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Lynne Stallings

Assistant Professor

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RB 344   Phone: 765-285-8403  

Department of English
Robert Bell Building (RB), Room 297
Ball State University
Muncie, IN 47306

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

Publications
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.

Presentations
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.

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

Course Schedule
  • Course
    Course
    No.
    No.
    Section
    Section
    Time
    Time
    Days
    Days
    Location
    Location
  • Course
    Creative Project
    No.
    698
    Section
    303
    Section
    0000-0000
    Days
    Location
  • Course
    Intro to Linguistics
    No.
    320
    Section
    1
    Section
    0930-1045
    Days
    T R
    Location
    RB 112
  • Course
    Practicum in TESOL
    No.
    457
    Section
    1
    Section
    1500-1740
    Days
    W
    Location
    RB 115
  • Course
    Materials Dev for Te
    No.
    618
    Section
    1
    Section
    1200-1440
    Days
    W
    Location
    RB 286
  • Course
    Rhetoric & Writing
    No.
    103
    Section
    800
    Section
    0000-0000
    Days
    Location