Bahiyyih Hardacre

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Charter College of Education
Applied and Advanced Studies in Education
Office Location: KH C-2059
Phone: 323-343-6181 Email: [email protected]

 

Bahiyyih Hardacre joined the Cal State LA Division of Applied and Advanced Studies in Education in 2015. She is an applied linguist by formation, and some of her research interests include second language learning and teaching, second language assessment, language and cognition, and neurobiology of language use. Her research makes use of psychophysiological and behavioral data in multimodal discourse analysis in order to study language use during communicative events. Communicative behaviors during regular conversations involve cooperative organization of human language and action, but are also influenced by psychological individual differences and neurophysiological biomarkers such as heart rate variability. 

She has taught for over 20 years, and she has experienced teaching at various levels and background settings: from secondary grades to higher education; from ESL/EFL classes to content areas in applied linguistics and composition; language classes from A1 through C2 level (CEFR Levels); from within the U.S. to abroad. Her non-teaching work experience includes serving as: Director of Education for an ESL school, Oral Examiner and Rater for both the University of Cambridge and University of Michigan ESOL proficiency exams; coordinator for the Test of Oral Proficiency for TAs at UCLA; ESL Specialist Rater for the California Analytical Writing Placement Exam. Other relevant professional service positions she has held include: Chair of the TESOL Applied Linguistics Interest Section (ALIS); Chair of the CATESOL College and University Level; member of the CATESOL Board of Directors; Editor-in-Chief for the Issues in Applied Linguistics journal.

Education

  • Ph.D. in Applied Linguistics. University of California Los Angeles, 2015.
  • M.A. in Applied Linguistics & TESL. University of California Los Angeles, 2009.
  • B.A. in Language and Literature. Universidade Federal de Minas Gerais (Brazil), 2005.

TESOL Background

  • Teaching English and a Second and Foreign Language (TESFL) Certificate, 2009. University of California Los Angeles.
  • Teaching Knowledge Test (TKT), 2006. University of Cambridge.
  • Cambridge In-service Certificate in English Language Teaching (ICELT), 2005 (awarded with ‘Distinction’). University of Cambridge.
  • Cambridge ESOL Oral Examiner Certification, 2005. University of Cambridge.
  • ACE ELT Teaching Certificate, 2004. Rhodes University.
  • Cambridge ESOL: Reading and Writing Skills, 2004. University of Cambridge.
  • Cambridge ESOL: Speaking and Listening Skills, 2003. University of Cambridge.

Teaching Experience

  • Assistant Professor, Tenure Track | Cal State LA
    • TESOL Program
      • TESL 5600: Theories of Teaching and Learning Second Languages – Graduate
      • TESL 5610: Pedagogical Grammar – Graduate
      • TESL 5660: English Phonetics for Second Language Teachers – Graduate
      • TESL 5670: Language Testing – Graduate
      • TESL 5710: Discourse Analysis in Language Research – Graduate
      • TESL 5730: Special Topics: Pragmatics in Language Teaching
      • TESL 5750: Reading and Writing Connections – Graduate
      • TESL 4000: Linguistics in Language Education – Undergraduate and Graduate
      • EDUC 4000: Improving Academic Literacy – Undergraduate and Graduate
    • Ed. D. Program in Educational Leadership
      • TESOL 6020: Academic Writing for Success – Graduate
      • EDAD 6260: Designing and Writing the Doctoral Dissertation Proposal – Graduate
    • Credential Programs, Supervised Teaching
      • EDSP 4890: Demonstration of Competencies, Directed Teaching for Mild to Moderate Credential – Graduate
      • EDSE 4453: Single Subject Traditional Directed Teaching – Graduate
    • B.A. in Urban Learning
      • ULRN 4600: Assessment and Learning – Undergraduate
      • ULRN 4190: Senior Seminar in Urban Schooling: Reading, Writing, and Reflection – Undergraduate
  • Lecturer, UCLA
    • Writing Programs
      • English Composition 495: Training of ESL Teaching Assistants – Graduate
      • English Composition 2i: University Writing – Undergraduate
      • ESL 105: Advanced Grammar and Style for Multilingual Students – Graduate and Undergraduate
      • ESL 25: Academic Reading and Writing – Graduate and Undergraduate
      • ESL 26: Business Communication, Speaking – Graduate and Undergraduate
      • ESL 27: Business Communication, Writing – Graduate and Undergraduate
      • ESL 32: Conversation and Interaction for Academic Purposes – Graduate and Undergraduate
      • ESL 33B: Intermediate English for Academic Purposes – Graduate and Undergraduate
      • ESL 33C: Advanced English for Academic Purposes – Graduate and Undergraduate
      • ESL 34: Public Speaking for Academic Purposes – Graduate and Undergraduate
      • ESL 35: University Writing – Graduate and Undergraduate
      • ESL 97: Business Communication – Graduate and Undergraduate
    • Department of Applied Linguistics
      • Applied Linguistics 110/ 210: Methodology for Second/ Foreign/ Heritage Language Education – Graduate and Undergraduate
      • Applied Linguistics 101: Introduction to Language Learning and Teaching – Undergraduate
  • Associate Adjunct Professor, Santa Monica College
    • ESL Department
      • ESL 11A: Basic English 1 – Undergraduate
      • ESL 11B: Basic English 2 – Undergraduate
      • ESL 21A: English Fundamentals 1 – Undergraduate
      • ESL 21B: English Fundamentals 2 – Undergraduate
      • ESL 25: Composition Fundamentals Review – Undergraduate

Publications

Kamhi-Stein, L., Hardacre, B., Kelley, J. Language teaching for novice teachers. Ann Arbor, MI: Michigan University Press. Manuscript in preparation.

Hardacre, B., & Hafner, A. Predictors of test anxiety and poor test performance in teacher credential candidates. Manuscript in preparation.

Hardacre, B. (forthcoming). The embodiment of talk: Using psychophysiological methods to better understand linguistics behaviors. Danvers, MA: Lexington Books.

Hardacre, B., & Guvendir, E., (2020). Second language learning anxiety. In J. I. Liontas, (Ed.) The TESOL Encyclopedia of English Language Teaching (2nd ed.). Hoboken, NJ: John Wiley & Sons.

Guvendir, E., & Hardacre, B. (2020). Task-based language teaching and grammar. In J. I. Liontas, (Ed.) The TESOL Encyclopedia of English Language Teaching (2nd ed.). Hoboken, NJ: John Wiley & Sons.

Hardacre, B., & Snow, M.A. (2020). Teaching pedagogical grammar in English language teacher education. In D. Banegas (Ed.) Understanding Language in English Language Teacher Education: International Voices in Practice and Research. London, UK: Bloomsbury.

Hardacre, B., & Guvendir, E., (2018). Cognitive perspectives in teaching speaking. In J. I. Liontas, (Ed.) The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: John Wiley & Sons.

Guvendir, E., & Hardacre, B. (2018). Listening and different age groups. In J. I. Liontas, (Ed.) The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: John Wiley & Sons.

Hardacre Cerqueira, B. (2015). Behavioral and psychophysiological correlates of conversation. Doctoral dissertation. Available from http://escholarship.org/uc/item/360049nd

Hardacre, B. (2013). The biological and psychological correlates of social engagement behaviors in second language acquisition. In A. Joaquin & J. Schumann (Eds.) Exploring the Interactional Instinct. Foundations of Human Interaction Series. New York, NY: Oxford University Press.

Hardacre, B., & Carris, L. (2011). The UCLA Test of Oral Proficiency: A model for assessing and addressing English proficiency of international teaching assistants. Issues in Applied Linguistics, 18(2).

Hardacre Cerqueira, B. (2009). The biological and psychological correlates of social engagement behaviors in second language acquisition. Unpublished MA thesis. University of California, Los Angeles.

Hardacre, B. (2009). The interactional instinct [Review of the book Interactional Instinct: The evolution and acquisition of language, by N. Lee et al]. Issues in Applied Linguistics, 17(2).

Guvendir, E., Hardacre, B. (2009). Increasing adult second language learning efficiency through the stimulus of the dopamine reward system to counterbalance decrease in plasticity after critical period age”, 7th Annual Hawaii International Conference on Arts and Humanities Proceedings, pp. 2291-2302.

Hardacre, B. (2008). Once and future directions in language teaching and life: An interview with Marianne Celce-Murcia. Issues in Applied Linguistics, 16(2).

Presentations

Hardacre, B. & Hafner, A. (July 2019). The Learner Conference, Belfast, UK. Title: “Predictors of Test Anxiety and Test Performance in Teacher Credential Candidates”

Hardacre, B. (May 2019). Language in Focus Conference, Dubrovnik, Croatia. Title: “Predictors of Test Anxiety and Test Performance in Teacher Credential Candidates”

Hardacre, B. (March 2019). Featured Speaker at California Teachers to Speakers of Other Languages (CATESOL) Los Angeles Regional Conference, Los Angeles, CA. Title: “Monitoring Affect and Minimizing L2’s Learner Anxiety to Foster Growth, Learning, and Development in the ESL Classroom”

Hardacre, B., & Hafner, A. (November 2018). International Organization of Social Sciences and Behavioral Research Conference (IOSSBR), Boca Raton, FL. Title: “Predictors of Test Anxiety and Poor Test Performance in Teacher Credential Candidates”

Hardacre, B., Kelley, J., Hualpa, L. (2018, March). Creating efficient rubrics to increase grading speed and reliability. Workshop at the annual meeting of the Teachers of English to Speakers of Other Languages (TESOL), Chicago, IL.

Hardacre, B. (February 2018) Third International Conference on Heritage/ Community Languages.Title: “Monitoring and Dealing with Heritage Language Learners’ Anxiety to Maximize Language Learning

 Hardacre, B., Nash, A. (February 2018) Third International Conference on Heritage/ Community Languages. Title: Investigating Differences in the Willingness to Communicate between HLLs and SLLs.”

Hardacre, B. (2017, March). The role of psychophysiological individual differences in turn-taking and holding the floor. Paper presented at the annual meeting of the American Association for Applied Linguistics, Portland, OR.

Hardacre, B. (2017, March). How to get published in ESOL and applied linguistics serials. Workshop and panel at the annual meeting of the Teachers of English to Speakers of Other Languages (TESOL), Seattle, WA.

Hardacre, B. (2016, March). The role of psychological and neurophysiological individual differences in the dynamics of group conversation. Paper presented at the annual meeting of the American Association for Applied Linguistics, Orlando, FL.

Hardacre, B. (2015, March). How to get published in ESOL and applied linguistics serials. Workshop and panel at the annual meeting of the Teachers of English to Speakers of Other Languages (TESOL), Toronto, Canada.

Hardacre, B. (2014, March). The deafening loudness of silence: Increased physiological responsivity during inter-turn silence in small group conversations. Paper presented at the annual meeting of the American Association for Applied Linguistics, Portland, OR.

Hardacre, B. (2014, March). How to get published in ESOL and applied linguistics serials. Workshop and panel at the annual meeting of the Teachers of English to Speakers of Other Languages (TESOL), Portland, OR.

Hardacre, B. (2013, June). The physiology of embodiment: Using heart rate and skin conductance in the study of communicative behaviors during social engagements. Paper presented at the annual meeting of the International Association for Cross-Cultural Psychology, UCLA, Los Angeles, CA.

Hardacre, B. (2013, March). Neurophysiology in multi-modal analysis of language use in small group interactions. Paper presented at the annual meeting of the American Association for Applied Linguistics, Dallas, TX.

Hardacre, B. (2012, November). Neurobiological correlates of social engagement behaviors in small group interactions. Paper presented at the biological anthropology section of the annual meeting of the American Anthropological Association, San Francisco, CA.

Hardacre, B., Schumann, J. (2012, March). Pushing the boundaries of conversation analysis: Making use of heart rate and skin conductance in applied linguistics research. Paper presented at the annual meeting of the American Association for Applied Linguistics, Boston, MA.

Hardacre, B. (2012, March). Physiology and conversation analysis. Paper presented at the Discourse, Communication, and Conversation Conference, Loughborough University, Loughborough, England.

Hardacre, B. (2011, March). Psychological and physiological correlates of social engagement behaviors in second language acquisition. In J. S. Schumann (Chair), The interactional instinct and second language acquisition. Symposium conducted at the annual meeting of the American Association of Applied Linguistics, Chicago, IL.

Hardacre, B. (2009, November). Oversized classes, funds gone? Classroom management strategies on a budget. Workshop conducted at the CATESOL Regional Conference, California State University at Los Angeles, Los Angeles, CA.

Hardacre, B. (2009, October). Biological basis of social engagement behaviors in second language acquisition. Paper presented at the Encultured Brain Conference, Notre Dame University, South Bend, IN.

Hardacre, B. (2009, January). Increasing adult second language learning efficiency through the stimulus of the dopamine reward system to counterbalance decrease in plasticity after critical period age. Paper presented at the annual conference of the Hawaii International Conference on Arts and Humanities, Honolulu, HI.

Hardacre, B. (2007). Technology: An aid from A to T. Paper presented at the Latin America English Culture Conference, São Paulo, Brazil.

Guest Speaker Presentations

Hardacre, B. (April 2018). Title: “Pursing Academic Teaching Careers." Invited by: Jeremy Kelley, University of California, Los Angeles (UCLA). Course: Academic Professionalization Colloquium

Hardacre, B. (August 2017). Title: “Psychophysiological Methods in Language Acquisition Research.” Invited by the Multicultural Education Conference in Anaheim (MECA).

Hardacre, B. (May 2017). Title: "Psychophysiology and Linguistic Embodiment." Invited for the Linguistics in Practice Institute (LIPI), California State University, Northridge.

Hardacre, B. (April 2017). Title: “Pursing Academic Teaching Careers." Invited by: Jeremy Kelley, University of California, Los Angeles (UCLA). Course: Academic Professionalization Colloquium

Hardacre, B. (March 2017). Title: "Psychophysiological Methods in Applied Linguistics Research." Invited by Stephanie Kim, California State University, Northridge. Course: Survey in Applied Linguistics.

Hardacre, B. (June 2012). Title: “When the Framework Doesn’t Fit: Dealing with Resistant Audiences and Methodologies in Applied Linguistic Research” (Co-presenter: Jeremy C. Kelley). Invited by Lyle Bachman and John Schumann, University of California at Los Angeles - Course: Introduction to Doctoral Studies in Applied Linguistics.

Hardacre, B. (March 2012). Title: “Exploring Physiological Correlates of Conversation.” Invited by John Schumann, University of California at Los Angeles. Course: Foundations of Language Acquisition. 

Hardacre, B. (January 2012). Title: “Transdisciplinary Research Methods in Applied Linguistics.” Invited by Anna Dina Joaquin, California State University at Northridge. Course: Survey of Applied Linguistics. 


 

 

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