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Jesse Gleason

 

Jesse Gleason

 
   Assistant Professor Applied Linguistics & Spanish
   Coordinator, World Language Teacher Certification Program
   E-mail: gleasonj8@southernct.edu

   Office: EN-D170
   Phone: (203) 392-8012

 


EDUCATION
Ph.D., Iowa State University: Applied Linguistics and Technology
M.A., Pontificia Universidad Católica de Chile: Linguistics
B.A., University of Michigan: Spanish 

 

AREAS OF EXPERTISE: Academic bi-literacy development, multiliteracies, Systemic functional linguistic approaches to bilingualism and biliteracy, Content-based instruction & genre-based pedagogy, Blended/online language learning, Language assessment

SELECTED PUBLICATIONS

Journal Articles

Gleason, J. & Suvorov, R. (Eds.) (forthcoming, 2019). Critical integrative CALL: Taking stock and moving forward. CALICO Journal, 36.

Gleason, J. & Suvorov, R. (forthcoming, 2019). Developing critical CALL: Introduction to the Special Issue. CALICO Journal, 36(1).

Gleason, J., Berg, M. & Huang, J. (2018). Patterns of oral choice and evaluation across secondary content areas. Language and Education, (TBA: volume & issue). http://dx.doi.org/10.1080/09500782.2017.1391279  

Gleason, J. & Slater, T. (2017). Patterns of tasks, patterns of talk: Developing meaning in two third-year Spanish courses. Language, Culture and Curriculum, 30(2), 129-156. http://dx.doi.org/10.1080/09500782.2017.1391279 

Gleason, J. (2014). “It helps me get closer to their writing experience” Classroom ethnography and the role of technology in third-year FL courses. System, 47, 125—138. https://doi.org/10.1016/j.system.2014.09.023

Gleason, J. (2014). Meaning-based scoring of automated speaking assessment. Hispania, 97(4), 466–88. http://dx.doi.org/10.1080/09500782.2017.1391279

Gleason, J. (2013). An interpretive argument for blended Spanish tasks. Foreign Language Annals, 46(4), 588—609. https://doi.org/10.1111/flan.12050 

Gleason, J. (2013). Dilemmas of blended language learning. CALICO Journal, 30(3), 323—341. https://doi.org/10.1111/flan.12050 

Gleason, J. & Suvorov, R. (2012). Learner perceptions of asynchronous oral CMC: Proficiency and L2 selves. Canadian Journal of Applied Linguistics, 15(1), 100—121. 

 

Book Chapters

Gleason, J. & Link, S. (forthcoming). Operationalizing ‘the Standards’ Using the Knowledge Framework: Technology in the project-based language and content classroom. In G. Beckett & T. Slater (Eds.), Theory, Research, and Models of Technology-Infused Project-Based Language Learning and Teaching: Focusing on Form and Function.

Link, S. & Gleason, J. (forthcoming). Standards-based curricula and the Knowledge Framework: Teacher perceptions. In T. Slater (Ed.), The Knowledge Framework in Higher Education: Theory and Practice.

Gleason, J. & Schmitt, E. (forthcoming). The Knowledge Framework for building teacher awareness of language in content instruction. In T. Slater (Ed.), The Knowledge Framework in Higher Education: Theory and Practice.

Gleason, J. & Schmitt, E. (forthcoming, 2018). Evaluating teacher tech literacies using an argument-based approach. In S. Link & J. Li (Eds.), Assessment of online education, (pp.). San Marco, TX: CALICO.

Conference Proceedings

Gleason, J. (2012). The theory and practice of Spanish foreign language tasks. In J. Knox (Ed.). Conference proceedings from the 39th International Systemic Functional Congress (pp. 63—68). Sydney: University of Technology, Sydney.

Gleason, J. (2012). Beaches and Peaches: Common Pronunciation Errors among L1 Spanish Speakers of English. In J. Levis & K. Levelle (Eds.) The Confluence of Social Factors and Pronunciation: Accent, Identity, Irritation and Discrimination. Ames, IA: Iowa State University.

Slater, T. & Gleason, J. (2011). Integrating language and content: The Knowledge Framework. In (J. Morrison Ed.), Conference proceedings of MidTESOL: Gateway to global citizenship (pp. 5—20). Saint Louis, MO: University of Saint Louis.

Gleason, J. & Suvorov, R. (2011). Learner perceptions of asynchronous oral computer-mediated communication tasks using Wimba Voice for developing their L2 oral proficiency. In S. Huffman & V. Hegelheimer (Eds.), The role of CALL in hybrid and online language courses. Ames, IA: Iowa State University. 

SELECTED PRESENTATIONS

Gleason, J., Huang, J. & Berg, M. (2017). Choice and evaluation in secondary content classrooms: Action/reflection discourse in teacher-student interactions. Paper to be presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro, Brazil.

Schmitt, E., Gleason, J. & Verplaetse, L. (2016, April 11). Screen to screen: Use of telecollaboration for instruction in a MS TESOL program. Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Orlando, FL.

Tecedor, M., Gleason, J. & Vasseur, R. (2016, April 12). Simulating study abroad with TalkAbroad™ videoconferencing technology. Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Orlando, FL.

Berg, M., Huang, J. & Gleason, J. (2016, April 10). Choice and evaluation: Patterns of teacher-student oral discourse in content area classrooms. Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Orlando, FL.

Gleason, J. & Schmitt, E. (2015, March 21). The Knowledge Framework and ESOL Teacher Training: Functional Discourse Analysis for Language-and-Content Development. Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Toronto, Canada.

Gleason, J. & Slater, T. (2013, October 4). Comparing online and F2F tasks in the blended foreign language classroom. Paper presented at the Fifth Biennial International Conference on Task-Based Language Teaching (TBLT). Banff, Alberta, Canada.

Gleason, J. (2012, July 19). The theory/practice of blended foreign language tasks. Paper presented and the 39th International Systemic Functional Congress (ISFC), Sydney, Australia.