Dr. Frank B. Brooks, associate professor of Spanish and Foreign Languages Education, has been teaching for over three decades.
He earned the B.A. and M.A. degrees in Spanish Literature and Language and the Ph.D. in Foreign Language Education, Teacher Observation/Supervision and Spanish Phonetics/Phonology from Ohio State University. Dr. Brooks began his university teaching career at Longwood University in Virginia, later joined the faculty at Florida State University, Tallahassee, and is currently here at IUP.
His research has appeared in journals such as Hispania, the Modern Language Journal, Canadian Modern Language Review, Foreign Language Annals, Journal of Applied Linguistics, Language Learning, as well as in several edited volumes. He regularly presents at conferences and is quite active in his field. Most recently he served on the Emma Marie Birkmaier Award for Doctoral Dissertation Research committee of ACTFL as well as on the ACTFL Standards Literature Survey Task Force, which was for a three-year term.
Dr. Brooks' research interests lie primarily in the language of the language classroom—that is, how language learners, both beginners and more advanced learners, are provided opportunities to use Spanish by their instructors as well as how those learners talk to each other during classroom tasks.
At IUP, Dr. Brooks currently serves as cochair of the IUP Spring Methodology Conference on the Teaching of Foreign Languages. He regularly teaches courses in beginning and intermediate Spanish as well as courses in the Spanish Education program. He will also be teaching courses in the new Master of Arts in Spanish.
In 2006, Dr. Brooks (along with another colleague) was honored with a national award, the Paul Pimsleur Award for Research in Foreign Language Education by ACTFL and The Modern Language Journal for their article, “Literary Discussions and Advanced Speaking Functions: Researching the (Dis)Connection,” Foreign Language Annals (2004) 37: 183-199. A sampling of Dr. Brooks’ publications:
“‘We’re just fillin’ in the blanks’: Access revisited.” Journal of Applied Linguistics (2006) 3(3): 305-328. (Co-Written with Elizabeth Platt—although the date of the journal is 2006, the journal is behind in its production schedule. This journal issue came out in-press in 2009.) (Cowritten with Elizabeth Platt)
“Task Engagement: A Turning Point in FL Development.” Language Learning 52(2) (2002): 365-400. (Cowritten with Elizabeth Platt)
“My Theory is Intact; However,… Reflections on Teaching Spanish to Fifth Graders.” Foreign Language Annals, (2002) 53: 73-84.
“When Are They Going to Get ‘It’ Right? Understanding Learner Talk During Pair-Work Activity.” Foreign Language Annals 30 (1997): 524-541. (Cowritten with Richard Donato and J. Victor McGlone)
“Vygotskyan Approaches to Understanding Foreign Language Learner Discourse During Communicative Tasks.” Hispania 77 (1994): 262-274. (Cowritten with Richard Donato)
“Spanish III Learners Talking To One Another Through a Jig-Saw Task.” Canadian Modern Language Review 48 (1992): 696-717.
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