CURRICULUM VITAE

Joe Barcroft

OFFICE ADDRESS HOME ADDRESS

Department of Romance Languages and Literatures 4372 West Pine Blvd., Apt. 3WWashington University St. Louis, MO 63108Campus Box 1077, One Brookings Drive Tel: (314) 814-1116 St. Louis, MO 63130-4899

E-mail: barcroft@wustl.edu

EDUCATION

Degrees Received

Ph.D. University of Illinois at Urbana-ChampaignField: Spanish and Second Language AcquisitionDissertation: The Effects of Sentence Writing as Semantic Elaboration on the Allocation of Processing Resources and Second Language Lexical Acquisition Director: Bill VanPattenDate received: May 2000

Certificate in Second Language Acquisition and Teacher Education (SLATE)University of Illinois at Urbana-Champaign, 2000

M.A. University of Illinois at Urbana-Champaign, 1995Field: Spanish and Second Language Acquisition

B.A. University of Illinois at Urbana-Champaign, 1989Field: Anthropology

B.A. University of Illinois at Urbana-Champaign, 1988Field: Spanish

Study Abroad

1984-1985 Academic Year at the University of Barcelona in Barcelona, Spain.Joint Study Abroad Program of University of Illinois and Universityof California.

Joe Barcroft: CV

PROFESSIONAL EXPERIENCE

Positions Held

Professor of Spanish and Second Language AcquisitionWashington University in St. Louis, 2014-present

Affiliate Professor of Psychological and Brain SciencesWashington University in St. Louis, 2014-present

Associate Professor of Spanish and Second Language AcquisitionWashington University in St. Louis, 2007-2014

Affiliate Associate Professor of PsychologyWashington University in St. Louis, 2008-2014

Assistant Professor of Spanish and Second Language AcquisitionWashington University in St. Louis, 2000-2007

Language Program Supervisor: Spanish 101-308Washington University in St. Louis, 2013-present

Language Program Supervisor: Spanish 101-201Washington University in St. Louis, 2012-2013

Director of Basic Language Instruction for SpanishWashington University in St. Louis, 2001-2012

Co-Director of the Graduate Certificate in Language InstructionWashington University in St. Louis, 2000-present

Director of Graduate Studies for SpanishWashington University in St. Louis, 2010-2011

Director of Course Planning and Staffing for SpanishWashington University in St. Louis, 2006-2007, 2017

Placement Exam Coordinator and Assessment for Spanish, French, and ItalianWashington University in St. Louis, 2005-2006

Assessment Analysis and ReportingWashington University in St. Louis, 2008-2010

Director of Undergraduate Studies for SpanishWashington University in St. Louis, 2004-2005; 2007-2008; 2014-2016

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Director of Graduate Studies for SpanishWashington University in St. Louis, 2010-2011

Director of Summer Language Institute in SpainWashington University in St. Louis, 2014-2018

Director of Summer Study Abroad Program in Quito, EcuadorWashington University in St. Louis, 2008-2012

Director of Summer Study Abroad Program in Puebla, MexicoWashington University in St. Louis, 2006-2007

Visiting ScholarSchool of Linguistics and Applied Language Studies, Victoria University of Wellington,

Wellington, New Zealand, January-February 2018

Course Supervisor for Third- and Fourth-Semester SpanishUniversity of Illinois at Urbana-Champaign, 1994-1996

Instructor of SpanishUniversity of Illinois at Urbana-Champaign, 1993-2000Parkland College, Champaign, IL, 1996-2000

Assistant EditorSpanish Applied Linguistics, Urbana, IL, 1997-1999

Managing EditorDiscourse, Urbana, IL, 1997-1999

Assistant Director of Studies Language Studies International, San Diego, CA, 1989-1993

Instructor of English as a Second LanguageSolana Beach School District, Solana Beach, CA, 1990-1992

Courses Taught

Second Language AcquisitionWashington University in St. Louis

Grammar and Vocabulary Acquisition SeminarWashington University in St. Louis

Language Teaching MethodologyWashington University in St. Louis

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Advanced Spanish Grammar and SyntaxWashington University in St. Louis

Hispanic LinguisticsWashington University in St. Louis

Advanced Spanish Grammar and CompositionWashington University in St. Louis

Advanced Conversation in SpainWashington University

Spanish Oral CommunicationWashington University in St. Louis

Advanced Spanish Composition University of Illinois at Urbana-Champaign

Advanced Spanish GrammarUniversity of Illinois at Urbana-Champaign

First-, second-, third-, and fourth-semester Spanish Washington University in St. LouisParkland College, Champaign, IllinoisUniversity of Illinois at Urbana-Champaign

Intensive Beginning and Intermediate SpanishUniversity of Illinois at Urbana-Champaign

English as a Second LanguageAll levels; Business English; Test of English as a Foreign Language; Cambridge FirstLanguage Studies International, San Diego, California

English and Spanish LiteracyTitle V pilot program to increase literacy among Mexican immigrant familiesSolana Beach School District, Solana Beach, California

Teaching Honors and Evaluations

Evaluated as a highly effective teacher at Washington University in St. Louis (2000 to present).

Ranked by students on List of Excellent Teachers for Fall 1988, Spring 1994, Fall 1994, Spring 1995, and Fall 1995, and evaluated as a highly effective instructor at the University of Illinois at Urbana-Champaign (1988-1989; 1993-2000).

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Evaluated as a highly effective teacher at Parkland College (1996-2000).

Invited Seminars for Course Credit

Lexical Input Processing, the TOPRA Model, and Effective Vocabulary InstructionTemple University Japan Campus, Tokyo, July 14-15, 2018.Temple University Japan Campus, Osaka, July 21-22, 2018.

Other Professional Experience and Service

Editorial BoardSecond Language Research2016-present

Editorial BoardRevista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics2014-present

Manuscript ReviewerStudies in Second Language Acquisition, Language Learning, Applied Psycholinguistics, The Modern Language Journal, Journal of Experimental Child Psychology, Spanish Studies in Second Language Acquisition, Applied Linguistics, The Southern Journal of Linguistics, Foreign Language Annals, Reading in a Foreign Language, Second Language Research, Issues in Applied Linguistics, Studies in Hispanic and Lusophone Linguistics, Applied Linguistics, The Mental Lexicon, Learning and Individual Differences, Language Learning & Technology, Applied Linguistics, Reading and Writing: An Interdisciplinary Journal, Linguistic Approaches to Bilingualism, Journal of Phonetics, Memory & Cognition, Hispania, Canadian Modern Language Review, Journal of the Acoustical Society of America (JASA), JASA Express Letters (JASA-EL), The Asia-Pacific Education Researcher, Bilingualism: Language and Cognition, Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Language Teaching Research; , English Teaching and Learning, Language Testing; Journal of Experimental Psychology: Learning, Memory, and Cognition; Journal of Applied Research in Memory and Cognition, Journal of Spanish Language Teaching, Heritage Language Journal

Book, Book Proposal, and Chapter Reviewer for PublishersThomson Learning, Mc-Graw-Hill, John Benjamins, Mouton de Gruyter, Pearson, Wiley-Blackwell, Routledge

Grant ReviewerSocial Sciences and Humanities Research Council of CanadaNational Science Foundation

Co-Director of Foreign Language Learning Colloquium Speaker Series

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Washington University in St. Louis, 2000-present

PresidentSan Luis Rey Chapter of the American Association of Teachers of Spanish and Portuguese, 2016- present

Faculty Associate and Freshman Reading ProgramWashington University in St. Louis, 2004-2005

Committee Member of Undergraduate Academic Mentor Training ProgramWashington University in St. Louis, 2003-2005

Second Language Acquisition and Teaching Education Speaker Series Committee MemberUniversity of Illinois at Urbana-Champaign, 1995-1996.

Graduate Student Organization Lectures and Arrangements Committee Member University of Illinois at Urbana-Champaign, 1994.

HONORS / AWARDS / SCHOLARSHIPS

Fulbright ScholarAwarded a Fulbright-García Robles grant from the Council for the International Exchange of Scholars to conduct research on second language vocabulary acquisition and to teach courses for the Applied Linguistics Program and teachers of English as a Foreign Language at the National Autonomous University of Mexico (Universidad Nacional Autónoma de México, UNAM) in Mexico City, 2012-2013.

Professional Development AwardHumanities Department, Parkland College, Champaign, Illinois, 1997, 1998, 1999.

Avery Brundage ScholarshipAwarded to student athletes with strong academic achievement, University of Illinois at Urbana-Champaign (UIUC), 1993, 1994.

Illinois General Assembly ScholarshipAwarded for academic excellence and community involvement, UIUC, 1985.

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PUBLICATIONS

Books

Barcroft, J. (2015). Lexical input processing and vocabulary learning. Amsterdam/Philadelphia: John Benjamins.

Barcroft, J. (2012). Input-based incremental vocabulary instruction. Alexandria, VA: TESOL International Association.

E-Module

Barcroft, J. (2016). Vocabulary in language teaching. Routledge E-Modules on Contemporary Language Teaching. New York: Routledge. Available at http://routledgetextbooks.com/textbooks/9781315679594/

Edited Volumes

Barcroft, J. (under contract). Spanish vocabulary learning in meaning-oriented instruction. Routledge.

Barcroft, J., & Sunderman, G. (Eds.). (2008). Second language vocabulary: The interface between learning and representation. The Mental Lexicon, 3, 3.

Research Forum

Barcroft, J., & Spehar, B. (Coordinators). (2016). New Directions for Auditory Training. Research Forum in Journal of Speech, Language, and Hearing Research, 59, 4.

Articles and Chapters in Books

Barcroft, J. (accepted pending revisions). Issues in learning single words. In Webb, S. (Ed.), The Routledge Handbook of Vocabulary Studies.

Fichtner, F., & Barcroft, J. (in press). The Input-Based Incremental Approach to German Vocabulary: A Sample Lesson Based on the Film Barbara. To appear in Die Unterrichtspraxis/Teaching German.

Barcroft, J. (in press, to appear in 2019). Sentence-Level Processing for Content and New L2 Words: Where Does Deeper Processing Go? In Leow, R. (Ed.), Second Language Research Handbook of Classroom Learning: Processing and Processes.

Barcroft, J. (in press, to appear in 2018). The Input-Based Incremental Approach to Vocabulary in Meaning-Oriented Instruction for Language Program Directors and Teachers. In Understanding Vocabulary Learning and Teaching: Implications for Language Program Development.

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Kida, S., & Barcroft, J. (in press; currently available in First View). Semantic and Structural Tasks for the Mapping Component of L2 Vocabulary Learning: Testing the TOPRA Model from a New Angle. Studies in Second Language Acquisition.

Tye-Murray, N., Spehar, B., Barcroft, J., & Sommers, M. S. (2017). Auditory training for adults who have hearing loss: A comparison of spaced versus massed practice schedules. Journal of Speech, Language, and Hearing Research, 60, 2337-2345. doi:10.1044/2017_JSLHR-H-16-0154

Barcroft, J., Spehar, B., Tye-Murray, N., & Sommers, M. (2016). Task- and Talker-Specific Gains in Auditory Training. Journal of Speech, Language, and Hearing Research, 59, 4, 862-870.

Tye-Murray, N., Spehar, B., Sommers, M., & Barcroft, J. (2016). Auditory training with frequent communication partners. Journal of Speech, Language, and Hearing Research, 59, 4, 871-875.

Barcroft, J. (2015). El método IBI en la enseñanza del léxico: teoría, investigación y nuevas perspectivas. Currently available online. Journal of Spanish Language Teaching, 2.2.

Sommers, M. S., Tye-Murray, N., Barcroft, J., & Spehar, B. P. (2015). The effects of meaning-based auditory training on behavioral measures of perceptual effort in individuals with impaired hearing. Seminars in Hearing, 36, 263-272.

Barcroft, J. (2015). Can Retrieval Opportunities Increase Vocabulary Learning During Reading? Foreign Language Annals, 48, 2, 236-249.

Barcroft, J., & Sommers, M. (2014). Effects of variability in fundamental frequency on L2

vocabulary learning: A comparison between learners who do and do not speak a tone language. Studies in Second Language Acquisition, 36, 3, pp. 423-449. doi:10.1017/S0272263113000582

Barcroft, J., & Sommers. M. (2014). A theoretical account of the effects of acoustic variability on word learning and speech processing. In Torrens, V., Escobar, L. (Eds.), The processing of lexicon and morphosyntax (pp. 7-24). Newcastle: Cambridge Scholars Publishing.

Barcroft, J. (2013). Input-based incremental vocabulary instruction for the L2 classroom. In Schweiter, J. (Ed.), Innovative research and practices in second language acquisition and bilingualism (pp. 107-137). Philadelphia/Amsterdam: John Benjamins.

Sommers, M., & Barcroft, J. (2013). Effects of referent token variability on L2 vocabulary learning. Language Learning, 63, 2, 186-210.

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Barcroft, J., & Wong, W. (2013). Input, input processing and focus on form. In J. Herschensohn & M. Young-Scholten (Eds.), Cambridge Handbook on Second Language Acquisition (pp. 627-647). Cambridge: Cambridge University Press.

Barcroft, J. (2013). Mnemonics. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. John Wiley and Sons. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal0767/pdf

Barcroft, J. (2013). VanPatten, Bill. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. John Wiley and Sons. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal1250/pdf

Tye-Murray, N., Sommers, M., Mauze, E., Schroy, C., Barcroft, J., Spehar, B. (2012). Using patient perceptions of relative benefit and enjoyment to assess auditory training. Journal of the American Academy of Audiology, 23, 8, 623-624.

Barcroft, J., Sommers, M., Tye-Murray, N., Mauzé, E., Schroy, C. & Spehar, B. (2011). Tailoring auditory training to patient needs with single and multiple talkers: Transfer-appropriate gains on a four-choice discrimination test. International Journal of Audiology, 50, 802-808.

Barcroft, J., Mauzé, E., Schroy, C., Tye-Murray, N., Sommers, M. & Spehar, B. (2011). Improving the quality of auditory training by making tasks meaningful. ASHA Perspectives on Aural Rehabilitation and Its Instrumentation, 7, 1, 15-28.

Tye-Murray, N., Sommers, M., & Barcroft, J. (2011). I Hear What You Mean: The state of the science in auditory training. ENT and Audiology News, 20, 4, 84-86.

Barcroft, J., Sommers, M., & Sunderman, G. (2011). Some costs of fooling Mother Nature: A priming study on the keyword method and the quality of developing L2 lexical representations. In Trofimovic, P., & McDonough, K. (Eds.) Applying priming research to L2 learning and teaching: Insights from psycholinguistics (pp. 49-72). Amsterdam: John Benjamins.

Sommers, M., & Barcroft, J. (2011). Indexical Information, Encoding Difficulty, and Second Language Vocabulary Learning. Applied Psycholinguistics, 32, 2, 417-434.

Barcroft, J., Schmitt, N., Sunderman, G. (2011). Lexis. In J. Simpson (Ed.), The Routledge Handbook of Applied Linguistics (pp. 571-583). Abingdon, UK / New York: Routledge.

Barcroft, J., & Rott, S. (2010). Partial Word Form Learning in the Written Mode in L2 German and Spanish. Applied Linguistics, 31, 5, 623-650.

Barcroft, J. (2009). Strategies and performance in intentional L2 vocabulary learning. Language Awareness, 18, 1, 74-89.

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Barcroft, J. (2009). Effects of Synonym Generation on Incidental and Intentional Vocabulary Learning during Second Language Reading. TESOL Quarterly, 43,1, 79-103.

Barcroft, J., & Sunderman, G. (2008). Learning new words for objects and nonobjects: Theoretical and methodological implications. The Mental Lexicon, 3, 3, 325-348.

Barcroft, J. (2008). Second language partial word form learning in the written mode. Estudios de Lingüística Aplicada, 47, 53-72.

Barcroft, J. (2007). Effects of word and fragment writing during L2 vocabulary learning. Foreign Language Annals, 40, 4, 713-726.

Barcroft, J. (2007). When knowing grammar depends on knowing words: Native-speaker grammaticality judgments of sentences with real and unreal words. Canadian Modern Language Review, 63, 3, 313-343.

Barcroft, J., Sommers, M. S., & Tye-Murray, N. (2007). What learning a second language might teach us about auditory training. Seminars in Hearing, 28, 2, 151-161.

Sommers, M., & Barcroft, J. (2007). An Integrated Account of the Effects of Acoustic Variability in first language and second language: Evidence from Amplitude, Fundamental Frequency, and Speaking Rate Variability. Applied Psycholinguistics, 28, 2, 231-249.

Barcroft, J. (2007). Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57, 1, 35-56.

Barcroft, J. (2006). Can writing a new word detract from learning it? More negative effects of forced output during vocabulary learning. Second Language Research, 22, 4, 487-497.

Sommers, M. S., & Barcroft, J. (2006). Stimulus variability and the phonetic relevance hypothesis: Effects of variability in speaking style, fundamental frequency, and speaking rate on spoken word identification. Journal of the American Acoustical Society 119, 4, 2406-2416.

Barcroft, J. (2005). La enseñanza del vocabulario en español como segunda lengua [Vocabulary instruction in Spanish as a second language]. Hispania, 88, 3, 568-583.

Barcroft, J., & Sommers, M. S. (2005). Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition, 27, 3, 387-414.

Barcroft, J. (2004). Promoting second language vocabulary acquisition during reading: Some pivotal issues and eight instructional techniques. The Southern Journal of Linguistics, 26, 2, 94-114.

Barcroft, J. (2004). Effects of sentence writing in L2 lexical acquisition. Second Language Research, 20, 4, 303-334.

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Barcroft, J. (2004). Theoretical and methodological issues in research on semantic and structural elaboration in lexical acquisition. In B. VanPatten, J. Williams, S. Rott, & M. Overstreet (Eds.), Form-meaning connections in second language acquisition (pp. 219-234). Mahwah, NJ: Lawrence Erlbaum.

Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing approach. Foreign Language Annals, 37, 2, 200-208.

Barcroft, J. (2003). Distinctiveness and bidirectional effects in input enhancement for vocabulary learning. Applied Language Learning, 13, 133-159.

Barcroft, J. (2003). Effects of questions about word meaning during L2 lexical learning. The Modern Language Journal, 87, 4, 546-561.

Barcroft, J. (2002). Semantic and structural elaboration in L2 lexical acquisition. Language Learning, 52, 2, 323-363.

Barcroft, J. (2001). Acoustic variation and lexical acquisition. Language Learning, 51, 4, 563-590.

Barcroft, J. (2001). Attention to form and meaning in the written mode: Unconstrained and constrained reading. Spanish Applied Linguistics, 5, 1/2, 95-127.

Barcroft, J., & VanPatten, B. (1997). Acoustic salience of grammatical forms: The effect of location, stress, and boundedness on Spanish L2 input processing. In Pérez-Leroux, A. & Glass, W. (Eds.) Contemporary perspectives on the acquisition of Spanish. Volume 2: Production, processing, and comprehension (pp. 109-122). Somerville, MA: Cascadilla Press.

Book Reviews

Barcroft, J. (2013). Review of Robinson, Peter (Ed.) (2011), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance. The Modern Language Journal, 97, 2, 577-578.

Barcroft, J. (2009). Review of García Mayo, María Del Pilar (Ed.). (2007). Investigating tasks in formal language learning. The Modern Language Journal, 93, 3, 446-448.

Barcroft, J. (2006). Review of Achard, M, & Niemeier, S. (Eds.). (2004). Cognitive linguistics, second language acquisition, and foreign language teaching. Berlin: Moutin de Gruyter. The Modern Language Journal, 90, 2, 274-275.

Translations

English-to-Spanish

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(with Inma Muñoa)

“Microsoft Schedule+ User’s Manual” Wordlink Inc. and Deere & Company, Champaign, Illinois, 1997.

“Microsoft Outlook Manual Wordlink User’s Manual” Wordlink Inc. and Deere & Company, Champaign, Illinois, 1997.

“Prime Science” (a textbook for Grade 6)Publication Services Inc., Champaign, Illinois, 1997

Spanish-to-English

Medical school transcripts, diplomas, and official documents.Champaign, Illinois, 1995-1997.

PAPERS, LECTURES, AND PRESENTATIONS

Papers Delivered: International and National

“Language learning is processing-specific: Implications for instruction”June 25, 2018, Annual Conference of the American Association of Teachers of Spanish and Portuguese, Salamanca, Spain.

“Masked Form-Based Priming in Second Language Learners”(with Michell Sommers and Shusaku Kida) November 10, 2017, 58th Annual Meeting of the Psychonomic Society, Vancouver, Canada.

“Output during vocabulary learning: What types are helpful? What types get in the way?” July 7, 2017, Annual Conference of the American Association of Teachers of Spanish and Portuguese, Chicago.

“Acoustic variability, phonetic relevance and second language vocabulary learning: A test using a within-participants design “

(with Mitchell Sommers)March 11, 2017, Georgetown University Roundtable on Linguistics, Washington, D.C.

“Processing Specificity in Intentional Vocabulary Learning”September 13, 2016, Vocab@Tokyo Conference. Tokyo, Japan.

“Who Are L2 Researchers Talking To? And Who is Listening?”July 10, 2016, Annual Conference of the American Association of Teachers of Spanish and Portuguese, Miami, FL.

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“Vocabulary as a Key to Linking Form and Meaning”July 17, 2015, Annual Conference of the American Association of Teachers of Spanish and Portuguese, Denver, CO.

“Improving Communicative Language Teaching with Input-based Incremental (IBI) Vocabulary Instruction”

November 21, 2014, Annual Convention of the Annual Conference of the American Council on the Teaching of Foreign Languages, San Antonio, TX.

“Five effective ways of presenting target vocabulary as input”October 18, 2014, MEXTESOL, Puebla, Mexico.

“Effects of increased semantic and structural processing on mapping meanings onto homographs in L2” (with Shusaku Kida)

August 12, 2014, International Association of Applied Linguistics World Congress, Brisbane, Australia.

“Keep That Away from the Garden! Explicit Grammar Instruction as a Linguistic Bulldozer”July 9, 2014, Annual Conference of the American Association of Teachers of Spanish and Portuguese, Panama City, Panama.

“Acoustic Variability, Phonetic Relevance, and Second Language Vocabulary Learning: A Test Using a Within-Participants Design”

(with Mitchell S. Sommers)March 15, 2014, Georgetown University Roundtable on Languages and Linguistics, Washington, D.C.

“Four Input Retrieval Patterns and Incidentally Oriented Vocabulary Learning During Reading”December 20, 2013, Vocab@Vic Conference, Victoria University of Wellington, New Zealand.

“Which Spanish Grammatical Structures Should Not Be Taught Explicitly?”July 11, 2013, Annual Conference of the American Association of Teachers of Spanish and Portuguese, San Antonio, TX.

“Task Type, Exposure Frequency, and Incidental L2 Vocabulary Learning During Reading”(with Shusaku Kida)March 16, 2013, Annual Conference of the American Association of Applied Linguistics, Dallas, Texas.

“Using Reaction Time to Assess the Quality of Developing Lexical Representations”(with Mitchell S. Sommers)November 9, 2012, Experimental Psycholinguistics Conference. Universidad Nacional de Educación a Distancia [National University of Distance Education], Madrid, Spain.

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“How and Why to Supplement Your Spanish Textbook with IBI Vocabulary Instruction”July 9, 2012, Annual Conference of the American Association of Teachers of Spanish and Portuguese, San Juan, Puerto Rico.

“Repetez s’il vous plait, or not?: Choral Repetition and L2 Vocabulary Learning”(with Wynne Wong)July 9, 2012, 11th International Conference of the Association for Language Awareness, Concordia University, Montreal.

“What Types of Input and Tasks Are Effective for Vocabulary Learning?”March 31, 2012, TESOL International Convention, Philadelphia, PA.

“New Evidence in Support of the Extended Phonetic Relevance Hypothesis: FO Variability Improves L2 (Russian) Vocabulary Learning for Speakers of a Tonal Language (Zapotec)”

(with Mitchell S. Sommers)March 9, 2012, Georgetown University Roundtable on Languages and Linguistics, Washington, D.C.

“Supplementing ESL Materials with Input-Based Incremental Vocabulary Instruction”

October 28, 2011, MEXTESOL XXXVIII Convention, Morelia, Mexico.

“Qualitative Costs of Using the Keyword Method for L2 Vocabulary Learning: A Priming Study”

(with Mitchell S. Sommers and Gretchen Sunderman)March 27, 2011, Annual Conference of the American Association of Applied Linguistics, Chicago, Illinois.

“Can L2 Theory and Research Improve Auditory Training in L1?”(with Mitchell S. Sommers and Nancy Tye-Murray)

March 26, 2011 at the Annual Conference of the American Association of Applied Linguistics, Chicago, Illinois.

“Positive Effects of Retrieval Opportunities on Incidentally Oriented L2 Word Learning During Reading”

March 18, 2011, 21st Vocabulary Acquisition Research Group Network Conference, University of Wales, Swansea, Wales.

“A Large-Scale Study on Meaning-Oriented Auditory Training with Single versus Multiple Talkers”

(with Nancy Tye-Murray and Mitchell S. Sommers)November 18, 2010, 2nd Pan-American/Iberian Meeting on Acoustics, Cancún, Mexico.

“Effects of Referent Token Variability on L2 Vocabulary Learning”(with Mitchell S. Sommers)March 7, 2010 at the Annual Conference of the American Association of Applied Linguistics, Atlanta, GA.

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“Further Studies of Acoustic Variability and Vocabulary”(with Mitchell S. Sommers and Kevin Mulqueeny)November 14, 2008, 49th Annual Meeting of the Psychonomic Society, Chicago.

“Using Input-Based Incremental Vocabulary Instruction for ESL”October 4, 2008, 6th Annual Conference of the National Association of University English Professors, Puerto Vallarta, Mexico.

“Input-Based Incremental Vocabulary Instruction for Spanish: From Research to the Classroom”July 9, 2008, Annual Conference of the American Association of Teachers of Spanish and Portuguese, San José, Costa Rica.

“What Mechanism Can Account for the Benefits of Acoustic Variability During Vocabulary Learning?”

(with Mitchell S. Sommers)May 2, 2008, Linguistic Variation Across the Lifespan Symposium, The Ohio State University, Columbus, OH.

“Do the Positive Effects of Talker Variability on L2 Vocabulary Learning Extend to L1?”(with Mitchell S. Sommers)March 29, 2008, Annual Conference of the American Association for Applied Linguistics, Washington, D.C.

“Partial Word Form Learning in L2 Spanish and German: Theoretical and Pedagogical Implications”

(with Susanne Rott)October 7, 2006, Second Language Research Forum, University of Washington, Seattle.

“Vocabulary Learning with Objects and Nonobjects: Theoretical and Methodological Issues”(with Gretchen Sunderman)June 19, 2006, paper presented at the colloquium “L2 Vocabulary: The Interface between Learning and Representation,” Annual Conference of the American Association for Applied Linguistics, Montreal, Quebec.

“Cross-Linguistic Influence in Bilinguals: Implications for Bilingual Education”March 20, 2006, The Oxford Round Table Special Session on Bilingual Education and the Teaching of English as a Second Language, Harris Manchester College in the University of Oxford, Oxford, England.

“Effects of Semantic and Structural Elaboration on Vocabulary Learning During L2 Reading”November 12, 2005, Language Processing Workshop at The Conference on the Acquisition of Spanish and Portuguese as First and Second Languages, Pennsylvania State University.

“Effects of Acoustic Variability and Voice Intelligibility on L2 Vocabulary Learning”

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(with Mitchell S. Sommers)March 20, 2005, 5th International Symposium on Bilingualism, Barcelona, Spain.

“Positive Effects of Acoustic Variability on Second Language Vocabulary Learning”(with Mitchell S. Sommers)July 3, 2004, Fourth International Conference on the Mental Lexicon, Windsor, Canada.

“Effects of Synonym Generation on L2 Vocabulary Learning During Reading”May 20th, 2004, 9th Symposium on Applied Linguistics, Puebla, Mexico.

“Word Form Learning in Spanish as Second Language: Comparing the Spoken and Written Modes”

May 16, 2003, 8th Symposium on Applied Linguistics, Puebla, Mexico.

“English Dative Alternation: On What Do Speakers Base Their Judgments?” March 24, 2003, Annual Conference of the American Association for Applied Linguistics, Arlington, VA.

“The Effects of Word Writing on Second Language Lexical Acquisition”April 7, 2002, Annual Conference of the American Association for Applied Linguistics, Salt Lake City, UT.

“Examining the TOPRA Model for L2 Lexical Acquisition”March 16, 2002, Second Language Vocabulary Acquisition Colloquium, Leiden, The Netherlands.

“Semantic and Structural Elaboration in Lexical Acquisition”February 22, 2002, Form-Meaning Connections in Second Language Acquisition Conference, Chicago, IL.

“Inhibitory Effects of Elaboration in Early L2 Lexical Acquisition”October 13, 2001, Fourth Annual Conference on the Acquisition of Spanish and Portuguese as First and Second Languages, Urbana, IL.

“Semantic Versus Structural Orientation in Second Language Lexical Learning”July 20, 2001, International Conference on Memory, Valencia, Spain.

“Enhancement, Typicality, and Lexical Acquisition”February 27, 2001, Annual Conference of the American Association for Applied Linguistics, St. Louis, MO.

“The Nature of Partial Word Form Learning”November 18, 2000, Fourth Hispanic Linguistics Symposium, Bloomington, IN.

“The Generation Effect in L2 Lexical Acquisition”September 8, 2000, Second Language Research Forum, Madison, WI.

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“Processing Resources and L2 Lexical Acquisition in Three Writing Tasks”September 24, 1999, Second Language Research Forum, Minneapolis, MN.

“The Effects of Three Input Processing Conditions on L2 Vocabulary Acquisition”March 7, 1999, American Association for Applied Linguistics, Stamford, CT.

“L2 Vocabulary Learning: Pictures, Translations, or Both?”(with Nuria Sagarra)November 22, 1998, Annual Conference of the American Council on the Teaching of Foreign Languages, Chicago, IL.

“The Effects of Input and Retrieval Modes (L1 vs. Picture vs. L1+Picture) on L2 Vocabulary Retention”

(with Nuria Sagarra)August 3, 1998, Annual Conference of the American Association of Teachers of Spanish and Portuguese, Madrid, Spain.

“Acoustic Variation during Spoken Input And L2 Vocabulary Acquisition”March 15, 1998, Annual Conference of the American Association for Applied Linguistics, Seattle, WA.

“Input Variation and Optimal Second Language Vocabulary Acquisition as Evidenced by Zero vs. Moderate vs. Extreme Variation on Voice-Type”

October 4, 1997, Spanish Second Language Acquisition Symposium, University of Texas at Austin.

“The Effects of Bilingualism on VOT Durations of /ptk/ and /bdg/ in English And Spanish”November 9, 1997, Mid-Continental Workshop on Phonology, University of Illinois at Urbana-Champaign.

“Acoustic Salience of Grammatical Forms: The Effect of Location and Stress on (Spanish) L2 Input Processing”

(paper co-authored with Bill VanPatten)October 30, 1995, Conference on the Acquisition of Spanish as a First and Second

Language, Penn State University.

Poster Presentations: International and National

“Semantic Procesing Interferes with the Benefits of Talker Variability in Vocabulary Learning”(with Nichole Runge and Mitchell S. Sommers)November 9, 2017, 58th Annual Meeting of the Psychonomic Society, Vancouver, Canada.

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Joe Barcroft: CV

“The Effect of Variable Input on Memory for Novel Vocabulary”(with Nichole Runge and Mitchell S. Sommers)July 18, 2016, International Conference on Memory 6, Budapest, Hungary.

“Linguistic Relevance, Processing Specificity, and the Effects of Input Variability”(with Mitchell S. Sommers)October 1, 2015, Modeling Variability in Speech workshop, Institute for Natural Language Processing, Stuttgart, Germany.

“Input Variability and Acquisition of Novel First-Language Vocabulary”(with Niki Runge and Mitchell S. Sommers)November 22, 2014, 55th Annual Meeting of the Psychonomic Society, Long Beach, CA.

“Better L2 Pronunciation Is One of the Many Benefits of Acoustically Varied Input”(with Mitchell S. Sommers)September 20, 2013, Fifth Annual Pronunciation in Second Language Learning and Teaching Conference, Iowa State University, Ames, IA.

“Acoustic Variability and Learning New Word Forms”(with Mitchell S. Sommers)November 3, 2006 at the Boston University Conference on Language Development, Boston, MA.

“Sentence-Level Semantic Processing and L2 Vocabulary Acquisition”

October 17-18, 2003, Second Language Research Forum, Tucson, AZ.

“The Effects of Variations in Voice Type on the Acquisition of Second Language Vocabulary” (with Mitchell S. Sommers)December 6, 2002, Conference of the Acoustical Society of America, Cancún, Mexico.

“Strategies and Performance on an Immediate Lexical Learning Task”October 4-5, 2002, Second Language Research Forum, Toronto, Canada.

“L2 Vocabulary Acquisition: Do Sentence-Writing and Oral Repetition Help?”October 15-18, 1998, Second Language Research Forum, Honolulu, HI.

Conference Workshops: International and National

“Vocabulary and the Centrality of Meaning”(with Bill VanPatten and Paul Mandell)July 10, 2016 at the Annual Conference of the American Association of Teachers of Spanish and Portuguese, Miami, FL.

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Joe Barcroft: CV

“Radically Improving Second Language Instruction with the Input-Based Incremental Approach”

August 11, 2014, International Association of Applied Linguistics World Congress, Brisbane, Australia.

Invited Lectures and Workshops: International and National

“Can Acoustically Varied Input Improve Vocabulary Learning?”April 13, 2018, Third Symposium on Teaching and Learning Vocabulary, University of Western Ontario, London, Canada

“From Research on Lexical Input Processing to Effective Vocabulary Instruction”(Lecture)March 19, 2018, Hiroshima University, Higashihiroshima, Japan

“Psycholinguistic Research on L2 Vocabulary Learning: Methods and Implications”(Lecture)March 1, 2018, California State – Chico, Chico, CA.

“Integrating Effective Vocabulary Instruction in CLT, TBI, and CBI”(Lecture)February 20, 2018, Truman State University, Kirksville, MO.

“How Does Acoustic Variability Affect Vocabulary Learning and Speech Processing?”(Seminar Lecture)February 2, 2018, Victoria University, Wellington, New Zealand

“Lexical Input Processing: Theory, Research, and Effective Vocabulary Instruction”(Roundtable Lecture)February 1, 2018, Victoria University, Wellington, New Zealand

“What type of input is best for vocabulary learning?”

(Lecture/Workshop)December 2, 2017, San Luis Rey Chapter of the American Association of Teachers of Spanish and Portuguese Mini-Conference, Ladue High School, Ladue, MO.

“How vocabulary learning is input-based, task-based, and processing-specific all over: Implications for instruction”

(Lecture)November 17, 2017, Second Symposium on Teaching and Learning Vocabulary, University of Western Ontario, London, Canada.

“El método IBI: cómo utilizar el input y tareas para promover el aprendizaje del vocabulario” [The IBI Method: How to Utilize Input and Tasks to Promote Vocabulary Learning]

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Joe Barcroft: CV

(Lecture)September 6, 2017, Asociación para la Enseñanza del Español Como Lengua Extranjera (ASELE), Tarragona, Catalonia, Spain

“What Is New and What Is Not So New about TPRS?”(Lecture/Workshop)November 12, 2016, San Luis Rey Chapter of the American Association of Teachers of Spanish and Portuguese Kick-Off Event plus Mini-Conference Current Trends in Language Teaching, Pattonville High School, Maryland Heights, MO.

“Discovering Second Languages and How They Are Learned”(Induction Ceremony Address)November 9, 2016, Induction Ceremony for Honorary Societies in Spanish, French, and German, Ladue Horton Watkins High School, Ladue, MO.

“Acoustic-Variability Effects in Vocabulary Learning and Speech Processing”(Keynote Address)October 8, 2016, Hispanic Linguistics Symposium, Georgetown University, Washington, D.C.

“Three Things You Should Not Do and Five Things You Should Do When Teaching Vocabulary”

(Lecture)September 23, 2016, Hope College, Holland, MI.

“Identifying and Attaining Lexical Goals Using the IBI Approach”(Workshop)May 3, 2016 at Saint Louis University, Saint Louis, MO.

“Lexical (within Multilevel) Input Processing in Language Acquisition: Principles and Applications”

(Lecture)December 2, 2015 at the University of Illinois at Urbana-Champaign.

“Lexical (within Multilevel) Input Processing: Theory, Research, and Practice” (Keynote Address) February 27, 2015, at the Second Language Studies Symposium for the Second Language Studies Program at Michigan State University, Lansing, MI.

“El método IBI: Del input a la adquisición del vocabulario [The IBI Method: From Input to Vocabulary Acquisition]”

(Two Workshops)February 16-17, 2015 at the Symposium “Tendencias actuales en la enseñanza de lenguas en contextos universitarios: Del input a la interacción [Current Trends in Language Teaching in University Contexts: From Input to Interaction]” at the Universidad Iberoamericana in Puebla, Mexico.

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Joe Barcroft: CV

“Different Types of Input Processing: A Path toward Better Understanding Acquisition”

(Symposium Plenary) February 16, 2015 at the Symposium “Tendencias actuales en la enseñanza de lenguas en contextos universitarios: Del input a la interacción [Current Trends in Language Teaching in University Contexts: From Input to Interaction]” at the Universidad Iberoamericana in Puebla, Mexico.

“Taking Language Instruction to the Next Level with the IBI Approach” (Workshop)July 24-26, 2013 Department of Languages, Facultad de Estudios Superiores Iztacala (FESI) [Iztacala School of Higher Education], National Autonomous University of Mexico (UNAM) in Mexico City.

“Efectos de la variabilidad acústica en el procesamiento del habla y el aprendizaje de vocabulario [Effects of acoustic variability in speech processing and vocabulary learning]”

(Lecture)April 4, 2013, Infant Laboratory, Department of Psychology, National Autonomous University of Mexico (UNAM) in Mexico City.

“Taller de redacción de artículos en lingüística aplicada [Workshop on Writing Articles in Applied Linguistics]”

(Workshop)January 22, 2013, Masters in Applied Linguistics Program at the Autonomous University of Mexico (UNAM), Mexico City.

“Putting Effective Vocabulary Instruction into Practice” (Workshop)January 14-18, 2013, Teaching Center for Foreign Students (CELE) at the Autonomous University of Mexico (UNAM), Mexico City.

“La variabilidad acústica: Cómo afecta el aprendizaje de vocabulario y el procesamiento del habla” [Acoustic variability: How it affects vocabulary learning and speech processing”

(Lecture)October 16, 2012, Masters Program in Applied Linguistics at the National Autonomous University of Mexico (UNAM) in Mexico City.

“A Theoretically Grounded and Evidence-Based Approach to Second Language Vocabulary Instruction”

(Lecture)September 7, 2012, MEXTESOL Morelos Chapter Regional Convention, José Vasconcelos International University, Cuernavaca, Mexico.

“Using the Input-Based Incremental (IBI) Approach to Teach English Vocabulary” (Workshop)

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Joe Barcroft: CV

August 29-31, 2012, National University of Campeche in Campeche, Mexico.

“¿Quieres aprender vocabulario en una segunda lengua? Qué te ayudará y qué no. [Do you want to learn vocabulary in a second language? What will help you and what won’t.]

(Lecture)May 11, 2012, National University of Campeche in Campeche, Mexico.

“IBI Vocabulary Instruction: An Evidence-Based Approach” (Lecture)March 30, 2012, TESOL Conference. (Academic Presentation for TESOL Publishers).

“Teaching and Learning Vocabulary: What Recent Research Tells Us” (Lecture)(with Kara McBride)October 14, 2011, MIDTESOL Conference, St. Louis, MO

“Using Structured Input for Second Language Grammar and Vocabulary Instruction” (Lecture)October 21 and 22, 2010, Teaching Center for Foreign Students (CELE) at the Autonomous University of Mexico (UNAM), Mexico City.

“Deeper processing while digging in the wrong mine: Overextension versus Specificity in L2 Vocabulary Research”

(Lecture)March 19, 2010, 20th Vocabulary Acquisition Research Group Network Conference, Newtown, University of Wales.

“Cross-linguistic influence and the notion of multicompetence” (Lecture)October 10, 2009, Annual Bilingual/English as a Second Language at Houston Baptist University.

“How to Incorporate Input-Based Incremental Vocabulary Instruction in Your Classroom” (Lecture-Workshop)October 27, 2008, Houston Baptist University, Houston, TX.

“Effects of Semantically and Structurally Oriented Tasks on Intentional and Incidental L2 Vocabulary Learning during Reading: Implications for Vocabulary Instruction”

(Lecture)July 2, 2007, Teaching Center for Foreign Students (CELE) at the Autonomous University of Mexico (UNAM), Mexico City.

“Input-Based Second Language Vocabulary Instruction” (Workshop)July 25, 2006, Rockwood School District, Eureka High School, Eureka, MO (for high school language instructors).

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Joe Barcroft: CV

“An Input-Based Approach to Second Language Vocabulary Instruction” (Workshop)April 5, 2006, University of Missouri at St. Louis, St. Louis, MO (for foreign language instructors).

“Word-Level Input Processing, Type of Processing, and Second Language Vocabulary Learning” (Lecture)

May 18, 2005, Teaching Center for Foreign Students (CELE) at the Autonomous University of Mexico (UNAM), Mexico City.

“Processing Resource Allocation and Second Language Vocabulary Acquisition: Theory, Research, and Instruction”

(Lecture)March 3, 2004, Invited lecture at Notre Dame University, South Bend, IN.

“¿Qué sabemos de la adquisición de vocabulario en segundas lenguas? [What do we know about second language vocabulary acquisition?]”

(Lecture)May 13, 2003, Teaching Center for Foreign Students at the Autonomous University of Mexico, Mexico City. (Follow-up lecture-discussion session on input processing and vocabulary acquisition on May 23, 2003 at Center for Teaching of Foreign Languages [CELE] at the Autonomous University of Mexico [UNAM], Mexico City).

“Second Language Acquisition: Vocabulary development” (Workshop)March 21, 2003, Cooperating School Districts of St. Louis, MO.

“Adquisición de vocabulario: Investigación y práctica [Vocabulary Acquisition: Research and Practice]”

(Plenary Address)September 21, 2002, XI Encuentro para profesores de español a no hispanohablantes: Técnicas metodológicas en el salón de clases. [XI Meeting for Teachers of Spanish to Non-Spanish Speakers: Methodological Techniques in the Classroom], Autonomous University of Mexico, San Antonio, TX.

“L2 Vocabulary Acquisition: An Overview of Research Directions” (Lecture)October 23, 2001, Department of French, Ohio State University, Columbus, OH.

“Input Processing and Vocabulary Acquisition” (Lecture)March 9, 2001, the University of Houston, Houston, TX.

Invited Workshops: Washington University in St. Louis

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Joe Barcroft: CV

“Using the IBI Approach for L2 German Vocabulary Instruction”March 22, 2016, Invited Workshop for graduate students in the Department of Germanic Languages and Literatures at Washington University in St. Louis.

“Input, Tasks, and Content in SLA and IBI Vocabulary Instruction”

February 3, 2015, Invited Workshop for graduate students in the Department of German Languages and Literatures at Washington University in St. Louis.

“Activities Outside of the Class and Options for Corrective Feedback in Writing”

April 24, 2012, Invited Workshop in the Department of Jewish, Islamic, and Near Eastern Languages and Cultures at Washington University in St. Louis.

“Input-Based Incremental Vocabulary Instruction”February 15, 2007, Invited Workshop for graduate students in the Department of Germanic Languages and Literatures at Washington University in St. Louis.

Papers Delivered: University of Illinois at Urbana-Champaign

“The Effects of Three Processing Conditions on L2 Vocabulary Learning”April 20, 1998, Applied Linguistics Colloquium, Department of Spanish, Italian and Portuguese, University of Illinois at Urbana-Champaign (UIUC).

“Acoustic Salience of Grammatical Forms in (Spanish) L2 Input: The Effect of Location and Stress”

May, 1995, Colloquium on Second Language Input Processing, UIUC.

COLLOQUIA / PANELS CONVENED

“Processing Specificity in Vocabulary Learning”September 13, 2016, Vocab@Tokyo Conference, Tokyo, Japan.

“The Conspiracy against Language Acquisition (and What to Do about It)”July 10, 2016 at the Annual Conference of the American Association of Teachers of Spanish and Portuguese, Miami, FL.

“The Centrality of Meaning”July 17, 2015, Annual Conference of the American Association of Teachers of Spanish and Portuguese, Denver, CO.

“Three Perspectives on Why Explicit Grammar Instruction Does Nothing (or Less than Nothing) for Acquisition”

July 9, 2014, Annual Conference of the American Association of Teachers of Spanish and Portuguese, Panama City, Panama.

“L2 Vocabulary: The Interface between Learning and Representation”

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Joe Barcroft: CV

June 19, 2006, Annual Conference of the American Association for Applied Linguistics, Montreal.

LANGUAGES

EnglishNative speaker; over five years of experience teaching English as a second language.

SpanishNative-like fluency; over fifteen years of experience teaching Spanish; have lived and traveled extensively in Spanish-speaking countries.

American Sign Language (ASL) and Pidgin Signed English (PSE)High-intermediate; signed on a regular basis for six years; some coursework in ASL (Manual Communications II at Parkland College).

ItalianIntermediate speaker with strong comprehension skills, lived three continuous months and over five months total in Italy; completed two courses in Italian.

CatalánIntermediate speaker; lived one year in Barcelona; completed four courses.

PortugueseLow-intermediate; completed one course (Portuguese for Spanish Speakers).

GermanCompleted one course (Introduction to German).

Date Revised: September 6, 2018

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