- Ashley Brown graduated with degrees in French & Anthropology (2008), after which she received her
TEFL certificate. She is currently in South Korea, where she teaches English.
- Dale Collins
Dale Collins distinguished himself as one of UT´s finest students while studying for his BA and MA.
He graduated with highest honors in Spanish and Portuguese as both an undergraduate (B.A. 1983)
and graduate student (M.A. 1986). Dale went on to complete his PhD in Spanish and Portuguese at
Indiana University where he graduated in 1993. He was immediately hired as an Assistant Professor at
Coastal Carolina University in Conway, South Carolina, and he had a successful career there until his
sudden passing on September 3, 2008. Dale will be remembered for his intelligence, wit, and profound
kindness to both friends and strangers.
- Kesi (Thomas) Garcia (B.A. Spanish 2004) taught Spanish for three years at Gibbs High School and is
currently teaching Spanish at Seymour High School and writing a bi-monthly article and blogging for the
Knoxville News Sentinel. She also blogs on Latino culture and history for Hispanic Heritage Month
and has posted a blog for members of Knoxville's Latino community to share stories of their
homelands, culture, etc.
- Megan Gonzalez (M.A. Spanish 2008) got married this summer and is currently teaching Spanish part-
time at ETSU.
- Bethanie Haynes (B.A. French 2008) was hired as a summer intern at Crawford and Company in the
Catastrophe Services Department after her graduation in May. Her internship ended in September, when she
traveled to France for an assistantship through the French government to teach English in the small town of
Neufchateau, near Germany. After her assistantship, she was invited back to work with Crawford and Company.
- Travis Lee (B.A. French 2008) reports that he is currently teaching English in Wuhan, China at the
Wuhan University of Science and Engineering. According to Travis, “although I have only been here about a
week, I like it and encourage others to take time off and go abroad, even if you go to a place where you
stand out and don't speak the local language.”
- Caitie Oyler (B.A. French-Language and World Business 2008) is currently an “assistante d'anglais” at
the Lycée Mézeray in Argentan.
- Lisa Stone (B.A. Spanish, 1996) received her M.S. in Curriculum and Instruction in 1997. Since then,
she has been teaching Spanish and is currently in her eighth year at Sevier County High School. She sponsors
the Spanish Club at Sevier County, which is active in local service projects for the Hispanic community.
Last year the faculty and administration awarded her the honor of SCHS Teacher of the Year. She has led
four student trips to Europe (including two London-Paris-Madrid tours) and Costa Rica. Her travels also
include summer mission trips to Honduras, Guatemala, and Ecuador, where she serves as youth sponsor and
Graduate Student Notes
- Kodjo Adabra (GTA French) presented a paper on March 8, 2008 at the French Conference of Louisiana State
University on the topic: "Anatomie des tenants et aboutissants de la francophonie face à la mondialisation linguistique: le chemin de la survie de la langue française.” In May, he published his second novel, Identité, in France.
- Ana Luisa Salinas (Spanish Lecturer) and head of the Cultural Committee of HOLA, helped to organize
the HOLA, Hispanic Heritage Festival which was held on September 27 in Knoxville. This was the third year at
Market Square Garden, and visitors enjoyed music, food and culture from Spanish speaking countries in addition to
other attractions for children and adults. Salinas was in charge of the Parade of Nations, in which more than 15
countries were represented and dressed in their native costumes, and where some performed typical dances from
their countries. On October 13, Salinas helped to organize “Meet the Writers,” at Barnes and Noble Bookstore,
where Dr. Michael Handelsman, Dr. Nuria Cruz Camara, Dr. Maragarita Merino, and Dr. Gregory Kaplan presented
their recently published books.
- Kimberly Stafford (Spanish Lecturer) organized an event from the ground up to celebrate a couple of dance
forms that have been a part of her life for over 30 years. She began clogging professionally when she was
five-years-old and has competed and performed all over this country and in Canada. She decided it was time to share
her life-long love with Knoxville. She created The Sizzlin' Stomp
(www.thesizzlinstomp.com) to celebrate her love of dance
with other dancers and to give those that have never danced the opportunity to learn from some of the best
instructors in the US and Canada. Her current task is fundraising. She is accepting donations, holding a couple
of contests on her website and attempting to solicit sponsorship and support from local merchants/vendors.
Spotlight on Technology
- Submitted by Dolly Young (Professor of Spanish), Doug Canfield (Coordinator, Language Resource
Center) Second Life is a virtual environment that can potentially engage learners in tasks that require them to
use the FL for a specific purpose, such as shopping at a grocery store with a classmate and keeping within a
specific budget, meeting a fellow avatar in a university building and interviewing him/her, exploring a town and
designing an agenda for two based on shared interests and what the town can offer. With this in mind, Dr. Dolly
Young and Doug Canfield, Coordinator of the LRC, received a RITE grant from ITC to support a pilot study
in the spring of 2008. The grant permitted the university to purchase a small plot of land in Second Life.
In the spring of 2008, four SL Tasks were integrated into the first-year curriculum of six sections of Intensive
Spanish 111-112. Doug Canfield wrote a Second Life manual for instructors and students and designed the
virtual auditorium, office space and transporting area in SL. Harriette Spiegel created an in-world audiovisual
orientation to each task. Dr. Dolly Young, with feedback from the 111-112 instructors, Alejandra Galindo, Kathy
Knight and Patricia Harriman, designed the four tasks. The design criteria for the tasks included ensuring
that the task:
After finishing each task, students completed a questionnaire to
gauge their immediate perceptions of the task. At the end of the semester, students completed a 40-item Likert
scale questionnaire. In addition, instructors offered written feedback after the tasks. An analysis of the data
indicated that as long as the technological aspects functioned well, students found SL motivating, engaging and
beneficial to language learning.
- had a problem-solving element
- was interactive (students had to use Spanish to express themselves orally or in writing)
- was collaborative (students had to depend on each other to complete aspects of the task)
- had a specific purpose
- included an accountability component (some aspect of the task had to be submitted to their instructor)