LAPS Female Alum Male Student

Cheryl A. Hunter and A. Renee Gutierrez - Learning Language is 'Hard Work'

Fall 2013 - Volume V, Issue 1

Contact Us

For submissions, general queries, or for more information contact the Executive Editor at jppp@lesley.edu  

Note: All submissions must use APA.

The Journal of Pedagogy, Pluralism and Practice

Explore the full content catalog of Lesley's Journal of Pedagogy, Pluralism and Practice, featuring articles by leading faculty and practitioners in education, the social sciences, humanities, and the arts, by returning to the Journal's Main Page.

Cheryl Hunter

Cheryl Hunter is an Assistant Professor Educational Foundations and Research at the University of North Dakota. Hunter researches social inequities specifically related to the intersection of race, class and gender within schooling and education more broadly conceived. As a qualitative methodologist, Hunter has had two research fellowships: one with the Spencer Foundation as a Graduate Fellow at Indiana University and as a Research Fellow with the Cleveland Clinic College of Medicine.

Her recent research focuses on intercultural education, immersion, and Cultural intelligence. She explores the competencies and capabilities of teachers to manage effectively in culturally diverse settings. She has explored types of intercultural experiences (personal, professional, and academic) and the breadth and depth of intercultural experiences (short-term, long- term, immersion) as they relate to perceptions about the role of diversity in teacher education.

Renee Gutiérrez

Dr. Renee Gutiérrez pursued her Masters and PhD in Spanish Literature at the University of Virginia. Her literary research has focused at various times the Spanish Golden Age and the Enlightenment period, but rarely strays from the topic of epic poetry. Her current research, however, began with a curiosity about what impact study abroad might have on pre-service teachers. She has since been drawn into the world of qualitative research to consider changes to foreign language students’ learning and self-perception when they are immersed abroad, and is intrigued by questions of intercultural competencies and their long-term impacts.

Editorial Board

Executive Editor
 
Arlene Dallalfar, Ph.D. Professor of Sociology and Women’s Studies Graduate School of Arts and Social Sciences Intercultural Relations Program and College of Liberal Arts and Sciences Social Science Division



Katherine Barone, Ph.D. Division Director, Psychology and Applied Therapies College of Liberal Arts and Sciences

Lily Fessenden, Ph.D. Graduate School of Education Ecological Teaching & Learning Program

Lisa B. Fiore, Ph.D. College of Liberal Arts & Sciences

Marjorie JonesProfessor of Education / Writing

Solange de Azambuja Lira, Ph.D. Professor Program Director for TESOL and Bilingual Education Division of Language and Literacy Graduate School of Education

Maureen Riley, Associate Professor of Education, Director of the LD/ADD Academic Support Program, Emeritus

Nancy Roberts, Professor, Graduate School of Education

Nisha Sajnani, PhD, RDT/BCT Coordinator Drama Therapy/Psychodrama Program. Faculty, Expressive Therapies PhD Program Division of Expressive Therapies Graduate School of Arts and Social Sciences


Rebecca Zarate, Assistant Professor of Expressive Therapies; Program Coordinator, Music Therapy