Instructional Staff Biographies

Mark Ouellette, Ph.D.

Education

Ph.D., Educational Linguistics: May 2004
University of Pennsylvania, Philadelphia, PA

M.Ed., Language Education: December 1997
Temple University, Philadelphia, PA

B.A., English:, May 1995
Temple University, Philadelphia, PA

Philosophy of Teaching

In my teaching, I try to facilitate learning by providing students with: (a) a linguistically rich environment; (b) opportunities to negotiate in/through authentic tasks/genres; (c) necessary scaffolding to support achievement of measurable learning objectives; and, (d) systematic assessment of and feedback on task outcomes. In practice, my teaching often involves presenting key concepts or skills, facilitating collaborative practice in student pairs/groups, ongoing assessment through observation of these activities, and then debriefing on learner progress.

Professional Interests

Second Language Curriculum Design & Assessment, Academic/Professional Discourse & Issues Related to Identity and Plagiarism, TESOL Professional Development & Teacher Training.

Selected Publications 

Ouellette, M. A. (2008). “Weaving Strands of Writer Identity: Self-as-Author and the NNES ‘Plagiarist.’” Journal of Second Language Writing, 17(4), 255-273.

Ouellette, M. A. (2010). “Interactional Entanglements: A Frame Analysis of Negotiated Identities in Ethnographic Research on the Language Classroom." Working Papers in Linguistics, 3, 25-42. Department of Linguistics & TESOL, The University of Texas at Arlington.

Ouellette, M. A. (2002). “It's Really Not that Bad: Hedges and Indirect Complaints in ‘Troubles-Talk’ Narratives.” Working Papers in Educational Linguistics, 18 (1), 107-126. Graduate School of Education, University of Pennsylvania. (Spring 2002).

Selected Presentations

Ouellette, M. A., & I. Nichols. (2012). “Teaching English Tenses in Discourse Using Authentic Recordings.” Paper presented at the PennTESOL East Conference: Penn State University Abington. (November 3, 2012).

Ouellette, M.A. (2006). “Off the Record: Reflections on Frames and Ethnographic Field Roles in an Educational Setting.” Paper presented at the Urban Ethnography Forum: Philadelphia, PA. (February 24, 2006).

Ouellette, M. A. (2006). “Telling Stories about ‘Us’: Narrative Construction and National Identity in U.S. History Textbooks.” Paper presented at the American Association of Applied Linguistics Conference: Montreal, QC. (June 20, 2006).

Ouellette, M. A. (2005). “Balancing Act: Dealing with Content and Form in the Language Classroom.” Paper presented at the Regional TexTESOL V Conference: Hurst, TX. (November 2, 2005).

Ouellette, M. A., & C. Theodoropulos. (2005). “Constructing Social Positions in ITA Written Feedback.” Paper presented at the TESOL Conference: San Antonio, TX. (April 1, 2005).

Ouellette, M.A. (2013). “An Integrated Pedagogy for Authorship and Plagiarism.” Talk at the PennTESOL East Spring Conference: Community College of Philadelphia (April 13, 2013).

Ouellette, M.A. (2012) “Understanding Plagiarism, Authorship, and Identity in ESL Composition: An Academic Literacies Model.” Talk at the School of Education, Temple University. (November 14, 2012).

Ouellette, M. A. (2009). “The Discourse Construction of Academic Identities: In, On, and Around Text.” Invited Talk at the Department of Applied Linguistics, The Pennsylvania State University. (January 19, 2009).

Languages Spoken

English (native proficiency); Spanish (CEFR B1); French (CEFR A1)

Teresa Cusumano

Education

M.A., English
City University of New York

M.S., TESOL
Wilkes University

B.A., English
Wagner College

Philosophy of Teaching

An effective language instructor is present for students, encourages self-awareness and communication, and genuinely gets to know students.   I believe that exemplary teachers are learners themselves and recognize the opportunities to learn from students.  Learners’ individual experiences, perspectives, backgrounds, and knowledge are invaluable in the classroom. Assessing and recognizing individual responses to content and encouraging students to make personal connections to course material that extends beyond the classroom is a clear indication of a genuine passion for education.  Enthusiasm is often contagious.  My ultimate goal is not only to inspire academic achievement but to cultivate an excitement for learning.

Professional Interests

  • Literature as a Means of Enhancing Cultural Competence
  • Reading and Writing as a Tool for Language Learning
  • Building Self-confidence and Lowering Affective Barriers to Language Learning
  • 5x10 Beyond Words:  Reading, Discussions, and Analysis
  • Social and Emotional Learning (SEL):  Engaging Students Through Social Research and Writing
  • ESL Advocate for Community College L2 Learners
  • Northampton Community College Bookstore Advisory Committee ESL Advocate
  • Penn TESOL East Member and Presenter
  • International TESOL Member and Presenter
  • Faculty Advisor for Freshmen Research Group

Selected Professional Presentations

  • Universal Design for L2 Learners (Northampton Community College/ Feb. 2016)
  • Positive Affirmations (International TESOL/ Apr. 2016)
  • Don’t Be Boring (Penn Tesol East/ Apr. 2015)
  • Northampton Community College Learning Center Convocation:  Tutoring that Supports Second Language Learners (Northampton Community College Monroe Campus/ Aug. 2014)

Languages Spoken

English and Spanish

Jane Ryan Desnouée, Ed. D.

Education

Ed.D., Reading Diagnosis/Bilingual Education
Lehigh University

M.Ed., Reading/Reading Specialist Certification
Kutztown University

B.S.,Spanish with a minor in French with secondary certification
Montclair University

Philosophy of Teaching

Targeting not only the English skills that our international students need to be successful in their academic careers but also in their personal future lives as adults in the global society of the 21st century, I continually mention, You are the representatives of your home countries; you are the world leaders of tomorrow; it is incumbent upon you to strive for the celebration of diversity and action necessary to exemplify a multicultural environment wherever you may travel and whatever you may choose to embark upon in your careers. In fact, integrating pedagogy to develop these personalities, I continually develop curriculum to satisfy this global purpose, transforming my students into self-empowered agents of change in Lehigh and in the world.   

Professional Interests

  • Self-Reflective Teaching
  • Multi-Sensory Approach to Reading and Writing
  • ESL Programming at Various International Community Centers
  • The Role of First-Year Experience Seminars in College Student Success
  • Art as a Linguistic Vehicle for International Students
  • Fair Labor Practices for ESL Teachers
  • The Connection of Learning Styles to Relationships
  • International/Interfaith Dialoguing
  • Freshman Summer Reading Program
  • The Exercise/Sleep/Nutrition Connection in Academics
  • International Student Networking with Various Small Businesses
  • International Graduate/Undergraduate Student Advocacy  

Selected Professional Presentations

  • International TESOL Conference (2015) Careers in TESOL-No Borders, Only Bridges 
  • Penn-TESOL East Conference (2014) Multi-sensory Activities for Sustainable L2 Learning International TESOL Conference (2013) Models for Successful Organizing: Re-scaffolding the Ivory Tower
  • International TESOL Conference (2012) The Program for Change as a Solution to the Part-Time Contingent Faculty
  • Lehigh University ESL District Conference (2011) International Students: Learning Difference or Disability
  • International TESOL Conference (2010 Adaptation to the American University: A Curriculum for International Freshmen

Publications

  • Desnouee, J.R. (2011).  Forward. In Robert E. Jenkins, D.C., Your Body & Diet. Winter Haven, FLA: Three Rivers Books. 
  • Desnouee, J.R. (2015, Summer). LASSI for Life: Cornerstone of International Student Seminar
  • Prediction Profile for Academic and Professional Success via Metacognition and Self-Discipline. In K. Hackworth (Ed.), LASSI in Action. Clearwater, FLA: H & H Publishing. 

Languages Spoken

English, Spanish, French, and some basic Chinese and Turkish

Rita DiFiore-Czipczer

Education

M.Ed., TESOL
DeSales University

B.A., Teaching Russian and English Languages and Literature
Eszterhazy Teacher Training College, Eger, Hungary

Philosophy of Teaching

I believe that students must have a voice. This belief represents the foundation of my teaching philosophy. Learning a foreign language is not an isolated goal for a student. Speaking two, three or more languages gives students an instrument to achieve a higher level of self-awareness, opens their mind to different interpretations of concepts, and gives broader exposure to their contributions to science or society. Thus, my teaching focuses on providing each student with the accurate strategy to establish themselves in their desired environment. I outline my pedagogy around two Latin maxims: Nosce te ipsum and Crede quod habes, et habes.

Professional Interests

  • Teaching presentation skills and advanced academic speaking
  • Incorporating flipped classroom model into content and language instruction
  • Researching motivational strategies to eliminate speech anxiety and code-switching
  • Portfolio-based evaluation

Selected Professional Presentations

  • Supporting the Transition from International Graduate Student to Professional – Portland, OR, TESOL, 2014 International Convention and Language Expo
  • “Don’t Be Boring” – Mastering Interview Skills – Philadelphia, PA, PennTESOL 2015 Spring Fling Mini-Conference.
  • A Guide to Borderless Self – Baltimore, MD, TESOL 2016 International Convention and Language Expo

Publications

  • A Guide to Borderless Self, PTE Voices (Fall 2015)

Languages Spoken

Hungarian, English, Russian

Teranda Donatto

Education

M.A., TESOL/Applied Linguistics 
The University of Alabama

B.A., English
Northwestern State University 

Philosophy of Teaching

Learning a language is not simply learning rules; it is learning to use those rules in order to communicate effectively. Therefore, I design course activities in which students actively practice their language skills, and I teach strategies students can use to continue practicing outside the classroom. I also adapt my courses to each new group of students so that I can keep them invested in their learning as I address their individual learning needs. Furthermore, I encourage my students to be confident in their English skills so that they will be successful beyond the classroom.

Professional Interests

  • Best practices for teaching academic writing
  • Exploring the influence of culture in people’s everyday lives
  • Best methods for fully integrating international students into the university community

Selected Professional Presentations

  • Reiss, E., & Donatto, T. (2017, March). “Empowering Minority Teachers: Combating Microaggressions in the ESL Classroom.”  Presented at the PennTESOL-East Spring Conference. Philadelphia, PA.
  • Reiss, E., & Donatto, T. (2017, March). “Empowering Minority Teachers: Combating Microaggressions in the ESL Classroom.”  Presented at the TESOL Convention. Seattle, WA.
  • Donatto, T., Landers, K., Newbegin, M., & Reiss, E. (2016, April). “Dispelling Stereotypes Through Community Interactions.”  Presented at Lehigh University’s Community-Engaged Learning and Research Symposium. Bethlehem, PA. 
  • Donatto, T. (2011, April). “Ethnic identity realized through language: The narratives of Louisianans of Creole descent.” Presented at the annual meeting of the Southeastern Conference on Linguistics. Pine Mountain, GA. 

Languages Spoken

English, French

Kayla Landers

Education

M.A., TESOL
Indiana University of Pennsylvania

B.S., Spanish Education
Slippery Rock University  

Philosophy of Teaching 

ESL students come from diverse backgrounds and bring with them different experiences and skills; therefore, it’s important for me to teach and assess in a variety of ways, thus allowing creativity in the class while taking cultural values and differences into account. Clear goals, based on students’ needs and university requirements, must be set so students have a clear picture of what will be accomplished. Classes should be relevant and meaningful. Ongoing revision and improvement is fundamental by incorporating recent research and trends in the discipline. Furthermore, self-reflection in my teaching is vital to continually progress as a teacher.

Professional Interests

  • Second Language Writing
  • Culture and Pragmatics
  • Presentation Skills
  • Eco-composition/ Environmental Education
  • Task-based learning
  • Collaborative learning

Selected Professional Presentations

  • Teaching Environmental Responsibility in an Intensive English Program Through Organic Gardening, Poster Presentation,  LVAIC Sustainability Conference, Lehigh University: Bethlehem, PA, February 20, 2016
  • Teaching English Through Environmental Education, Presentation, TESOL 2016 International Convention & English Language Expo,  Baltimore, MD,  April 8, 2016
  • Dispelling Stereotypes Through Community Interactions, Presentation,  Community-engaged Learning and Research Symposium,  Lehigh University, Bethlehem, PA    April 25, 2016
  • Teaching Environmental Responsibility in an Intensive English Program Through Organic Gardening, Poster Presentation

Languages Spoken

English, Spanish

Ashley Murphy, Ph.D.

Education

Ph.D., Applied Linguistics
Ball State University

M.A., TESOL
Murray State University

B.A., Spanish & Art History
Vanderbilt University

Philosophy of Teaching

My teaching philosophy is a constant pursuit of an ever more student-centered classroom. My goal is to limit my own lecturing to less than 20% of class time. I’m not “there” yet, but I’ve increased the amount of student activity and student talk in all my classes. My administrative philosophy is to serve as a teacher coach, fostering teacher agency and facilitating each teacher’s individual, autonomous professional growth. Our students benefit from our department’s diversity of teaching styles.

Professional Interests

  • Dialect equality
  • Teaching composition to ESL students
  • Teacher coaching
  • Culture
  • Tutoring international students

Selected Professional Presentations

  • 2017 "Raising Environmental Awareness with University Writing Activities and Group Projects." With Jennifer Lund and Jennie Roloff Rothman. TESOL, Seattle, Washington.
  • 2011 “Connecting Memory and Research Through Eco-Composition.” Association for the Study of Literature and the Environment. Indiana University, Bloomington, Indiana.
  • 2011 “Communicating Across Cultures: The Role of Culture In the Tutoring Session.” With Elmar Hashimov. East Central Writing Center Conference, Western Michigan University, Kalamazoo, Michigan.
  • 2011 “The Southern Dialect in Kokomo, Indiana.” Practical Criticism Midwest, Ball State University, Muncie, Indiana.
  • 2009 “The Translation of Protestant Hymns into Korean.” Language and Linguistics Student Conference, University of Central Oklahoma, Oklahoma City, Oklahoma.
  • 2009 “Telling Half the Story: The Absence of Discourse Transcriptions in Neurolinguistic Research.” Practical Criticism Midwest. Ball State University, Muncie, Indiana.

Publications

  • 2013 “Eco-Composition: Blending Memoir and Research Paper.” Chapter in the online teaching guide for The Colors of Nature: Culture, Identity, and the Natural World, pp. 85-97. Edited by Alison Hawthorne Deming and Lauret E. Savoy. Minneapolis: Milkweed Editions.
  • 2012 “Teaching Dialect Awareness in the College Composition Classroom: An Evaluation.” Dissertation accepted and submitted in fulfillment of requirements for a Ph.D. in English.
  • 2012 “Teaching Linguistic Diversity through Theater Arts.” Film submitted as part of the project “Inclusive Pedagogy and Diversity: Education for the 21st Century.” Film, Ball State University. With David Concepción.
  • 2009 “Connecting Memory and Research Through Eco-Composition”. Indiana English, Volume 31, Number 1. As Ashley Nicole Ellison.

Languages Spoken

English, Spanish, Korean

Mary Newbegin

Education

M.Ed. TESOL
Pennsylvania State University and the University of Turabo, Puerto Rico

B.S., Secondary Education
Pennsylvania State University

Philosophy of Teaching

It comes down to respect and creating a community of learning where people grow and support each other. This includes teachers, and as we learn from and about our students, we develop awareness. This insight enables us to customize our instruction accordingly because a true learning community is a place where one is recognized as an individual.

Professional Interests

  • Second Language Writing
  • Pragmatics and Culture
  • Ecocomposition
  • Art in SL Learning 

Selected Professional Presentations

  • Penn TESOL 2012 (Philadelphia, PA) The Art forming Process
  • TESOL 2013 (Dallas, TX) Effective Peer Review: Harmonizing Cultural and Linguistic Understanding
  • TESOL 2014 (Portland, OR) Graduate Business Programs at Lehigh University
  • TESOL 2016 (Baltimore, MD) Learning English through Environmental Education
  • LVAIC 2016 (Lehigh University) Poster Session: The International Peace Garden
  • The Community Engagement Learning Symposium 2016 (Lehigh University): Dispelling Stereotypes Through Community Interactions

Languages Spoken

English, French, some Spanish

Elena Reiss

Education

M.A., TESOL and English Literature
Chelyabinsk State Pedagogical University, Russia

B.S., Secondary Education
Chelyabinsk State Pedagogical University, Russia

Philosophy of Teaching

As a non-native English speaking teacher, I understand the importance of creating an inspiring and nurturing learning environment that lowers international students’ affective filters and increases their internal motivation. I strive to eliminate the boundaries of students’ extrinsic expectations and help them realize their true L2 potential. In order to support the diverse student body, I implement multi-sensory projects that intensify the students’ metacognition and engage learners with various learning styles. These projects provide an effective platform for cognitive processes by activating parts of the brain not typically involved in L2 learning, thus activating the learners’ inner selves by inhibiting the freedom of expression.

Professional Interests

  • Teaching Speaking and Presentation Skills
  • Dornyei’s Motivational Pedagogy 
  • Mindfulness and Guided Imagery for L2 Confidence
  • Multi-sensory Learning
  • Community-engaged Learning
  • Flipped Classroom
  • Collaborative Writing
  • Neuro-linguistics 

Selected Professional Presentations

  • Reiss, E., & Donatto, T. (2017, March). “Empowering Minority Teachers: Combating Microaggressions in the ESL Classroom.”  Presented at the PennTESOL-East Spring Conference. Philadelphia, PA.
  • Reiss, E., & Donatto, T. (2017, March). “Empowering Minority Teachers: Combating Microaggressions in the ESL Classroom.”  Presented at the TESOL Convention. Seattle, WA.
  • Painting the Language Trail, PennTESOL-EAST Fall 2013
  • Don’t Be Boring! PennTESOL-East Spring 2015
  • A Guide to Borderless Self, International TESOL Convention, Baltimore, Spring 2016
  • Dispelling Stereotypes through Community Engagement, Community-Engaged Learning Symposium, Lehigh University, Spring 2016

Publications

  • A Guide to Borderless Self, published in the fall issue of PTE Voices

Languages Spoken

Russian, English