You are here: Home / Faculty/Staff

Faculty/Staff

  1. Faculty

Faculty

Alba Garcia Alonso

Alba Garcia Alonso

  • Graduate Assistant in Applied Linguistics
More about Alba Garcia Alonso...

Alba is a PhD student in the department of Applied Linguistics. She earned her degree in Music theory and performance from the Official Conservatory of Music in Cáceres, Spain. She then earned her BA in Linguistics and Spanish from Ohio University, and her MA in Hispanic Linguistics from The Pennsylvania State University. Her teaching experiences have primarily been in US Higher Education contexts and include English as a Second Language, Spanish as a Foreign Language, and content courses in Hispanic and General Linguistics. 

Münire Bozdemir

Münire Bozdemir

  • Adjunct Teaching Faculty
  • Student Center Coordinator
Isaac Bretz

Isaac Bretz

  • Adjunct Teaching Faculty
Yuge Duan

Yuge Duan

  • Adjunct Teaching Faculty
  • Global Engagement Community Intern
Jackie Gianico

Jackie Gianico

  • Associate Teaching Professor of Applied Linguistics
  • Associate Director of Academics
More about Jackie Gianico...

Jackie Gianico has been teaching since 2006 and joined the IECP faculty in 2012 after having previously worked for the program as a teaching assistant. She has been IECP Academic Coordinator since 2013. Originally from New York, Jackie earned an M.A. in Italian from Middlebury College and an M.A. in Applied Linguistics from Teachers College, Columbia University. In addition to having taught at the intensive English programs of New York University and Columbia University prior to moving to State College, Jackie has also worked as a product developer and editor for Kaplan’s English Programs in New York City. She is interested in improving teacher practices by investigating the intersection of pedagogy and performance as it relates to the study and practice of improvisational theatre, or improv.  Outside of the IECP, Jackie enjoys acting, singing, and painting, and she often brings her experience with theatre, improv and art into the classroom.

 

Selected presentations:

  • Gianico, J.M. (2019, January). Yes, and: Using improv in the IEP classroom. Teaching tip presented at EnglishUSA Professional Development Conference, San Francisco, CA.
  • Gianico, J.M. (2019, January). Assessment and feedback in oral communication classes: Using Adobe Spark videos. Teaching tip presented at EnglishUSA Professional Development Conference, San Francisco, CA.
  • Gianico, J.M. (2017, October). IEP students take debate cues from Hamilton: An American Musical. Teaching tip presented at the meeting of Three Rivers TESOL, Pittsburgh, PA.
  • Gianico, J.M. (2016, April). Pushing the boundaries of oral placement exams: assessing interactional competence. Presentation at the annual meeting of TESOL, Baltimore, MD.
  • Gianico, J.M. (2015, November). In vivo and online activities: aural explorations not oral presentations. Paper presented at the annual meeting of NYS TESOL, White Plains, NY.
  • Gianico, J.M. & Jadlocki, M. (2014, March). Real and hypothetical voicing as displays of interactional competence in a lesson on informal register in a post-secondary ESL class. American Association of Applied Linguistics American Association of Applied Linguistics, Annual Conference; Portland, OR.
  • Gianico, J.M. & Jadlocki, M. (2012, March). Instructors’ hypothetical discourse and gesture as models of potential thought and talk. American Associaiton of Applied Linguistics, Annual Conference; Boston, MA.
  • Gianico, J.M. (2011, March). Hypothetical quotation and gesture in the demonstration of teacher talk and thought by an ITA. American Associaiton of Applied Linguistics, Annual Conference; Chicago, IL.
Sarah Jackson

Sarah Jackson

  • Graduate Assistant in Applied Linguistics
More about Sarah Jackson...

Sarah is currently a 1st year Applied Linguistics PhD student.  She began her academic journey at Loyola University New Orleans, where she majored in music performance with a concentration in soprano voice.  She then transferred to the University of Mississippi where she studied political science with double minors in music and German.  She studied abroad twice during her undergraduate career: once at Inlingua Berlin and once at Humboldt Universität zu Berlin.  After graduating, she continued on to get her MA in Applied Linguistics with a subfield in German while teaching both English and intensive German. She studied abroad again during her MA at Alpen-Adria Universität in Klagenfurt am Wörthersee, Austira.  Sarah was the first student from her university to do an exchange with an Austrian university. 

Currently, Sarah’s research interests include study abroad, identity, gender studies, L1 English speakers learning an L2, the effect of musicality on L2 phonology, and DaF (Deutsch als Fremdsprache).  She has conducted in-class research as well as several linguistic interviews.  

Su Yin Khor

Su Yin Khor

  • Graduate Assistant in Applied Linguistics
More about Su Yin Khor...

Su Yin Khor is a third year Ph.D. student in Applied Linguistics at Pennsylvania State University. She also has a master’s degree in English, with a focus on TESOL, from Illinois State University, as well as a master’s degree in English and History Education and a bachelor’s degree from Uppsala University, Sweden. She has experience in teaching writing to both domestic and international students, and adult courses in Swedish as a foreign language.

Her research interests include second language writing and literacy, writing teacher education, teacher and learner identities, language socialization, as well as using conversation analysis to analyze classroom discourse and interactions.

In her free time, she enjoys cooking, baking, food at new restaurants, hiking, exercise, watching movies and TV, and spending time with her partner, family, and friends. She also likes trying new sports and games.

 Selected presentations and publications:

  • Khor, S., Sanchez-Martin, C., Rahman, M., Seloni, L., & Yigitbilek, D. (Forthcoming). Teacher identity contested: A collaborative narrative inquiry of linguistically diverse writing instructors. In M. Tseptsura & T. Reucker (Eds.). Nonnative English Speaking Teachers of Writing, Logan, UT: Utah State University Press.
  •  Hall, J. K., Khor, S., & Wang, T. (2019, May). The links between teacher questions and L2 learners’ developing linguistic repertoires. Presentation at the Interactional Competences and Practices in a Second Language (ICOP-L2), Västerås, Sweden.
  •  Yoon, J., Khor, S., Doyle, N., Sandbulte, J., & Canagarajah, S. (2019, March). Exploring the ENG/ESL divide within composition programs: Developing creative teaching practices. Presentation at the annual Conference on College Composition & Communication (CCCC), Pittsburgh, PA.
  •  Khor, S., & Doyle, N. (2018). Fostering healthy relationships: The importance of valuing self-care in an academic community. AAAL Graduate Student Newsletter, Spring.
Ehean Kim

Ehean Kim

  • Adjunct Teaching Faculty
More about Ehean Kim...

Ehean Kim graduated Magna Cum Laude from Salisbury University with a B.A. in ESOL and from Chonbuk National University with a B.A. in Ethics Education, Philosophy and English Literature. He completed 14 credits, including a teaching Spanish as a foreign language course, towards a Specialization’s degree in English Language Teaching for his postgraduate in Colombia.  He has taught ESOL in the U.S., Colombia and South Korea, and currently teaches English at the IECP and Spanish 3 at Penn State. He served for Jeonju City and Jeollabuk-do Center for International Affairs as an English and Spanish translator as well as worked for Jeonju District Prosecutor’s Office as a Spanish translator.


He has ESOL K-12 and Special Ed teaching certificate in Maryland and Ethics education and English teaching certificate in South Korea. He completed his teaching Korean as a foreign language courses for 131 hours through online.


His research interests include developing language learning curriculum with technology, computer assisted language learning, polyglots, language acquisition and multilingualism. He is proficient in English, Spanish, Chinese and Korean.


Selected presentations:

  • Kim, E (2019).  Brave New World: English Class with Technology. Korea TESOL National Conference, Jeonju, Korea.
  • Kim, E (2019). Fun Ways to Enrich Students' Vocabulary in the Classroom. Jeonju North Jeolla KOTESOL, Jeonju, Korea.
  • Kim, E (2018). One is Never Too Old to Learn. Korea TESOL International Conference, Seoul, Korea.
  • Kim, E (2018). Language Learnability under Test Based English Teaching. Korea TESOL National Conference, Seoul, Korea.
  • Kim, E (2016). “Habits of Mind” The Secret Advantages of Language Learning. Salisbury University Student Research Conference, Salisbury, MD.
  • Kim, E (2015). Investigating Cultural Perceptions in Language Learnability, Salisbury University Student Research Conference, Salisbury, MD.

 

 

 

 

 

Jason Litzenberg

Jason Litzenberg

  • Director of the Intensive English Communication Program
  • Associate Teaching Professor of Applied Linguistics
(814) 865-5711
More about Jason Litzenberg...

Jason Litzenberg has a PhD in Applied Linguistics & ESL from Georgia State University.  He has over 20 years experience teaching English and applied linguistics in Germany, the United Arab Emirates, Ecuador, and the United States.  In addition to teaching, Jason has also served as a teacher trainer, mentoring practicum students and guiding new teachers through the processes of developing lesson plans that address the curricula and course outcomes of the program.  Jason served as Director of the English Language Program at Yachay Tech, a sciences and technology university in the Andes Mountains of northern Ecuador, from 2014-16.  Since 2016, Jason has been at the Intensive English Communication Program (IECP) at The Pennsylvania State University. 

 

Selected publications:

  • 2018. Litzenberg, J. “‘Official language for intercultural ties’: Cultural concessions and strategic roles of Ecuadorian Kichwa in developing institutional identities”. Linguistic Landscapes, 4(2), 153-77.
  • 2016. Lindemann, S., Campbell, M., Litzenberg, J., and Subtirelu, N. “Explicit and implicit training for improving native English speakers’ comprehension of nonnative speech”. Journal of Second Language Pronunciation, 2(1), 93-107.
  • 2014. Litzenberg, J. “Pre-service teacher perspectives towards pedagogical uses of non-native and native speech samples”. International Journal of Applied Linguistics. 24, n/a. doi: 10.1111/ijal.12084
  • 2014. Lindemann, S., Litzenberg, J., and Subtirelu, N. “Problematizing the dependence on L1 norms in L2 pronunciation teaching: Attitudes toward second-language pronunciation” In: Moyer, A. & Levis, J. (eds) Social Influences in L2 Pronunciation (pp. 171-94), De Gruyter Mouton.

 

Selected presentations:

  • 2018. Litzenberg, J. (Presenter). A story, tool, and proposal: Developing a guise-based attitudes study of the linguistic landscape. Applied Linguistics Roundtable, The Pennsylvania State University, State College, PA.
  • 2018. Litzenberg, J. (Presenter). I’m a native speaker.  So what?. Centro Ecuatoriano-Norteamericano (CEN), Guayaquil, Ecuador.
  • 2017. Litzenberg, J. (Plenary). The 21st century dilemma of being a native speaker of English. COPEI 8th International Congress, Guayaquil, Ecuador.
  • 2017. Litzenberg, J. (Plenary). Linguistic landscapes as a pedagogical tool: Imagining the opportunities. COPEI 8th International Congress, Guayaquil, Ecuador.
  • 2017. Litzenberg, J., Decker, K., Shatkin, L., and Williams, C. (Panel discussion). The parallel development of two Ecuadorian language programs. TESOL. Seattle, WA.
  • 2017. Litzenberg, J. (Presenter). Developing sociolinguistic awareness through linguistic landscapes. Applied Linguistics Roundtable, The Pennsylvania State University, State College, PA.
  • 2016.  Litzenberg, J. and Avila Herrera, S. (Co-presenter).  Student perspectives towards international English: Insights from an Ecuadorian EFL needs analysis.  AAAL.  Orlando, FL.
  • 2016.  Litzenberg, J. (Presenter).  Visual Semiotics in the Branding of a Glocal Institutional Identity.  AAAL.  Orlando, FL.
  • 2016.  Litzenberg, J. (Presenter).  Preparing teachers (to prepare students) for successful communication.  IA-TEFL.  Birmingham, England.
  • 2014.  Litzenberg, J. (Presenter).  Reconceptualizing proficiency for lingua franca communication.  AAAL.  Portland, OR.

 

Nikki Mattson

Nikki Mattson

  • Associate Teaching Professor of Applied Linguistics
  • Faculty Associate, The Global Engagement Community
More about Nikki Mattson...

Nikki Mattson began teaching ESL in 2007 and joined the IECP in 2009 after teaching English in Strasbourg, France for a year. She earned her M.A. in Linguistics and a Certificate of Graduate Study in TESOL from the University of South Carolina. She also holds a DELF (diplôme d'études en langue française) from Université Marc Bloch, Strasbourg, France. Stemming from her interest in promoting student engagement, she has developed partnerships and projects to actively involve students in academic interactions in the classroom, on campus, and beyond. Her research interests include intensive English program oral placement test validation, evaluating computer-assisted language learning (CALL) usage in second language (L2) classrooms, and investigating cross‐linguistic transfer of Arabic to English in L2 reading. In her free time, she enjoys spending time outdoors, traveling, crafting, and spending time with her family and friends.

• Mattson, N. (2018). Reporting on a University Class Observation: IEP Student-Created Videos. Presentation at the TESOL 2018 International Convention, Chicago, IL.

• Kimura, D., Mattson, N. and Amory, M. (2017). A Conversation Analytic Approach to Oral Placement Test Validation: Attending to Vertical and Horizontal Comparisons. TESOL Journal. doi:10.1002/tesj.335

• Mattson, N., Sudaholc, S. (2017). Interpreting Student Feedback About A CALL Program Through Activity Theory. Presentation at the TESOL 2017 International Convention, Seattle, WA.

• Kimura, D., Mattson, N., & Amory, M. (2016). Improving Oral Proficiency Tests: A Conversation Analysis Approach. Presentation at the TESOL 2016 International Convention, Baltimore, MD.

• Mattson, N., Lynch, M. (2014). Voice Thread: A Tool for Collaborative, Authentic, and Reflective Learning. Presentation at 2014 Three Rivers TESOL Fall Conference, Pittsburgh, PA.

• Mattson, N., Sauder, R. P. (2013) Blogger.com: An Effective Tool for Classroom Management and Student Collaboration. Presentation at 2013 Three Rivers TESOL Fall Conference, Pittsburgh, PA.

• Lowell, R., Mattson, N. & Morris, R. (2009). Effects of Lexical Processing on Eye Movements of Native Arab Speakers Reading English. Poster at the CUNY Conference on Human Sentence Processing, Davis, CA.

Lera Minakova

Lera Minakova

  • Graduate Assistant in Applied Linguistics
More about Lera Minakova...

Lera (Valeriya) Minakova is a PhD student in the Department of Applied Linguistics at Penn State. She holds a BA in English Philology from Moscow State University and an MA in TESOL from American University in Washington, DC. Lera has extensive experience of teaching ESL and IELTS/TOEFL preparation courses in Russia and the U.S. Outside of the IECP, Lera enjoys hiking, swimming, and learning new languages.

Selected presentations:

  • Minakova, V. (March, 2019). What’s up dawg? A multilingual student’s performance in a class blog. Presentation at the annual Conference on College Composition & Communication (CCCC), Pittsburgh, PA., Pittsburgh, PA.
  • Minakova V., Canagarajah, S. (March, 2019). Managing space in the communicative competence of STEM scholars: The door and the RGM. Presentation at the American Association of Applied Linguistics, Atlanta, GA.
  • Minakova, V. (2018, September). Dynamic Assessment of IELTS Speaking: A learning-oriented approach to test preparation. Presentation at the Department of Applied Linguistics Roundtable at Pennsylvania State University.
  • Minakova V., Mattson, N. (2018, November). Blogging together with different motivations: Exploring IEP classroom activity systems. Presentation at NYS TESOL, Albany, NY.
Genggeng Zhang

Genggeng Zhang

  • Graduate Assistant in Applied Linguistics
More about Genggeng Zhang...

Genggeng is currently a PhD student at the Applied Linguistics program of Pennsylvania State University. She received her master’s degrees from Georgia State University and the Chinese University of Hong Kong. Prior to coming to Penn State, Genggeng taught academic reading and oral communication at the Georgia State University Intensive English Program. She also had experience teaching Chinese language and culture at the Confucius Institute. Genggeng’s research interests reside in corpus linguistics, computational linguistics, second language writing, and cross-linguistic influence. In her free time, Genggeng likes to travel, cook for her family and friends, watch TV shows, and sing along to songs she doesn’t know the lyrics to.

 

Selected publications and presentations:

  • Friginal, E., Matthews, E., Roberts, R., & Zhang, G. (2019). The language of aviation: Corpus-based analysis of aviation discourse (Chapter 5). In E. Friginal, E. Matthews, & J. Roberts, English in global aviation: Context, research, and pedagogy. London: Bloomsbury.
  • Zhang, G. (2019, March). Intercultural Communication Training for Chinese Aviation Students. TESOL international convention, Annual Conference; Atlanta, GA.
  • Zhang, G. (2019, March). Understanding Aircraft Maintenance Manuals in Aviation: Training Applications. TESOL international convention, Annual Conference; Atlanta, GA.
  • Zhang, G. (2018, September). Teaching If-Conditionals to Chinese Aviation Maintenance Students. American Association of Corpus Linguistics, Annual Conference; Atlanta, GA.
  • Zhang, G. (2018, Feburary). Measuring the Readability of Aviation Maintenance Manuals. Conference of the Americas, Annual Conference; Augusta, GA.