Gabriel Guillén
Office
400 Pacific Street D207
Tel
(831) 647-3085
Email
gabi@middlebury.edu

Gabriel is a seasoned practitioner and researcher in the field of language learning and technology. He created the first community of blogs dedicated to the interchange of languages, back in 2007, and recently founded Team Tandem (Recicle.org), connecting Spanish and English learners in the county of Monterey. His own doctoral dissertation centered on online intercultural exchanges and the use of language learning social networks in the context of hybrid language education. 

At MIIS Gabriel teaches content-based Spanish courses focusing on social entrepreneurship and the use of media in the Hispanic world. In the past, he has been a Frontier Market Scout, a recipient of the prestigious AECID Spanish Lectureship, a study abroad coordinator, a journal editor, a web developer, and a reporter who published more than 300 articles in Spanish. His teaching has been recognized with the Excellence in Teaching Year Award from the UC Davis Department of Spanish & Portuguese and the HOPE Award from the Southern Methodist University. He is an active member of the CALICO organization and regularly publishes about language learning in the Huffington Post. 

In 2020, he co-authored the third edition of Brave New Digital Classroom (Georgetown University Press), an overview on key concepts and challenges of teaching and learning languages with technology, with a new focus on social Computer Assisted Language Learning (CALL).

Courses Taught

Course Description

Communication in Multicultural Settings

This course examines the social, cultural and linguistic factors that play a role in how intercultural communication is accomplished in multilingual/ multicultural settings and will enable students to gain the knowledge and tools needed for effective participation in multilingual/multicultural communication. The course is designed for students in all programs (T&I, business, policy, and TESOL/TFL), who will find themselves interacting with people across varied linguistic and cultural backgrounds .

The goals of this course are to:

(1) gain the knowledge needed to understand and interact effectively in multilingual/multicultural settings. This includes knowledge about social, cultural, and linguistic factors in terms of how they interact with each other and how they affect and are affected by interactions in multilingual/multicultural settings;

(2) develop an understanding of the roles linguistic and cultural attitudes play in interactions across multilingual and multicultural settings and how they influence the success of such interactions;

(3) develop the awareness needed to successfully participate in multilingual/multicultural interactions. This addresses not only the knowledge and attitudes discussed above but also how communication/interaction is structured across cultures and languages, how communication is monitored while in interaction, and what factors support or hinder successful interactions;

(4) develop "tools" for understanding our own and others' ways of interacting in order to be able to participate effectively in multilingual/multicultural interactions across a range of languages and cultures.

Terms Taught

Spring 2022 - MIIS

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Course Description

Advanced Intermed Spanish: Resources for Communication in Context

This course will stress the expansion of the student's active vocabulary and language skills at the third-year level. Classroom activities will center on a thorough review of the most important aspects of Spanish grammar, as well as active oral use of the language. The oral exercises will expose students to extended discourse and will develop content and context as appropriate for students moving from the intermediate to the advanced proficiency levels. The grammar explanations will be complemented by extensive oral and written exercises in contextualized and communication-based activities. This approach, together with the other courses taught at the third-year level as well as the linguistic experiences the student has outside of the classroom, will provide immediate reinforcement of new structures and are intended to maximize the student's linguistic competence. This course meets for two hours each day. (1 unit)

Terms Taught

Summer 2022 Language Schools, LS 7 Week Session

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Course Description

This course will facilitate interpretive, interpersonal, and presentational skills development in Spanish at the intermediate level. Students will work on projects and materials related to the past and present of Latin America, beyond geopolitical borders.

Terms Taught

Fall 2022 - MIIS

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Course Description

This course allows learner to develop intercultural communicative competence in Spanish. Each Friday, students will travel to Salinas and interact with English learners who are speakers of their target language. Through a sequence of tasks and projects, learners will develop language skills, creativity, critical thinking, community awareness, intercultural competence, language confidence, and learning autonomy.

Terms Taught

Spring 2022 - MIIS, Fall 2022 - MIIS

View in Course Catalog

Course Description

This course allows learner to develop intercultural communicative competence in Spanish. Each Friday, students will travel to Salinas and interact with English learners who are speakers of their target language. Through a sequence of tasks and projects, learners will develop language skills, creativity, critical thinking, community awareness, intercultural competence, language confidence, and learning autonomy.

Terms Taught

Spring 2022 - MIIS, Fall 2022 - MIIS

View in Course Catalog

Course Description

This Team Tandem course will be an opportunity for Spanish students to participate in an online exchange program, allowing them to develop intercultural communicative competence, learning autonomy, global citizenship skills, and proficiency at the intermediate high/advanced levels. Students will be collaborating with Spanish speakers in English and Spanish and work together on a relevant advocacy project.

Terms Taught

Spring 2021 - MIIS, Fall 2021 - MIIS, Fall 2022 - MIIS

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Course Description

This Spanish course offers you a space to develop a professional digital project in Spanish, addressing an individual or collective need in your area of expertise. This project will allow you to develop research competence and critical digital fluency, while working on interpretive, interpersonal, and presentational skills in Spanish at the continuum of the advanced level.  

Terms Taught

Fall 2021 - MIIS

View in Course Catalog

Course Description

This course allows learner to develop intercultural communicative competence in Spanish. Each Friday, students will travel to Salinas and interact with English learners who are speakers of their target language. Through a sequence of tasks and projects, learners will develop language skills, creativity, critical thinking, community awareness, intercultural competence, language confidence, and learning autonomy.

Terms Taught

Spring 2022 - MIIS, Fall 2022 - MIIS

View in Course Catalog

Course Description

Terms Taught

Summer 2021 Language Programs

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Areas of Interest

Gabriel is passionate about genuine social impact, language learning in the community, general linguistics, social media, viral communication, international cinema, meaningful photography, and traveling with a purpose. As a practitioner, he is relentlessly willing to improve and develop spaces and resources for online and face-to-face second language learning, such as Onda Global and Recicle. For more information, please see his personal blog.

Academic Degrees

  • Ph.D. Spanish Linguistics & SLA, University of California, Davis 
  • M.A. Applied Linguistics, Antonio de Nebrija University, Spain 
  • Certificate in Social Enterprise Management and Impact Investing, Middlebury Institute of International Studies at Monterey 

Professor Guillen has been teaching at the Institute since 2014.

Publications

  • Guillén, G., T. Sawin, & Avineri, N. (2020). Zooming out of the crisis: Language and human collaboration. Foreign Language Annals 53, 320– 328.
  • Blake. R. & Guillén, G. (2020). Brave New Digital Classroom. Washington, DC: Georgetown University Press.
  • Guillén, G. (2018) Aspiración rasgada: Representación del habla de la calle en el cine realista de España. Hispania 101(2), 267-277.
  • Guillén, G., T. Sawin & Springer, S. (2018). The Lingo of Language Learning Startups: Congruency between Claims, Affordances, and SLA Theory. In S. Link & J. Li (Eds.) Assessment Across Online Language Education (198-218). CALICO Book Series. Sheffield: Equinox Publishing.
  • Guillén, G. & Blake R. (2017). Can you repeat, please? L2 complexity, awareness, and fluency development in the hybrid “classroom”. In: Sanz-Sánchez, I, Rivera-Mills, S V and Morin, R. (eds.) Online Language Teaching Research: Pedagogical, Academic and Institutional Issues (55-77). Corvallis: Trysting Tree Books.
  • Guillén, G. (2017). La represión del deseo en el cine cubano. Ética & Cine Journal, 7(3) 51-56.
  • Guillén, G. (2016). Intercultural Exchanges Assessment: Heating the Warm Little Pond. In J.  Dai (Ed.), Innovative Pedagogy and Ecological Perspective (161-173). Taipei: Sharing Publisher.
  • Guillén, G. (2016). Awareness and Corrective Feedback in Social CALL, Tandems, and E-Tandems. IALLT Journal of Language Learning Technologies, 44(2) 1-42.
  • Guillén, G. (2016). ¿Revolución o Candy Crush? Una conversación con Duolingo. Huffington Post.
  • Guillén, G. (2015). Review of Language MOOCS: Providing Learning, Transcending Boundaries. Language Learning & Technology 19(3) 61-64.
  • Blake, R., G. Guillén & Bradley, T. iCultura (2014). Davis, CA: University of California, Davis. Multimedia textbook for Spanish learners at the intermediate level.
  • Guillén, G. (2014). Best Practices for an Online Spanish Course. The FLT MAG.
  • Guillén, G. (2014). Jaime Rosales, sin aditivos: “El arte no surge por consenso”. Huffington Post.
  • Guillén, G. (2014). La aplicación que nos quitará el trabajo (mecánico). Huffington Post.
  • Guillén, G. (2013). El ocio y el negocio de aprender una segunda lengua. Huffington Post.
  • Guillén, G. (2013). Tandem Learning, Autonomous Learning, and the Rise of Social Networks: An Interview with Gabriel Guillén. Brave New Digital Classroom. Washington, DC: Georgetown. 
  • Guillén, G. (2012). Multimedia lessons for Spanish learners at the novice level. Davis, CA: University of California, Davis.
  • More than 300 articles published in the Spanish media, since 2001.

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