docCURRICULUM VITAE HIGHLIGHTS OF
download 
Plainte Transcription
CURRICULUM VITAE HIGHLIGHTS OF
CURRICULUM VITAE Irina KANTARBAEVA-‐BILL, Ph. D. Associate Lecturer in Anglo-‐Saxon and Slavonic Studies Department of Foreign Languages, University of Toulouse-‐Le Mirail Catholic Institute of Toulouse irina.bill@univ-‐tlse2.fr C c HIGHLIGHTS OF QUALIFICATIONS -‐ Academic teaching and research activities in Anglo-‐Saxon and Slavonic Studies areas: British History and Literature in Victorian period, Russian Imperial History, European Cultural Studies, Great Game, orientalism, colonialism and postcolonialism, Subaltern Studies, Arts. -‐ Associate membership in academic research laboratories CAS (Cultures Anglo-‐ Saxonnes) and LLA (Langues, Littératures, Arts), University of Toulouse. -‐ Treasurer of Slavica Occitania Revue Edition, Toulouse. -‐ Associate member of British-‐French Association for Russian Studies, Paris Sorbonne 1; University College of London; Queen Mary, University of London. -‐ Teacher supervising and team leadership, courseware development and program coordinator in CFALE (Language Teaching Centre)/ Wall Street Institute, Muret. -‐ ESOL Oral Examiner Qualification in education technology and engineering. -‐ 25 years of language teaching experience. AREAS OF RESEARCH IN LANGUAGE TEACHING -‐ the role of attention in Second Language Acquisition (SLA); -‐ the effects of formal instruction on SLA; -‐ the development of classroom instruction (e.g., input enhancement, processing instruction, textual enhancement); -‐ design and implementation of Intercultural Communication class; -‐ training in Learning Strategies Instruction for future language teachers; One of my research goals is to build bridges between the disciplines of second language acquisition theory and language instruction. 1 PUBLICATIONS 2010 « A Quest for Heroic Romance in the Hindu Kush Mountains : Border Reivers and Afghan Highlanders after the First Anglo-‐Afghan War (1839-‐1842) » in Mountains Figured and Disfigured in the English-‐Speaking World, Besson Françoise (ed.), Newcastle-‐upon-‐Tyne: Cambridge Scholars Publishing, 2010, 573-‐581. 2010 « Griboedov and the East » in ˀ˄ˁˁʶʽʫ ˁʸʽʦʽ ʦ ʶ˄ʸː˃˄ˀʻʽ-‐ʰˁ˃ʽˀʰˋʫˁʶʽʺ ʰ ˁʽˉʰʤʸːʻʽʺ ʶʽʻ˃ʫʶˁ˃ʫ, Kudrina Elena (ed.) vol. II, Kemerovo, 2010, 198-‐210. 2011 « A Successful Failure » ͗ ZĞǀĞƌĞŶĚ ,ĞŶƌLJ >ĂŶƐĚĞůů͛Ɛ :ŽƵƌŶĞLJƐ dŚƌŽƵŐŚ ƐŝĂƚŝĐ ZƵƐƐŝĂ (1880-‐1890) » in Other Voices: Three Centuries of Cultural Dialogue between Russia and Western Europe, Roberts Graham H.(ed.), Newcastle-‐upon-‐Tyne: Cambridge Scholars Publishing, 2011 , 26-‐44. 2011 « >͛/ƐůĂŵĂƵƉůƵƌŝĞůĚĂŶƐůĞƐĨŽƌŵĂƚŝŽŶƐĚ͛ŝĚĞŶƚŝƚĠƐĐĞŶƚƌĂƐŝĂƚŝƋƵĞƐůŽƌƐĚĞůĂĐŽŶƋƵġƚĞ russe » in Monde russe et identités, La Revue Russe, Martin Sylvie (ed.), La Revue Russe, n°36, Paris, 2011, 123-‐134. 2012 « ůĞdžĂŶĚƌĞ'ƌŝďŽŢĞĚŽǀĞƚů͛KƌŝĞŶƚ : quelques pistes et réflexions » in &ŝŐƵƌĞƐĚ͛KƌŝĞŶƚ dans la culture russe, Françoise Darnal-‐Lesné & Anna Pondopoulo (ed.), Slavica Occitania, n°36, Toulouse, 2012.(forthcoming) 2013 &ŝŐƵƌĞƐ ƌƵƐƐĞƐ ĚĞ ů͛Ğdžŝů͕ Irina Kantarbaeva-‐Bill & Danièle Beaune-‐Gray (ed.), Slavica Occitania, n°38, Toulouse, 2013. (forthcoming) 2013 «LEA1/LANSAD2 Institutional Recognition as LSP3 Strategies at the Tertiary Level of Higher Education in France» in Problems and Strategies of Multilingualism, Lykova Nadezhda(ed.), Tyumen: State University of Tyumen, 2013. (forthcoming) 1 LEA ± a French acronym for Langues Etrangères Appliquées, a branch of Higher Education in France which is pluridisciplinary combining major subjects (PDWLqUHVG¶DSSOLFDWLRQ) combined with at least two foreign language competences and skills. 2 LANSAD ± a French acronym for /DQJXHV SRXU 6SpFLDOLVWHV G¶ Autres Disciplines ± a generic term for application of a foreign language teaching through, par example FASP ( F iction à Substrait Professionnel ) in certain specilaised technical disciplines (e.g . engineering, law, commerce, medicine) 3 LSP ± an English acronym for Language for Specific Purposes ± a widely applied approach to second or foreign language teaching that answers immediate and very specific needs of learners at the post-secondary level. 2
