|Position in department||Graduate Co-ordinator (Taught) & Director and Course Director for MA in CALL
|Staff position||Senior Lecturer [AG]
|E-mail||aganem (non Essex users should add @essex.ac.uk)
|Telephone||2207 (non Essex users should add 01206-87 to the beginning of this number)
|Office hours||Summer term:
Fridays 1.00 - 3.00 pm
I studied English Language and Literature at Universidad Nacional Autónoma de México (UNAM) for my undergraduate degree and taught English as a foreign language for seven years at the Anglo-Mexican Institute in Mexico City. I took a Master’s degree in Applied Linguistics for Language Teaching at the University of Southampton. In 2004 I completed a PhD in Applied Linguistics, my doctoral thesis is a study of collaborative activity in computer-mediated tasks. I am the winner of the EUROCALL Research Award, 2002. My academic interests include CALL, Sociocultural Theory, Interaction in the classroom, and Pedagogic tasks.
- BA Mexico City [UNAM]
- MA Applied Linguistics [Southampton]
- PhD Applied Linguistics [Southampton]
- Cambridge RSA Dip DELTA
- Fellow Higher Education Academy [FHEA]
SIMiLLE: System for an Immersive and Mixed reality Language Learning Environment funded by JISC Learning and Teaching Innovations Grants
A project on Concept Based Instruction (CBI) and the acquisition of aspect/tense marking.
- The role of interaction in the processes of second language learning
- Task-based learning and the role of different tasks in the learning process
- Feedback and scaffolding
- Collaborative activity and second language learning
- Instructed SLA
- CALL: in particular the impact of the computer in the L2 classroom and the potential of Virtual World Environments for L2 learning
I am particularly interested in Sociocultural Theory. My research projects tend to look at the activity generated by the learners’ interaction with tasks as unique events to study the processes that develop as a result of that interaction in combination with the learners’ own goals and perceptions of the task. By studying the processes that result from a task and the activity it promotes we should find ourselves, as teachers, researchers, and materials designers, in a better position to design, implement, and use tasks that will promote fruitful interaction and collaboration in the second language classroom.
For more details, please look at my Website or contact me.
For a full list of publications, please look at my private pages by clicking here
- Gánem-Gutiérrez, G. A. (2013) Sociocultural theory and second language development: Theoretical foundations and insights from research. Submitted to: García Mayo, M.P., Gutiérrez-Mangado, M. J., & Martínez Adrián, M. (Eds.). Contemporary Approaches to Second Language Acquisition (pp. 129-152). Amsterdam: John Benjamins.
- Gánem-Gutiérrez, G. A., & Roehr, K. (2011). Use of L1, metalanguage, and discourse markers: a window into the regulatory processes of L2 learners during individual task performance. International Journal of Applied Linguistics, 21(3): 297-318.
- Gánem-Gutiérrez, G. A. & Harun, H. (2011). Verbalization as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction. Language Awareness, 20(2): 99-119.
- Gardner, M., Gánem-Gutiérrez, G. A., Scott, J., Horan, B., & Callaghan, V. (2011). Immersive Education Spaces Using Open Wonderland: From Pedagogy through to Practice. In G. Vincenti, & J. Braman (Eds.). Multi-User Virtual Environments for the Classroom: Practical Approaches to Teaching in Virtual Worlds (pp. 190-205). Hershey: IGI.
- Gánem-Gutiérrez, G. A. (2009). Repetition, use of L1, and reading aloud as mediational mechanisms during collaborative activity at the computer. Computer Assisted Language Learning, 22(4): 323-348.
- Roehr, K., & Gánem-Gutiérrez, G. A. (2009). The status of metalinguistic knowledge in instructed adult L2 learning. Language Awareness, 18(2), 165-181.
- Roehr, K., & Gánem-Gutiérrez, G. A. (2009). Metalinguistic knowledge: A stepping stone towards L2 proficiency? In A. Benati (Ed.), Issues in Second Language Proficiency (pp. 79-94). London: Continuum.
- Gánem-Gutiérrez, G. A. (2008) Microgenesis, method and object: a study of collaborative activity in a Spanish as a foreign language classroom. Applied Linguistics, 29(1): 120-148.
- Gánem-Gutiérrez, G. A. (2012) 'CMaps and languaging for L2 learning: Activating the Metalinguistic Dimension.' Paper presented at the EuroCALL conference: CALL: using, learning, knowing, Gothenburg, Sweden, August, 2012.
- Gánem-Gutiérrez, G. A. (2012) 'CMaps and languaging for L2 learning: Activating the Metalinguistic Dimension.' Paper presented at the conference: Insights into applied linguistics: languaging, agency and ecologies. University of Jyväskylä, Finland, June, 2012.
- Gánem-Gutiérrez, G. A., Gardner, M., Scott, J., van Helvert, J., & Fowler, C. (2010) '3D world environments for second language learning: An evaluation of SIMiLLE.' Paper presented at the EuroCALL Conference: Languages, Cultures and Virtual Communities, Bordeaux, France, September, 2010.
- Gánem-Gutiérrez, G. A. & Harun, H. (2010) 'Verbalization as a mediational tool for understanding tense/aspect marking in English: An application of Concept-Based Instruction'. Paper presented at the BAAL Language Learning & Teaching SIG Conference: Cognitive-interactional and socio-cultural perspectives on L2 learning, teaching, and assessment: Compatible, complementary, or incommensurable?, King's College London, July 2010.