Lynne Stallings

Lynne Stallings

Associate Professor of English


Room:Rb 344

I teach courses geared towards the role of linguistics and language in the world around us with a special emphasis on teacher preparation courses for students who want to teach English learners (ELs).  In the TESOL (Teaching English to Speakers of Other Languages) courses, I help students bridge the gap between theory and practice while helping them discover and evaluate the most effective methods and strategies for understanding the needs of ELs.  Whenever possible, I provide immersive learning experiences for my students that have resulted in a successful university/K-12 partnership with the Muncie Community Schools.  My research aims at answering questions that will facilitate learning.  In collaboration with a composition/rhetoric colleague, we are considering the role that writers play in peer response workshops in hopes that our work will ultimately empower writers to take a more active role in soliciting feedback from others. I also advise students in the English as a New License (ENL) program at Ball State and coordinate the license program so that it is in accordance with national TESOL standards.  




Areas of Specialization:
Psycholinguistics, language production; Second language writing methods and assessment; The relationship between linguistic environment and language acquisition

Stallings, L.M., Kirk, K.I., & Chin, S.B. & Gao, S. (2002). Parent word familiarity and the language development of pediatric cochlear implant users. The Volta Review, 102 (4), 237-258.
Stallings, L.M., Gao, .S., & Svirsky, M.A. (2002). Assessing the language development of pediatric cochlear implant users across a broad range of ages and performance abilities. The Volta Review, 102 (4), 215-235.
*Svirsky, M.A., Stallings, L.M., Lento, C.L., Ying, E.A., & Leonard, L.B. (2002). Grammatical morphology development in pediatric CI users may be affected by the perceptual prominence of the relevant markers. Special supplement to the Annals of Otology, Rhinology, and Laryngology, 111 (5, Part 2), 109-112.

The Good, The Bad, and The Ugly of ESL Academic Writing (2003). Invited University Symposium: 25th INTESOL Conference. Panelists: Avon Crismore, Mary Theresa Seig, & Lynne Stallings.
Stallings, L.M. & Murday, K. (2004). The evolution of language learning and technology: Evaluating the role of socio-cultural theory in on-line learning. Symposium presented at the 25th INTESOL Conference. Carmel, IN.
The Saudi Influx: Challenges and Opportunities for Educators (2006). Invited University/IEP Focus Session: 27th INTESOL Conference. Panelists: Ali Alghamdi, Kim Bassler, & Lynne Stallings.
*Stallings, L.M., MacDonald, M.C., & O'Seaghdha, P.G. (1998). Phrasal ordering constraints in sentence production: Phrase length and verb disposition in heavy-NP shift. Journal of Memory and Language, 39, 392-417.

Graduate: TESOL Methods, TESOL Materials Design
Undergraduate: TESOL Methods, TESOL Practicum, Introducation to Linguistic Science, Language and Gender, Language and Society


Curriculum Vitae

Course Schedule
Course No. Section Times Days Location
Eng Linguistics for 334 1 1400 - 1515 T R RB, room 113
Independent Study in 404 80 0000 - 0000
Methods and Material 437 1 0800 - 0915 T R RB, room 109
Methods and Material 437 1 0920 - 1030 T R RB, room 361
Methods and Material 437A 1 0800 - 0915 T R RB, room 109
Methods and Material 437A 1 0920 - 1030 T R RB, room 361
Methods for Teaching 617 1 1230 - 1345 T R RB, room 286
Senior Honors Projec 499 02 0000 - 0000