Resume

• 2009

  M.A.

  Applied Linguistics/TESL

  Linguistics Student Association

  San Diego State University-California State University

• 2004

  B.A.

  Graduated summa cum laude

  Linguistics and Philosophy

  Teaching English as a Second Language

  Social Justice Alliance

  University of California

  Los Angeles

  Practical Issues in Second and Foreign Language Teaching

  Quantitative Research Methods

  Editing

  Reading and Writing Rhetorically

  Seminar in Applied Linguistics

  Listening and Speaking for ESL Education

  Adv English Phonology

  Grammar for Second/Foreign Language Teaching

  History of the English Language

  Second Language Acquisition

  Syntactic Typology and Universals

  Discourse and Syntax

  Syntax I and II

  Immigrant Languages

  Semantics

  ESL Reading and Writing

  Phonology

  Second/Foreign Language Teaching Practicum

  Psycholinguistics

  Phonetics

• Pasadena Tournament of Roses

  Volunteer

  Modern Times Beer

  PIT Crew for Food

  Wine

  and Brew Celebration

  San Diego Zoo Global

  PIT Crew for Food

  Wine

  and Brew Celebration

  Helped with setup for event and assisted vendors

  San Diego Zoo Global

  Curriculum Development

  English

  TESOL

  Linguistics

  Lesson Planning

  Teaching

  Teaching English

  Syntax

  Classroom Instruction

  Spelling

  Tutoring

  Applied Linguistics

  Editing

  Vocabulary

  ESL

  Proofreading

  Grammar

  Curriculum Design

  Writing

  Punctuation

  Promoting Student Success and Engagement through Portfolios

  Promoting Student Success and Engagement through Portfolios

  Spicing Up Writing Classes with TAP: Topics

  Activities

  and Prompts

  Reflections on the Spring 2015 San Diego Regional CATESOL Conference hosted by Grossmont College

  Stipend Awardee Brings Home Diversity of Ideas from SD Regional

  Help Students \"Log\" Their Success

  Why Authenticity Matters: 5 Ways Authenticity Impacts Student Learning

  Master's Thesis

  San Diego State University\nDiscourse markers

  words generally thought to have no meaning

  have been shown to contribute to discourse in a number of ways. Words like 'well'

  'right'

  'ok'

  'so'

  and 'oh' actually convey information about the structure

  meaning

  and interpersonal aspects of the discourse in which they occur. Recent studies have explored a variety of discourse markers in a number of settings

  but university classrooms have been largely overlooked. This study examines how university instructors use 'ok' and 'so' to indicate both the structure of the lesson and their role in the classroom. Three instructors were recorded teaching four different classes so that differences between level

  interactivity

  and content of the classes and how these factors affect discourse marker use could be examined in greater detail. The results show that instructors use 'ok' and 'so' differently depending on the interactivity and content of the classes. In virtue of their functions within classroom interaction

  'ok' is more likely to be used in more interactive classes

  while 'so' is used in more lecture-style classes.

  Discourse Markers in the University Classroom

  Professional and academic instruction of English as a Second Language to students of all ages and abilities. Experience developing original materials as well as supplements to curriculum and textbooks. Integrative communicative approach incorporating all four skills with special attention to grammar

  vocabulary development

  and academic reading and writing.\n\nSpecialties: Communicative ESL instruction

  one-on-one tutoring

  grammar

  academic English

  reading and writing skills

  TEFL and TEYL training

  Jessica

  Quinn

  WyzAnt Tutoring

  Converse International School of Languages

  San Diego Miramar College

  UC San Diego Extension

  UC San Diego Extension

  AOI College of Language

  University of San Diego

  Cuyamaca College

  SDSU

  MiraCosta College

  Developed and implemented lessons for beginning through advanced adult ESL classes. Drew from different sources to create comprehensive curricula encompassing all four skills. Tutored adult and elementary age students in ESL and reading/writing. Created and implemented four-week book club lessons for elementary age students.

  AOI College of Language

  University of San Diego

  San Diego

  CA

  Developed materials for and instructed:\nReading Level 6 (Advanced)\nWriting Level 6 (Advanced)

  ESL Instructor

  San Diego

  ESL Instruction: All levels

  all skills\nLegal English Program: Instructed students in understanding the American Constitution and Amendments

  Courts system

  Civil and Criminal Law

  Procedure

  and Appeals

  and the Jury system. Coordinated guest speakers and led field trips to Superior Court and Court of Appeals.\nTEFL Teacher Training: Teaching English to the Young Learner - Classroom Management and English for Primary Grades

  Advanced Analysis of English Sentence Structure I

  Full-Time ESL Instructor and Teacher Trainer

  UC San Diego Extension

  Responsible for instruction of and development of materials for Linguistics 200: Advanced English for International Students. Taught 3 hr/week classes of up to thirty ESL students fundamentals of college-level research paper writing

  including synthesis paper

  original research

  and text-based research projects. Included instruction on grammar

  vocabulary

  and critical thinking skills as well as general writing skills.

  SDSU

  Associate Faculty - ESL

  Developed and instructed ESL 49 - Introduction to Academic Writing\nDeveloped and instructed ESL 30 - Reading and Vocabulary for Non-Native Speakers.

  MiraCosta College

  Instructional Assistant

  Provided instructional assistance to English 43 - English Review. Attended all class sessions (3 hrs/wk)

  provided feedback

  and facilitated in-class activities. Collaborated with the instructor to plan lessons

  create materials

  and teach mini-sessions to a class of 36 students. Also held office hours (5 hrs/wk) to tutor Basic Skills students in all aspects of writing. Created and taught a grammar workshop (1 hr. session) to provide students with extra instruction and practice.

  San Diego Miramar College

  Adjunct Faculty

  Developed and instructed ESOL 19 - Transitional English for ESOL Students (Beginner/Low-Int)\nDeveloped and instructed ESOL 20 - Writing for Non-Native Speakers of English (Intermediate)\nDeveloped and instructed ESOL 21 - Reading for Non-Native Speakers of English (Intermediate)\nDeveloped and instructed ESOL 22 - Listening and Speaking for Non-Native Speakers of English (Intermediate)

  San Diego Miramar College

  ESL Instructor

  Instructed and developed materials for a range of classes:\nacademic writing

  academic listening

  reading skills and university reading

  vocabulary development

  spelling and mechanics

  grammar

  conversation

  and fluency. \nTaught classes of 6-20 students 16-22 hrs/week.

  UC San Diego Extension

  Private ESL Tutor

  Developed and implemented lessons for a variety of students - from beginner to advanced ESL

  elementary

  high school

  college

  and career professionals - and created lessons from multiple sources to vary teaching and learning styles.

  WyzAnt Tutoring

  ESL Instructor

  Developed and implemented lessons for intermediate through advanced adult ESL classes. Incorporated activities supplementing the textbook and taught all four skills. Assisted with orientation sessions; assessed oral and written language skills.

  Converse International School of Languages

  Adjunct Faculty

  Developed and instructed ESL 100 - English as a Second Language II (Intermediate)\nDeveloped and instructed ESL 100L - Listening and Speaking IV (Intermediate)

  Cuyamaca College

  CATESOL

  Italian

  Spanish

  CATESOL Education Foundation Regional Conference Stipend Award

  CATESOL Education Foundation