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Teresa Pica
Professor
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Education
1967: B.A., English and Speech, with honors, College of New
Rochelle
1969: M.A., Speech Pathology, Teachers College, Columbia
University
1982: Ph.D., Educational Linguistics, University of
Pennsylvania
Areas of Expertise
Second language acquisition
Language curriculum design
Approaches to classroom practice
Classroom discourse analysis
Professional Biography
Dr. Pica joined the faculty of the Penn Graduate School of
Education in 1983. In previous appointments, she was a teacher of English as a
Second Language, a speech and language pathologist, and an instructor of public
speaking. Dr. Pica works on professional development with the School District
of Philadelphia and the Pennsylvania Department of Education and is an academic
advisor to universities in Korea, Spain, and India. She serves on the editorial
boards of many of the leading journals of language study. She has held guest
lectureships at Temple University, Japan; the University of Sydney; the Federal
University of Cuiaba, Brazil; and the TESOL Summer Institute. Dr. Pica has been
awarded grants from the National Science Foundation, the Ivy League Consortium
on Language Learning and Teaching, the United States Department of State, and
the University of Pennsylvania Research Foundation. She has also received
fellowships and tuition grants from the U.S. Department of Education to support
local teachers and doctoral students. Additional recognitions include the Ethel
G. Carruth term chair; a University of Pennsylvania Lindback Award; the GSE Teaching
Excellence, Women Pioneers, and Alumni Association Helen C. Bailey awards; an
ACTFL (American Council on the Teaching of Foreign Languages) Research Award;
the 2007 Freeman Award (Northeast Conference on the Teaching of Foreign
Languages); and a TESOL Research Award, shared with her students. She has
supervised more than 50 Ph.D. dissertations at Penn as well as at universities
abroad.
Research Interests and Current Projects
Dr. Pica works collaboratively with teachers,
administrators, students, and alumni on questions that explore the interface of
theory and practice in language learning and teaching. Her current work
addresses the need for the reform of content-based second-language curricula
toward greater integration of linguistic form with communicative and academic
functions. Her research has resulted in the design and implementation of
interventions that serve simultaneously as classroom activities to assist
language learning through communication and content study and research
instruments to identify the strategies and outcomes that co-occur with this
process.
Courses Taught
EDUC 517: Classroom Discourse and Interaction
EDUC 525.3: Fieldwork in TESOL: Observation
EDUC 525.4: Fieldwork in TESOL: Supervised Student Teaching
EDUC 527: Approaches to Teaching English and Other Modern
Languages
EDUC 641: Language and the Professions
EDUC 670: Second Language Acquisition
EDUC 673: Selected Topics in Educational Linguistics: (a)
Language Learning Research: Multiple Perspectives and New Directions and (b)
Task Based Language Teaching and Learning
EDUC 911: Issues in Second Language Acquisition
Selected Publications
Pica, Teresa. (2007) In press. Teaching and Research
Relationships in Task Based Learning and Teaching. In B. Spolsky and F. Hult
(Eds.), Handbook of educational linguistics. Malden, MA: Blackwell Publishing.
Pica, T., Kang, H., & Sauro, S. (2006). Information gap
tasks: Their multiple roles and contributions to interaction research
methodology. Studies in Second Language Acquisition 26: 305-335.
Pica, T. (2005). Classroom learning, teaching, and research:
A task-based perspective. The Modern Language Journal 89: 339-352.
Pica, T. (2005). Second language acquisition research and
applied linguistics: State of the art on second language acquisition. In E.
Hinkel (Ed.), Handbook on second language learning and teaching (pp. 263-280).
Mahwah, NJ: Erlbaum.
Pica, T. (2003). Language education for the 21st century: A
newly informed perspective. In H. Tonkin & T. Regan (Eds.), Language in the
21st century (pp. 115-131). Philadelphia: Benjamins.
Pica, T. (2001). Subject matter content: How does it assist
the interactional and linguistic needs of classroom language learners? The
Modern Language Journal 85, 1–19.
Pica, T., & Garcia-Mayo, P. (2000). L2 learner
interaction in a foreign language context: Are learning needs addressed?
International Review of Applied Linguistic, 38, 35–58.
Pica, T. (2000). Tradition and transition in English
language teaching. System: An Interdisciplinary Journal in Applied Linguistics
28, 1–18.
Pica, T., Lincoln-Porter, F, Paninos, D., & Linnell, J.
(1996). Language learner interaction: How does it address the input, output,
and feedback needs of second language learners? TESOL Quarterly 30, 59–84.
Pica, T. (1994). Questions from the language classroom: research perspectives. In TESOL Quarterly, 28, 49–79.
Pica, T., Kanagy, R., & Falodun, J.. (1993). Choosing and using communication tasks for second language research and instruction. In G. Crookes and S. Gass (Eds.), Tasks and language learning (pp. 9–34). London: Multilingual Matters.
Pica, T., Holliday, L., Lewis, N., Berducci, D., & Newman, J. (1992). Language learning through interaction: What role does gender play? In Studies in Second Language Acquisition 13, 343–376.
Pica, T., Young, R. & Doughty, C. (1987). The impact of interaction on comprehension. In TESOL Quarterly, 21, 737–758. Reprinted in R. Barasch (Ed.), Responses to Krashen. New York: Newbury House, Harper and Row, 1991.
Pica, T. (1984). The selective impact of classroom instruction on second language acquisition. In Applied Linguistics, 6, 214–222.
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