Specialist in Applied Linguistics, English Language Center
Adjunct Faculty, Modern Language and Culture
Returned Peace Corps Volunteer, Albania
Introduction
In 2022, I earned a PhD in Linguistics and Applied Linguistics from Arizona State University and an MA in TESOL from California State University, Sacramento. I currently teach at the English Language Center at the Rochester Institute of Technology in addition to my adjunct appointment. I focus on professionalization in L2 teacher education and the changing demands for language acquisition in an evolving environment for teaching and learning as inequities develop in increasingly technological and multicultural societies. I use insights from this perspective within my area of expertise, computer-assisted language learning, to identify areas of improvement/professionalization for L2 teaching and learning. I have taught courses in language, linguistics, applied linguistics, TESOL, and writing for first-year to graduate students. Further, I am interested in the academic journeys of students and teachers resulting in a wide range of fulfilling careers in and beyond academia.
Publications
Published
Winans, M. D. (2021). Grammarly’s tone detector: Writing pragmatically appropriate emails. Special Issue on English medium instruction in transnational institutions. RELC Journal 52(2), 1-5. https://doi.org/10.1177/00336882211010506
Winans, M. D., Romero Pino, B., & Zhang, X. (2021). Pandemic conferencing: Implications for future virtual exchange. AAALGrads Newsletter Spring 2021. American Association for Applied Linguistics.
Winans, M. D. (2021). Practical solutions for building community online. On CALL: The TESOL IS Newsletter, March. Reprinted In: English Teachers’ Association of Israel Forum, 32(1).
Winans, M. D. (2020). Email requests: Politeness evaluations by instructors from diverse language backgrounds. Language Learning & Technology, 24(2), 104-118. https://www.lltjournal.org/item/10125-44728
Winans, M. D. (2020). Language technology review: Busuu language learning application. CALICO Journal, 37(1), 117-126. https://doi.org/10.1558/cj.37781
Winans, M. D. (2017). To have and to hold high expectations for student writing. In P. Quirke (Ed.) Voices from the TESOL classroom series: Insider accounts of classroom life. Adult education vol. (pp. 51-56), Arlington, VA: TESOL Press.
Winans, M. D. (2014). Becoming a cultural informant for multilingual students: How schema affects understanding and writing. The writing center tutoring book. California State University, Sacramento: Reading and Writing Center.
In Press
Winans, M. D. (in Press). Why do grammar rules exist, and when can we break those rules? Top Questions, Ask-a-Writer. Arizona State University.
Under Review
Winans, M. D. The obligations and characteristics of professional second language teachers: Revelations from membership categorization analysis. Studies in Second Language Learning and Teaching.
Winans, M. D. The process of becoming: Professionalization during second language teacher education (SLTE). The Journal of Second Language Teacher Education.
Winans, M. D. Misinterpretations of CALL: A Toll of the Pandemic. System.
In Preparation/Revision
Winans, M. D. Language Modulation: The dynamic evolution of language in the age of globalization and the internet.
Winans, M. D. The myth of standard English and why it matters for equitable teaching.
Winans, M. D., & Shin-Winans, D. Using Grammarly for dynamic written corrective feedback (DWCF): Reducing L2 writer dependence and teacher workload.