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

Fall 2013 - Volume V, Issue 1

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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, International Higher Education and Intercultural Relations Program, and College of Liberal Arts and Sciences, Social Sciences Division

Joshua Baldwin, Ph.D. Associate Professor of Socia Work, Social Sciences Division, College of Liberal Arts and Sciences

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

Meenakshi Chhabra, Ph.D. Associate Professor, Global Interdisciplinary Studies, International Higher Education and Intercultrual Relations, Graduate School of Arts and Social Sciences

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

Roser Gine, Ed.D. Assistant Professor of Mathematics Education, College of Liberal Arts and Sciences and Graduate School of Education


Amy Gooden, Ed.D. Assistant Professor of TESOL and Bilingual Education, Graduate School of Education


Marjorie Jones, Ed.D. Professor Emeritas, Education, College of Liberal Arts and Social Sciences


Kazuyo Kubo, Ph.D. Assistant Professor of Sociology and Child Studies, Social Science Division, College of Liberal Arts and Sciences

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

Kelvin Ramirez, Ph.D. Assistant Professor of Art Therapy, Division of Expressive Therapies, Graduate School of Arts and Social Sciences

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, Graduate School of Arts and Social Sciences