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faculty
Nicholas Santavicca, PhD
Associate Professor / Director, Language Resource Center
English & Communication
Contact
508-999-9271
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Claire T. Carney Library 135
Education
| 2014 | Texas Tech University | PhD |
| 2007 | University of Cincinnati | MEd |
| 2001 | University of Kentucky | BA |
Teaching
- ESL/Multilingual Education
- Bilingual/Dual Education
- International Student Education
- Queer/Diversity Studies
Teaching
Courses
Integration of language-instructive meetings, cooperative and engaging fieldwork, and a blended-learning approach to language acquisition specific to university life. Individual tutoring, based on instructor feedback and test scores, focuses on speaking, reading, writing and listening skills. Permission required.
Provides provide international students with major specific language support using embedded tutoring. Students are exposed to extended-learning opportunities beyond the classroom, with chances to observe academic credit classes, explore innovative digital-learning environments and attend lectures or exhibitions. Class themes focus on specific vocabulary utilized by various disciplines/fields of study offered at UMassD.
Introduction to writing, analysis, and survey of academic subject areas with attention to academic discourse styles and vocabulary. The course cultivates skills to support the academic experience of international students enrolled in American university classes. Special attention is given to cross-disciplinary research, collaboration, the writing process, content organization and presentation development, editing and proofreading, listening and speaking. The course is designed to enhance students' linguistic repertoires, valuing communicative competencies that enable full participation with peers.
Preservice teacher pathway. The course emphasizes an awareness of multiple pedagogical models of teaching and the advantages/disadvantages of each. Preservice teachers practice lesson planning and authentic assessment in order to develop student understanding. Students focus on of issues of equity and diversity and creating classroom opportunities where all students have the opportunity to learn. Co-Requisite - EDU537.
Preservice teacher pathway. The course emphasizes an awareness of multiple pedagogical models of teaching and the advantages/disadvantages of each. Preservice teachers practice lesson planning and authentic assessment in order to develop student understanding. Students focus on of issues of equity and diversity and creating classroom opportunities where all students have the opportunity to learn. Co-Requisite - EDU537.
Practicum-based course for students to teach English as a second language. Engaged with approaches aligned with the Professional Standards for Teaching and the Subject Matter Knowledge outlined by the Massachusetts Department of Elementary and Secondary Education, students plan state-of-the-art curriculum, instruction, and assessment by using methods, strategies, and techniques appropriate for children in PreK-12 contexts.
Practicum-based course for students to teach English as a second language. Engaged with approaches aligned with the Professional Standards for Teaching and the Subject Matter Knowledge outlined by the Massachusetts Department of Elementary and Secondary Education, students plan state-of-the-art curriculum, instruction, and assessment by using methods, strategies, and techniques appropriate for children in PreK-12 contexts.
Study of the structures and conventions of language use in context, including the social meaning of language variation. Course will offer a foundational "tool box" for working with language (phonetics, phonology, morphology, syntax, semantics). Attention will be given to both the functions of language in context (style, grammar, rhetoric, semantics, constraints, discourse, and genre) and historical, geographical and cultural variations in usage.
Study of the structures and conventions of language use in context, including the social meaning of language variation. Course will offer a foundational "tool box" for working with language (phonetics, phonology, morphology, syntax, semantics). Attention will be given to both the functions of language in context (style, grammar, rhetoric, semantics, constraints, discourse, and genre) and historical, geographical and cultural variations in usage.
Teaching
Online and Continuing Education Courses
Study of the structures and conventions of language use in context, including the social meaning of language variation. Course will offer a foundational "tool box" for working with language (phonetics, phonology, morphology, syntax, semantics). Attention will be given to both the functions of language in context (style, grammar, rhetoric, semantics, constraints, discourse, and genre) and historical, geographical and cultural variations in usage.
Register for this course.
Preservice teacher pathway. The course emphasizes an awareness of multiple pedagogical models of teaching and the advantages/disadvantages of each. Preservice teachers practice lesson planning and authentic assessment in order to develop student understanding. Students focus on of issues of equity and diversity and creating classroom opportunities where all students have the opportunity to learn. Co-Requisite - EDU537.
Register for this course.
Practicum-based course for students to teach English as a second language. Engaged with approaches aligned with the Professional Standards for Teaching and the Subject Matter Knowledge outlined by the Massachusetts Department of Elementary and Secondary Education, students plan state-of-the-art curriculum, instruction, and assessment by using methods, strategies, and techniques appropriate for children in PreK-12 contexts.
Register for this course.
Research
Research interests
- Language & culture acquisition and methods
- Language assessment/curriculum design
- Diversity issues in education & communication
Nicholas Santavicca (PhD in ESL/Bilingual Education, Texas Tech University) is an Associate Professor of English & Communication at the University of Massachusetts Dartmouth, USA, and the founding Director of the American Language & Cultures Institute at UMassD. He has taught language education courses for more than 15 years. He has held teaching and administrative positions in both K-12 and higher educational settings in the United States and abroad (from China to Spain). His current research reimagines assessment practices, curriculum design, and school policy(s) for multilingual/multicultural students, and international students from k-12 through higher education.