Borbala Gaspar

Interests

Teaching

Italian language and culture courses;General educational courses;Development of inclusive curricula;Development of learning strategies;Supporting and mentoring students' in career choices;Interest in developing courses related to my field of studies such as multiliteracies/ multiculturalism and multilingualism, literacy and teaching methodology;Interest in developing a 100% engagement courses using project-based learning approaches and community outreach

Research

Second Language Acquisition and teaching: Material development and learner engagement/motivationMy research focuses on how (underrepresented) language learners maneuver through social and symbolic power as they gain agency, use their imagination and engage in pedagogies such as project-based learning, task based, (multi)literacies and living literacies. Social justice topics incorporated into course materials

Courses

Scholarly Contributions

Books

• Gaspar, B., Bellocchio, L., Cavatorta, G., Fabbri, F., & Meli, M. R. (2021). Italian in Wonderland.

Chapters

• Gaspar, B. (2021). The Effects of Multimodal Communication on the Development of New Types of Learner Imagination. In CALICO Book series Volume "Identity, Multilingualism, and CALL"(p. 30).
• Gaspar, B. (2022). The Effects of Multimodal Communication on the Development of New Types of Learner Imagination. In Identity, Multilingualism and CALL(pp In L. Klimanova (Ed.), Identity, multilingualism and CALL - Responding to new global realities (pp. 328-352). Equinox eBooks Publishing.). doi:10.1558/equinox.43419
• Gaspar, B., & Berti, M. (2020). Gaspar B., & Berti M., (2020). A project-based approach for oral assessment. in: Gorsuch G. (2020). In “Tests that Second Language Teachers Make and Use”. Cambridge Scholars.

Journals/Publications

• Gaspar, B., Warner, C., & Diao, W. (2020). Enterprising or Imagining Multilingual subjects: Beyond Commodity-centered discourses of FL teaching and learning. https://cms.arizona.edu/index.php/multilingual.
• Gaspar, B., & Warner, C. (2021). Project-based Learning as Living Literacy: Imagining Transcultural Subjectivities in the Italian classroom. Second Language Research and Practice, 30.
• Gaspar, B., Timlin, C., & Wang, Y. (2018). Gaspar B., Timlin C., Wang Y., (2018). Technology Use in Collegiate Foreign Language Program;. Journal of Second Language Acquisition and Teaching https://journals.uair.arizona.edu/index.php/AZSLAT/article/view/23108.
• Warner, C. N., & Gaspar, B. (2021). Project-based Learning and the Development of Transcultural Subjectivities: Case Studies from Italian. Journal of Second Language Research and Practice, (27 pgs).
• Warner, C. N., Diao, W., Gaspar, B., Gaspar, B., Diao, W., & Warner, C. N. (2021). Enterprising and Imagining Multilingual Subjects: Beyond Commodity-Centered Discourses for FL Teaching and Learning. Critical Multilingualism Studies, (28 pgs).

Presentations

• Gaspar, B. (2023).

  AATI-Catania. Invited Guest-Roundtable: Why study college-level Italian in the U.S.

   

  . AATI.
• Gaspar, B. (2023).  Italian in Wonderland: A Digital Open Education Platform for Italian Courses. ACTFL conference. Chicago-ACTFL.
• Gaspar, B. (2021, January). The Promises and Pitfalls of Inclusivity in Language Teaching Panel:Italian Language Learning as Resistance and Reimagination. MLA 2021.
• Gaspar, B. (2020, February). Gaspar B., “Making learning meaningful: Highlights of two Intermediate Italian learners”. SLAT Roundtable.
• Gaspar, B., Bellocchio, L., & Cavatorta, G. (2020, Spring). Italian Language in Wonderland. AATI conference Tucson (cancelled).

Poster Presentations

• Gaspar, B. (2023).

  AATI-Catania. Title: Using the Multiliteracies Framework to Engage Foreign Language Learners of Italian with Social Justice Topics

  . AATI (American Association of Teachers of Italian. Catania-Sicily.

Case Studies

• Gaspar, B. (2020. Gaspar, B. (2020). Shifting Goals in Italian Learning: Imagination, Multilingualism, and Agency in the Narratives of Underrepresented Foreign Language Learners.(p. 236).