• Liliana Paredes

  • Associate Professor of the Practice of Spanish and Director of the Spanish Language Program
  • Romance Studies
  • 102 Languages Building
  • Campus Box 90257
  • Phone: (919) 660-3124
  • Office Hours: By appointment
  • Overview

    Director of the Spanish Language Program
  • Other

    Ph.D. in Spanish Linguistics from the University of Southern California, 1996. Areas of interest are sociolinguistics, minority languages and bilingualism; linguistic human rights; amerindian languages; inter-culturalism. Interested in the study of development of discourse strategies in the L2 classroom. Publications include The Use of the Past Tense in the Narratives of Bilingual Children: The Acquisition of Aspectual Distinctions, Spanish in the U.S., Ana Roca; Editor, (2000). "The Proficiency Continuum in Quechua-Spanish Bilingual Speakers: An Analysis of the Verbal Clitic System," Journal of Southwestern Linguistics, Volume 20, Number 1, (2001).“Language Contact and Change: Direct Object Leísmo in Andean‐Spanish." (with Maria Luz Valdez) Ed. Maurice Westmoreland and Juan Antonio Thomas. Cascadilla Proceedings Project, Somerville, MA, USA, Winter, 2008, vii+161 pages.;"Todos tienen un acento menos yo" Ed.Maria Montes de Oca y Luis Navarro.Nuevas Inquisiciones. Mexico. 2011
  • Specialties

    • Spanish
    • Linguistics and Theories of Pedagogy
  • Research Summary

    Second Language Acquisition, Second Language Instruction, Linguistics, Sociolinguistics, Human Rights, Language and Identity
  • Research Description

    Current interests: second language acquisition of vocabulary; curricular implications of low, mid and high stakes activities to understand writing in a second language; development of intercultural competence, assessment.
  • Current Projects

    " Task-based and vocabulary acquisition, "Language Instructor Exchange Program - Equal exchange of knowledge project"
  • Teaching

    • ENGLISH 195FS
      • FOCUS SEMINAR ON LINGUISTICS
    • SPANISH 111
      • INTENSIVE ELEM SPANISH
    • ROMST 700
      • TEACHING FOREIGN LANG
    • SPANISH 301
      • ADV SPANISH WRITING
    • SPANISH 393
      • RESEARCH INDEPENDENT STUDY
  • Education

      • PhD in Spanish Linguistics,
      • University of Southern California,
      • 1996
      • Masters in Linguistics,
      • State University of New York at Stony Brook,
      • 1990
      • BA in Linguistics,
      • Pontificia Universidad Catolica del Peru,
      • 1989
    • Curriculum Innovations

      • Intensive Spanish Summer Institute
        • 2013 - present
        • Durham
        • A summer course that takes about 6 hours a day with a strong component of experiential learning. Students go out in the community once a week to fulfill specific activities geared to better understand the connection between language and culture. Ideally students will spend a week in Mexico to make connections with their experience in the Latino Community in Durham.
      • Curriculum Innovations
        • 2008-12-01-2008-12-01
        • We are currently evaluating the effect of our service learning courses in order to plan for strategies that will attract more students interested in working in the community while developing their language proficiency.
    • Invited Talks

      • Escritura avanzada… trabajo en paneles de expertos, usos de blog y niveles de escritura
        • 2012-06-13
        • Universidad de Valencia
    • Conference Talks

      • Beyond word lists and negotiation of meaning: Understanding vocabulary in TBLT.
        • October 05, 2013
        • Task Based Learning and Teaching 2013 Conference, October 3-5, 2013.
        • Banff, Alberta, Canada. In collaboration with Joan Munne.
      • Más allá de listas de palabras y negociación de significados: enseñanza y adquisición de vocabulario en el contexto del enfoque por tareas.
        • October 10, 2013
        • UNAM - Mexico
      • Task-based assessment: A look at successful experiences at the elementary and intermediate level Spanish
        • July 10, 2010
        • In this session we will discuss assessment tasks currently used to evaluate elementary and intermediate Spanish. In order to have an improved measurement of linguistic production (natural discourse) we have explored evaluative tasks that rely on collaborative work as well as negotiation of meaning, reflecting closely what happens in the classroom. These tasks represent an innovation in the set of testing tools used in a standardized program
      • Lowering the Stakes: Writing to Learn and Learning to Write.
        • November 16, 2012
      • En búsqueda de respuestas: prácticas actuales y desarrollos futuros en el entrenamiento del instructor de L2 en el contexto del trabajo por tareas
        • October 13, 2011
        • Universidad Nacional Autónoma de México
      • Development of L2 Discourse in Podcasts.
        • November 20, 2009
        • ACTFL 2009
        • Study of acquisition of Spanish discourse markers in students' production of planned speech.
      • Discurso y negociación de identidad. Grupos amerindios en Carolina del Norte.
        • July, 2009
        • 53rd International Congress of Americanists, Mexico
        • This work examines the discursive manifestations of these indigenous immigrants, whose sociolinguistic space has shifted from small Mexican pueblos (the first language space), to larger urban centers in their own country (where the second language, Spanish, becomes dominant), to border crossing and life in the United States (where even further sociolinguistic considerations arise). In this third setting, we particularly explore issues of gender and level of formal education as they relate to language use. In part, this work seeks to examine how language differences, ethnicity, conflict, and social inequalities are expressed through the intra-groupal discourse of speakers of different indigenous groups. We propose that the discourse of the speakers, where it consists of questions of linguistic or cultural power and domination, establishes (or fails to establish) communities of practice (Wenger 1998) that determine the future health and survival of the indigenous languages and cultures in North Carolina.
      • Evaluating the Foreign Language Requirement at Duke University
        • 2008-11-21
        • ACTFL 2008
        • Presentation to describe the procedures and methodologies of the language study currently in progress at Duke.
      • Task-based assessment in lower and intermediate Spanish classes
        • November 21, 2008
        • ACTFL 2008
        • Evaluation tools based on a task-based approach give students the opportunity to use the second language creatively, in interaction and in a very contextualized manner. Thus, instructors will be able to observe and assess construction of discourse, while examining accuracy, levels of linguistic complexity, variety and linguistic interaction.
  • Recent Publications

      • L. Paredes.
      • (September, 2013).
      • Adquisición de segundas lenguas y pedagogías innovadoras..
      • Atic Revista d’innovació Educativa, Universitat de Valencia. Monográfico 10. Web. September, 2013.
      • Universitat de Valencia (Eds.),
      • .
      • Joan Munne.
      • (March, 2013).
      • Gente Intermedio.
      • New Jersey:
      • Pearson.
      Publication Description

      Following Gente: Nivel basico in its philosophy and task-based approach to teaching and learning a second language, with Gente: Nivel intermedio students learn intermediate level Spanish through interaction and collaborative work. Learners develop an ability to express themselves in real contexts and solve communicative problems. This intermediate level program exposes readers to a rich and understandable input of authentic language, has them use the language in real-life situations, and helps them to listen, read, speak and write the language effectively. With Gente: Nivel intermedio readers are encouraged to learn by doing and the results are long-term retention and a raised level of learners’ achievement.

      • L. Paredes.
      • (2012).
      • The Acquisition of Second Languages and Innovative Pedagogies.
      • .
      Publication Description

      Papers are invited for a special volume on The Acquisition of Second Languages and Innovative Pedagogies. This monograph will publish state-of-the-art articles on educationalresearch and educational experiences in higher education, in one of the next subjects: 1. Definition and delimitation of new pedagogies in Second Language Acquisition: the evolution of learning methodologies, the different moments in the communicational teaching processes, the introduction of ICT in the classroom and outside the classroom. Why we call them new pedagogies and what impact do they have in the development of linguistic abilities. 2. New Approaches to Grammar Work: new approaches in the second language acquisition’s grammar context, the role of grammatical accuracy in the linguistic production, the results of grammar reflection in the solidification of grammatical accuracy. 3. The Acquisition of Second Languages and the Community Experience: the communitarian work and its impact in the acquisition, reflections about practices in the community, research applied to communitarian work, the creation of products by the community. 4. The Evaluation of New Information and Communication Technologies in the Acquisition and Learning of Second Languages Field: New ICT and its impact in second language acquisition, the effect of online translation in students’ work, the use of blogs and forum in the linguistic development, social networks and linguistic community.

      • L. Paredes.
      • (June, 2011).
      • Enseñar español en México.
      • .
      • (Interview for a professional blog: http://eledelengua.com/ldelengua49-ensenar-espanol-en-mexico/)
      • [web]
      Publication Description

      En este número de septiembre de LdeLengua contamos con una charla a varias bandas con cuatro profesionales del mundo del español que ejercen su trabajo en México: Luis Navarro y Liliana Paredes (desde Cuernavaca) Helena Jiménez y Edith Bautista (desde Monterrey). Los temas que se han puesto sobre la mesa han sido los siguientes: ¿Vemos la enseñanza del español de manera diferente desde España y desde Hispanomérica? ¿Cómo tratamos en nuestras clases el hecho “panhispánico” del español? ¿Pensáis que los materiales que se hacen en España están demasiado focalizados en las formas lingüísticas y culturales españolas? ¿Cómo tratáis las formas dialectales en vuestras clases?

      This was a very interesting experience. During my leave I had the chance to teach Spanish as a second language in Mexico, with colleagues from Mexico and Spain. The collaborative work was amazing and engaging. This interview for a professional blog is an example of these open dialogs.

      • L. Paredes.
      • (2011).
      • Todos tienen un acento menos yo.
      • In Maria Montes de Oca, Luis Navarro (Eds.),
      • Mitos de la lengua
      • (pp. 224).
      • Pitágoras 736/Colonia del Valle/CP03100/Mexico, DF:
      • Otras Inquisiciones.
      Publication Description

      Mitos de la lengua Mitos de la lengua es un libro que, de manera amena, entretenida y práctica, desvela muchas de las verdades de uno de los más importantes recursos que tiene el hombre para enfrentarse al mundo que lo rodea: la lengua. En este libro están las respuestas a muchas de las preguntas que nos hacemos acerca de nuestra manera de expresarnos y la de los demás, al tiempo que se aclaran los mitos que, de tanto repetirse, la mayoría cree verdades.

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  • Selected Grants

    • Duke Immerse Summer Course
Liliana Paredes