies, Center for Teaching and Learning, March 09th, 2011

• Professor Chat, September 26th, 2013, September 17th, 2012 and September 22nd, 2010.

• Roundtable discussion on how international experiences enrich our teaching and

scholarship sponsored by the International Education and Services Committee, November 17th, 2009

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SERVICE TO THE DIVISION OF EDUCATION

• Budget Committee, from September 2010-Continue

• Chair, Professional Research Project, Serge Lopez: “Practicing fractions with I-pads in a dual language classroom,” Spring 2013

• Committee member, Thesis, Anne Foltz, “Identity texts as resistance to a narrowed curriculum: An opportunity for authentic language use and re-imagined futures,” Spring 2013

• Committee member, Thesis, Lorena Kerns: “Encouraging Cross-Racial Friendships through Integration,” Spring 2013

• Committee member, Professional Project, Carolyn Pitt: “Connecting Cultures in Fifth

Grade,” Spring 2013

• Committee member, Professional Project, Kristyn Kholer, “Enhancing 5th Grade Life Science using GLAD, SIOP, and Brain-Based Research,” Spring 2013

• Co-organizer with Dr. Dantas-Whitney and JoNan Leroy of the First SPELL Conference

at Western Oregon University, April 5th, 2013.

• Bilingual Teaching Awareness Sessions delivered for ED 100, W 13 and S 13.

• Chair, Professional Project, Skip Lynch, “Expository Literacy: Preparing middle school science, students for textbook learning,” Fall 2012

• Chair, Action Research Professional Projects for (1) Richard Alves: “Using informal journals to improve students’ writing skills;” (2) Melina Armitage: “How breakfast eating habits influence academic performance;” (3) Andrew Coffin: “The effect of short web-based videos on students' Interest;” (4) Bryan Coyle: “Student perceptions of scientific notebooks;” (5) Kellen Hobie: “Factors that influence students' motivation in secondary physical education;” (6) Kevin Laxon: “The effect of project-based math assessment on student affect;” (7) Thomas Roberts: “Levels of;” and (8) Kristopher Schendel: “Students’ engagement and perceptions of learning through the use of comic books/graphic novels,” May 31st, 2012

• COE BRIDGE Program Presenter: “Preparing ESOL Teacher Candidates: Linguistically

and Culturally Responsive Strategies, Oct 26th of 2012

• Peer observation of Instructors, ED 491: Shannon Gabriel, May 28th, 2013; ED 483: Liset Acosta, April 15th, 2013; ED 692, Holly Smucker, May 7th, 2012

• 6th Bilingual Fellows event (organizer), WOU, February 20th, 2013

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• Committee Member, Professional Project, Katja Asbill: “Scaffolding with Web Tools: Handbook for supporting English Language Learners,” Nov 17, 2011

• ESOL Awareness Sessions, ED 312 (S 13, W 13, F 12, and W 12)

• Undergraduate Interviews: with Dr. Mark Henkels, Nov 9th, 2012; with Dr. Dana

Uveland), Feb 2nd, 2011, and with Dr. Rosselli, Feb 8th, 2010.

• Co-organizer with Dr. Dantas-Whitney of the event “From school to University,” a family literacy project for students and parents from Henry Hill School, Community-University partnership, May 31st, 2011.

• MAT Information Session about the ESOL endorsement to MAT teacher candidates, Jan 19th, 2013 and March 18th, 2011

• Lunch and Learn Talk Session on “Preparing ESOL Teacher Candidates: Linguistically and Culturally Responsive Strategies, Center for Teaching and Learning, March 09, 2011

• Search Committee member for the Social Studies ED position (with Drs. Schepige and Vansteeter), Winter 2011

• State Writing Assessment Training State Writing Assessment Training monitor, Western Oregon University, January 15, 2011

• ESOL Oral Examiner, Master students: May 29, 2013

• ESOL Master Grader, May 20th, 2013

• MAT interviewer, April 11th, 2013

• Honors Thesis Grader, Angelica Strikeland, “Benefits of Foreign Language Instruction,” Fall 2010

• Designed and led “Pláticas” sessions, a forum where prospective bilingual teachers can

improve their Spanish academic oral skills, F 13, W13, and S 2010

• Volunteer Exhibitor for the Bilingual Teacher Program, 20th Annual Cesar Chavez Leadership Institute, Western Oregon University, March 12th, 2010

• ESOL/Bilingual Advisor, Graduate and undergraduate students since September, 2010

and Education Advisor since Fall 2012

ACADEMIC SERVICE

• TESOL International, 2014 Conference Guest Reviewer

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• ORTESOL, Fall Conference 2012, Reviewer

• ORTESOL, Advisory Council Member for Higher Education, from Nov 2011-Present

• Guest Reviewer, Conference Proposals for the American Association of Applied

Linguistics (AAAL), Annual Conferences 2012 and 2011 • Vice-Chair for the ELT-Peru Networks, from June 2010 to September 2011

• Scientific Committee Member of Profile: Issues on teachers’ professional development,

an academic journal published in Colombia Since 2003– Present.

• Translation of abstracts for Investigación Educativa (Educational Research) (2006), 10 (17). Lima: Universidad Nacional Mayor de San Marcos, Lima, Peru

• On-line moderator for the Culture, Literacy, and Language doctoral list-serve, May 2008-December 2009 • Guest Reviewer, Conference Proposals for TESOL 2008 Annual Conference, February,

2008

• Guest Reviewer, Bilingual Journal, January 2008 PROFESSIONAL SERVICE

• Judge for the III Literary Contest, Proyección Latina, Salem, November 20th, 2012

• Volunteer Spanish instructor, Talmage Middle School, February-June 2011

• Translation for the forthcoming On-line Handbook on Critical Literacy

British Council–Brazil June 2008

• Member of “La Despedida” Board, University of Texas at San Antonio

August 2006–May 2007.

• Volunteer English tutor for two Central American teachers, Palo Alto College, San Antonio, Texas February–May 2006

• ESL Conversation Partner Program, University of Texas at San Antonio September–December 2004

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• Volunteer English Tutor, International Program, Villanova University September 2003–April 2004

• Volunteer Translator (English–Spanish) for the Villanova University Legal Clinic, June-July 2003

• Volunteer Tutor for Elementary Students in an after–school program in Philadelphia

through Villanova University October 2002–May 2003

• Past President of Asociación Peruana de Profesores de Inglés (APPI), 2000-2001 and 1993-1994.

• Advising Committee Member to the School of Education, Universidad Nacional Mayor

de San Marcos, from 1997–2002

• Examiner for Degree Granting, School of Education, Universidad Nacional Mayor de San Marcos, from 1996–2002

• Past APPI Secretary of Workshops, 1991-1992

• Literacy Tutor for the Nationwide Literacy Peruvian Program for Women, Lima, Peru,

March–December 1987.

PROFESSIONAL EXPERIENCE

1. RESEARCH TEAM MEMBERSHIP

• Acevedo, M. and Cáceda, C., Perfiles y Rendimientos en la Formación Profesional del Docente (Profiles and

Performance in the Preparation of Grades 8-12 Teachers), Universidad Nacional Mayor de San Marcos, Perú, 2002

• Meneses, N. , Cáceda, C., Lozada, M. and Cardenas, Y. Diagnóstico Sociolinguístico Institucional del Centro Educativo # 125 (Institutional Socio-linguistic Diagnostic of High School # 125) “Ricardo Palma” del Distrito de San Juan de Lurigancho, Provincia de Lima

Universidad Nacional Mayor de San Marcos, Perú, 2001 • Acevedo, M., Cáceda, C. and Luyo, E.

Propuesta de un Sistema de Tutoría Académica Universitaria, II Parte (A Proposed University Tutoring System, 2nd Part), Universidad Nacional Mayor de San Marcos, Perú, 2002

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ATTENDANCE TO CONFERENCES, SEMINARS, and WORKSHOPS

• PSU Session on “Working with English language learners with and without Disabilities across program models,” with Alva Ortiz, Ph.D., Portland, December 1st, 2012

• OABE (Oregon Association of bilingual Education) Summer Conference, “What Works and Why: Academic Success for ELLs,” Woodburn, June 22-23, 2012

• AACTE (American Association of Colleges of Teacher Educations) Conference, Chicago, Feb 17-F19, 2012

• Workshop, “I-Pad Sharing Session” with Bill Hamlin, Rachel Harrington and Amanda

Smith, November 17th, 2011

• Workshop, “Accomplishing More With Google Apps”, APSC, WOU, 26 April 2011

• Workshop, 2011 National Science Foundation, OSU, April 13, 2011

• Academic Gathering, Bilingual Fellows, June 31st, 2012 and Apri1 2011

• Workshop, "Faculty Peer-Teaching Evaluation Help Session," Center for Teaching and Learning and COE, WOU, Friday, Feb. 18, 2011

• Workshop, Mentoring Teacher Candidates through Co-Teaching: Training the Trainer Workshop, Teacher Quality Enhancement, Warner Pacific University, Portland, August 18-19, 2010

• Workshop, Member, Validation of the National Evaluation Series, Pearson, Spanish Teacher Certification, August 10, 2010

• Seminar, Data Analysis Review Event (DARE), May 17th, 2013, May 4th, 2012, April 1st, 2011; May 14th, 2010

• Workshop, Western Oregon University, “Teaching for Joy and Justice,” Linda

Christensen, May 13th, 2010

• 2010 Annual AERA (American Educational Research Association) Meeting Denver, Colorado, April 30-May 04

• Workshops, The Teaching Online Series, Dr. Bucy, The Center for Teaching and Learning – Faculty of Education, Western Oregon University, Spring 2010

• Research Presentation, “Becoming Teachers: Examining How Pre-service Elementary Teachers Use Language to Construct Professional Identities, Learn within Relationships, and Take Risks in the Classroom,” Western Oregon University, Dr, Anne Ticknor, April 1, 2010

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• Western Oregon University, Helping families with autism Qigong massage,

Documentary film and Forum, John Killoran, Moderator, April 10, 2010

• Brown Bag Research Talk, sponsored by The College of Education and Center for Teaching and Learning-College, Western Oregon University, "The Development of Pre-Service Teachers' Technology Specific Pedagogy," Dr. Harrington, March 17, 2010

• Western Oregon University, ITC, Blogging, Denvy Saxowsky, March 11, 2010 • The Oregon Geographic Alliance 2010 Annual Conference, Portland State University,

March 6, 2010 • University of Pennsylvania, 31st Annual Ethnography Forum, Feb 26-27, 2010

• Western Oregon University, ITC, Transformative Experiences: John Dewey’s Legacy,

Dr. Mark Girod, Feb 17, 2010 • Western Oregon University, Inupiaq Ilitqusiat: Sustainability of Inupiaq Values in the

Changing Arctic," William Hensley, Inupiat author of "Fifty Miles from Tomorrow." Jan 28, 2010

• Western Oregon University, ITC, Facebook Applications for Higher Education, Jan 27,

2010

• Western Oregon University, MAT Session: Discussion of Teaching by Proficiency, Scappoose School District, Jan 26, 2010

• Western Oregon University, Dr. Dr. Katie Van Sluys’s workshop on “Inviting all language learners into literacy,” Jan 13, 2010

• The Ohio State University 2008 Linguistics Mini-Institute

July 14-18, 2008 • 6th Inter-University Program for Latino Research Conference, Austin, January 2006

• 3rd International Congress, Asociacion Nacional Universitaria de Profesores de Inglés

(National Association of Professors of English), Acapulco, October 2005 • TESOL 39th Annual Convention, San Antonio, March 30-April 2, 2005

• The American Council on the Teaching of Foreign Languages (ACTEFL) Philadelphia, Nov 2003

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• 35th International Association of Teachers of English as a Foreign Language (IATEFL) Annual Conference, Brighton, England, April 2002

• Trainer Training Seminar, British Council-Asamblea Nacional de Rectores, January 2000

• 33rd International Association of Teachers of English as a Foreign Language (IATEFL)

Annual Conference, Edinburgh, Scotland, March 1999

• 1st Trainer Training Seminar, British Council-Peruvian Ministry of Education, January 1999

• 1st Latin American Educational Research Congress, Lima, Peru, October, 1998.

• 4th Annual Teachers´ Convention, Asociación Cultural Peruano-Británica, San Isidro,

Peru, August, 1998

• TESOL 31st Annual Convention and Exhibit, Florida, March 11-15, 1997

GRANTS , HONORS, and DISTINCTIONS

• WOU Travel Faculty Development Award to Orlando, 2013 Conference, AACTE 2013 Conference, May 31st, 2013, $1,048.00

• University/School Partnership Title II-A Grant, Project LUISA (Language Understanding to Improve Student Achievement), Co-Investigator with Dr. Dantas-Whitney 2012-2013, $172,984

• WOU Travel Faculty Development Award to Peru, IATEFL Post-Conference Event, November 29th 2012, $573.00

• WOU Faculty Development Award: Winter Course Reassignment, May 2012

• WOU Travel Faculty Development Award to Philadelphia, TESOL Annual Conference,

March 28, 2012, $ 1200.00

• U.S. Department of Education -National Professional Development, Project SPELL (Sustainable Practices for English Language Learners), ESOL Content Specialist, 2011-2016, $1,915,069.

• WOU Travel Faculty Development Award to Chicago, 33rd AAAL (The American Association of Applied Linguistics) Annual Conference, Chicago, March 2011, $ 925.00

• Faculty Development Award: Course Reassignment, May 2010

• WOU Travel Faculty Development Award to Philadelphia, Attendee only, 31st Annual Ethnography in Education Research Forum, Philadelphia, Feb 2010, $ 761.00

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• Western Oregon University, College of Education Diversity Scholarship, 2009-2012, $

2000.00 for each year.

• Distinguished Teaching Assistant Award from the University of Texas at San Antonio, May 2009.

• Travel grant, University of Texas at San Antonio, American Association of Applied

Linguistics (AAAL), Denver, March 2009, $700.00.

• Research fellowship, The Academy for Teacher Excellence (ATE), College of Education and Human Development, University of Texas at San Antonio, January 2008–August 2008, $21,000.00

• Travel grant, University of Texas at San Antonio

TESOL– Peru, Trujillo, August 2008, $712.00

• Travel and accommodation grant, Ohio State University, Columbus, OH 3rd Linguistics Mini-Institute, July 2008, $500.00

• Travel grant, University of Texas at San Antonio 3rd ANUPI (Asociación Nacional de Profesores de Inglés, A.C.) Convention, Acapulco, Mexico, September 2005, $500.00 • Teaching assistantships, Department of Bicultural-Bilingual Studies, University of Texas

at San Antonio, August 2004–July 2009, $18,000.00 each year

• Graduate assistantship, Villanova University, September 2003–May 2004, $ 11,000.00

• Graduate assistantship, Villanova University, September 2002 – May 2003, $ 10,635.00

• Travel and accommodation grant, The British Council-Peru 35th International Association of Teachers of English as a Foreign Language (IATEFL) Annual Conference, Brighton, England, 2001, $3,500.00

• Travel and accommodation grant, The British Council-Peru 33rd International Association of Teachers of English as a Foreign Language (IATEFL) Annual Conference, Edinburgh, Scotland, March 1999, $3,000.00

• Scholarship from the Overseas Development Agency (ODA), England, August, 1990–September 1991, $10,000.00

PROFESSIONAL ASSOCIATIONS

• American Association of Applied Linguistics (AAAL)

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• Teaching English to Speaker of Other Languages (TESOL)

• International Association of Teaching English as a Foreign language (IATEFL)

• American Educational Research Association (AERA)

• Oregon TESOL (ORTESOL)

• Oregon Association for Bilingual Education (OABE)

• Peru-Teaching English to Speaker of Other Languages (Peru-TESOL)

PROFESSIONAL LISTS

• English Language Teaching Contact Scheme (ELTeCS)–Latin America

• English Language Teaching Contact Scheme (ELTeCS)–Peru

• Language Policy e-list

LANGUAGES

Spanish: Primary language

English: Fluent, many years of continuous study

Lived in Scotland for a year and in the U.S. for 12 years

Educated in English: masters and doctoral studies

French: 3 years of formal studies

Stayed short periods in Paris and Montreal

Latin: 2 years of formal studies

COMPUTER PROGRAMS:

a) Word, Excel, Power Point, SPSS, N Vivo, Endnote

b) Vocaroo, Jing, Screencast, and Screen flow