Associate Professor TESOL/TFL
Dr. Netta Avineri is associate professor of TESOL/TFL. She also serves as the Institute’s Intercultural Competence Committee Chair and co-founded the Intercultural Digital Storytelling Project. She teaches Service Learning and Teacher Education courses at California State University, Monterey Bay. Dr. Avineri is passionate about building community partnerships through critical service-learning and narrative. She is committed to collaborative environments in which societal inequities can be both explored and resisted through the inclusion of diverse voices and ways of knowing.
Dr. Avineri is an applied linguist and linguistic anthropologist who teaches Anthropology, Education, Intercultural Competence, Linguistics, TESOL/TFL and Service-Learning courses. Previously she taught at UCLA, UC Berkeley, UC Santa Cruz, CSU Long Beach, and Pierce College. Dr. Avineri has co-developed curricula for service learning in TESOL, international internships, Spanish-English tandem learning, and intercultural competence for practitioners. In addition, she has served as coordinator, consultant, and trainer for language assessment program and writing centers. In 2014 Dr. Avineri was awarded the Russ Campbell Young Scholars Award in Heritage Language Education, and in 2010 she received the American Association of Colleges and Universities K. Patricia Cross Future Leaders Award. She currently serves as the American Association for Applied Linguistics Public Affairs and Engagement Committee Chair.
Courses offered in the past two years.
- Current term ●
- Upcoming term(s) ○
Meeting dates: January 28, 2019 – February 15, 2019
Language, as the medium for almost all intercultural communication, is inherently the means whereby differences among humans get named, circulated, reinforced, and also contested. The kinds of differentials (in expertise, agency, access, power) that are central to social justice approaches to development have causes and expressions that are not just material or behavioral, but often linguistic. As linguistic practices are both personal and political, this course will foreground an exploration of the role of critical perspectives in the cultivation of multilingual practitioners in intercultural contexts. Course participants will be equipped to: engage in a linguistic community analysis, undertake critical discourse analysis of development reports and media artifacts, develop a language learning plan, and create personal and professional language narratives.
Spring 2019 - MIIS, MIIS Workshop
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.
Spring 2019 - MIIS
This course focuses on the various ways that surveys can be used to collect necessary information for program design, development, and assessment. The course will begin with a discussion of the research process (establishing an area of interest, conducting a literature review, developing research questions, selecting an appropriate research design, data collection, data analysis, sharing of findings, building an argument, identifying implications). After a consideration of the possibilities and limitations associated with surveys, we will discuss the macro- and micro-level details of survey design (organization, question order, question types, word choice) and analysis (qualitative, quantitative). We will also consider online tools for collecting survey data, as well as discuss how survey data can be used in conjunction with other data collection methods. Throughout the course students will have an opportunity to evaluate existing surveys and create their own surveys for particular purposes related to their professional interests and goals.
Fall 2017 - MIIS, MIIS Workshop, Spring 2018 - MIIS, MIIS Workshop, Fall 2018 - MIIS, MIIS Workshop, Spring 2019 - MIIS, MIIS Winter/J Term only
This 2-unit J-Term course provides theoretical and practical approaches for general issues related to program administration and specific issues related to language program administration. This is an asynchronous online course that also includes synchronous sessions focused on particular topics. General topics include: Change & Innovation, Customer Service, Decision-making & Negotiation, Effective governance, Ethics, Human resource management, Project management, Quality assurance, Strategic planning, Time management. Specific topics include: Intercultural Communication, Language and Teacher Hiring Practices, “Language” of LPA, LPA Skills & Knowledge, Quest for LPA Academic Legitimacy, Technology and the LPA, Transition from Language Teacher to LPA, Specific Language Program Contexts
Upon successful completion of this course, you will:
1. Recognize the macro- and micro-level issues involved with LPA work
2. Reflect upon past and present language learning & teaching experiences using the lens of LPA frameworks
3. Evaluate strategies for handling hypothetical future situations in LPA contexts
4. Analytically observe and/or interview a current LPA
5. Apply theories and frameworks about LPA to an internship context of your choosing
Spring 2018 - MIIS, MIIS Winter/J Term only, Spring 2019 - MIIS, MIIS Winter/J Term only
How and why do we bring learning out of the traditional classroom context and into broader communities? In what ways does this process expand what counts as knowledge? What skills of intercultural communication are necessary to facilitate bridging these different cultures, and what abilities does one develop as a result? And how do issues of hierarchy, status, power, and identity play a role in diverse interactions among students and community partners? Service-learning is an innovative pedagogical methodology in which students actively participate in civic engagement to enhance their academic curriculum, and share in critical reflection throughout their service to community organizations; it is a means to bridge theory and practice throughout one’s educational experience. In this 2-unit elective you will identify historical philosophies and contemporary paradigms associated with service-learning and civic engagement, along with a number of successful case studies & models. You will also have the opportunity to become a short-term service-learner in a community partner organization, engaging in critical reflection throughout the process. Overall, you will develop relevant knowledge, skills, and dispositions to approach service-learning in critical, respectful, and ethical ways as a means to building meaningful and sustainable partnerships.
1. Identify historical philosophies that underpin international & domestic service-learning and civic engagement
2. Distinguish various contemporary civic engagement paradigms (e.g., volunteerism, internships, immersive learning, traditional SL, critical SL, “alternative spring breaks”)
3. Examine case studies & models for service-learning and civic engagement in international & domestic contexts
4. Identify the multiple knowledges involved in these case studies & models, and assess how these knowledges could be conflicting and/or complementary
5. Participate in meaningful short-term service-learning projects
6. Practice essential intercultural communication skills, including active listening, perspective-taking, and audience coalescence
7. Analyze & evaluate your own experiences with service-learning through ongoing reflection (individual, group, anonymous, shared)
8. Identify elements of your identity that may shape your intercultural interactions and reflect upon the multiple identities of those with whom you work
9. Integrate course material through application to future service-learning projects in which you and/or your students will participate
10. Collaboratively create an intercultural communication toolkit that can guide interactions across diverse contexts (including ethnographic field methods like observation, field notes, and interviews)
Spring 2018 - MIIS, MIIS Workshop, Spring 2019 - MIIS, MIIS Workshop
Introduces social science research design, descriptive and analytic procedures, basic statistics, and their application to research on language learning and teaching.
Fall 2017 - MIIS, Fall 2018 - MIIS
Introduces the interplay between language and society. Discusses regional and social dialects as well as the role of linguistic attitudes and language variation in language learning and teaching.
Fall 2018 - MIIS
Intercultural Rhetoric Inquiry Space
What are the tensions inherent in intercultural communication? What happens when intercultural interactions involve influence and persuasion? What roles can intercultural communication and influence play in social change? In this course connecting Middlebury College and MIIS students, we will create an inquiry space to investigate, and develop the practice of, intercultural listening and speaking. Class sessions will introduce rhetorical and multimodal techniques designed to help students negotiate power differences, deliberate collaboratively, and observe and question empathetically. Students will work together to create digital artifacts and live events that demonstrate their developing capacities as ethical communicators and agents of change. The format of the class will model the knowledge, skills, and dispositions discussed in the course - virtual interactions in diverse modes with students from two campuses.
Spring 2018 - MIIS, MIIS Workshop
Intercultural Rhetoric Lab
What are the tensions inherent in intercultural communication, and what happens when intercultural interactions involve persuasion and influence? In this course connecting Middlebury College and MIIS students, we will create an inquiry space to investigate, and develop the practice of, intercultural listening and speaking. Class sessions will introduce rhetorical and multimodal techniques designed to help students negotiate power differences, deliberate collaboratively, and observe and question empathetically. Students will work together to create digital artifacts and live events that demonstrate their developing capacities as ethical communicators and agents of change. 3 hrs. lect.
MiddCORE’s mentor-driven leadership and innovation immersion program builds skills and confidence through collaborative, experiential, and impact-focused learning. Through daily, weekly, and month-long challenges, students gain experience in leadership, strategic thinking, idea creation, collaboration, persuasive communication, ethical decision-making, cross-cultural understanding, conflict resolution, empathy, and crisis management. Acceptance into MiddCORE is by approval only. To learn more about this January's MiddCORE curriculum and to apply to the program, please visit go/MiddCOREwinter. (Pass/Fail; Approval Required)
non-standard grade, WTR
The Practicum Capstone combines reflective practice and professional development in preparing students for a career in language education. Participants integrate theory, research, and conceptual foundations into a coherent and well-informed approach to planning and executing lessons. They also incorporate these three components when developing and deploying instructional materials and assessment instruments. Activities and products prepare participants for entering the language teaching professional and performing admirably therein.
Practicum Capstone Student Learning Outcomes (SLOs):
Articulate their approach to language learning and teaching with explicit reference to sound pedagogical principles
Demonstrate their expert knowledge of language, learning, and teaching
Select appropriate materials for effective language instruction
Plan productive instructional units and lessons to maximize second language learning in all skill areas
Assess student learning meaningfully using a range of formative and summative tools
Reflect critically on their teaching practice in order to build on their strengths and address areas for improvement
Fall 2017 - MIIS
This course prepares MA candidates to propose and conduct original empirical research in the broad fields of language education, applied linguistics, and language use. It requires the development of a professional-caliber proposal followed by the completion of an original research project to be conducted by the students. Class sessions and readings introduce a range of research methods, including exposure to various data collection and analysis procedures in both the qualitative and quantitative research traditions. There are three prerequisite courses: Language Analysis, Sociolinguistics, and Educational Research Methods.
This course is recommended for students who wish to publish their work, give conference presentations, and/or pursue doctoral degrees, as well as for teachers who wish to conduct research in their own classes. Results of the course projects will be presented orally and shared with class members in a mock conference presentation and shared on the course Canvas.
Fall 2017 - MIIS
Areas of Interest
Dr. Avineri’s research interests include critical service-learning and interculturality, language and social justice, and heritage and endangered languages. Recently, she has co-written about topics including the “language gap”, sports team mascot names, bilingual education, the confederate flag, silence in social justice movements, and professional precariousness in academia. Her individual and collaborative research has been published in various media outlets, academic journals, and books, and her book, Research Methods for Language Teachers: Inquiry, Process, and Synthesis was published by Palgrave MacMillan in 2017. She is co-editor of the forthcoming volume Language and Social Justice: Case Studies on Communication & the Creation of Just Societies with Routledge Publishers.
- PhD in Applied Linguistics from UCLA
- MA in Applied Linguistics/TESL
- BA in Anthropology
Professor Avineri has been teaching at the Institute since 2013.
- Research Methods for Language Practitioners
Avineri, N. (2017). Research Methods for Language Teaching: Inquiry, Process, and Synthesis. Basingstoke, UK: Palgrave Macmillan.
- Language & Social Justice
Uzum, B., Yazan, B., Avineri, N., & Akayoglu, S. (in press). “A Very Difficult Topic to Talk About”: Discursive Constructions of Cultural Practices in a USA-Turkey Telecollaboration. Special Issue on Technology for Equity and Social Justice. International Journal of Multicultural Education.
Avineri, N. (under preparation). “Child Language”. Language and Ethnicity Section (Associate Editor Bonnie Urciuoli). In J. Stanlaw (Ed.), International Encyclopedia of Linguistic Anthropology. [INVITED ENTRY]
Avineri, N. (under preparation). “Audience (and Audience Design)”. Language and Culture Section (Associate Editor Laura Graham). In J. Stanlaw (Ed.), International Encyclopedia of Linguistic Anthropology. [INVITED ENTRY]
Avineri, N., Graham, L.R., Johnson, E.J., Conley Riner, R., & Rosa, J.D. (Eds.). (2018). Language and Social Justice in Practice. Routledge Publishers.
Avineri, N. & Perley, B.C. (2018). Mascots, Name Calling, and Racial Slurs: Seeking Social Justice Through Audience Coalescence. To appear in Avineri, N. Conley, R., Graham, L.R., Johnson, E.J., & Rosa, J.D. (Eds.). Language and Social Justice in Practice. Routledge Publishers.
Avineri, N. (2018). Innovative Pedagogies, Interculturality, and Language and Social Justice”. https://dlinq.middcreate.net/digital-literacy/innovative-pedagogies-dpl-2018/
Johnson, E.J., Avineri, N., & Johnson, D.C. (2017). Exposing Gaps in/between Discourses of Linguistic Deficits. In (Eric J. Johnson, Ed.) Special Issue on “Language Gap” International Multilingual Research Journal. 11:1, 5-22. [INVITED PAPER]
Durrani, M., Avineri, N., Riley, K., Dick, H. & Blum, S.D. #LSJ2016 at the American Anthropological Association, https://storify.com.
Avineri, N., Blum, Susan D., Johnson, Eric J., Riley, K., and Zentella, A.C. (August 2016). “The Gap That Won’t Be Filled: An Anthropolitical Critique of the ‘Language Gap’”. Anthropology News. http://linguisticanthropology.org/blog/2016/08/29/an-news-the-gap-that-wont-be-filled-an-anthropolitical-critique-of-the-language-gap-by-avineri-et-al/
Avineri, N. Blum, Susan D., Garcia-Mateus, S. and Zentella, A.C. (August 2016). Save CA Residents from a Language Drought: Vote ‘Yes’ This Fall. Huffington Post Blog. http://www.huffingtonpost.com/american-anthropological-association/save-ca-residents-from-a_b_11387726.html
Avineri, N. and Rosa, J.D. (July 2016). “Interdisciplinary Collaborations around Language and Social Justice”. http://linguisticanthropology.org/blog/2016/07/27/an-news-interdisciplinary-collaborations-around-language-and-social-justice-by-jonathan-rosa-stanford-university-and-netta-avineri-middlebury-institute-of-international-studies-at-monterey/
Avineri, N., Johnson, E.J., Brice-Heath, S., McCarty, T., Ochs, E., Kremer-Sadlik, Blum, S., Zentella, A.C., Rosa, J.D., Flores, N., Alim, H.S., & Paris, D. (2015). Invited Forum: Bridging the “Language Gap”. Journal of Linguistic Anthropology, 25(1), 66-86. Video Abstract: https://www.youtube.com/watch?v=vj3c1WXZ9fI
Conley, R. and Avineri, N. (August 2015). “The Confederate Flag and the Lives of Symbols”. http://www.huffingtonpost.com/american-anthropological-association/the-confederate-flag-and_b_7925092.html
Avineri, N. and Black, S. (March 2015). “Professional Precarity, Ethics, and Social Justice”. http://ethics.americananthro.org/professional-precarity-ethics-and-social-justice/
Avineri, N., Barchas-Lichtenstein, J. Conley, R., Durrani, M., and Riley, K. (February 2015). “Silent Meditation: Speech, Power, and Social Justice”. http://linguisticanthropology.org/blog/2015/04/14/an-news-silent-meditation-speech-power-and-social-justice-by-the-committee-on-language-social-justice/
Avineri, N. & Perley, B.C. (December 2014). ‘Tis the Season to Replace Disparaging Slurs’. Huffington Post Blog. http://www.huffingtonpost.com/american-anthropological-association/in-this-holiday-season-le_b_6262672.html
Avineri, N. (January 2014). Engaging the “Other” in Expanded Communities of Practice: Identity, Indexicality, and Epistemics in Academic-Public Interactions. Anthropology News Series “Future Publics, Current Engagements”.
Anya, O., Avineri, N., Mason Carris, L., & Valencia, V. (2011). Language, Identities, and Accents:
Perspectives from the 2010 Linguistic Diversity Conference. Introduction to O. Anya, N. Avineri, L. Mason Carris, & V. Valencia (Eds.), Social Issues in Applied Linguistics: Linguistic Diversity in Classrooms and Beyond. [Special Issue]. Issues in Applied Linguistics 18(2), 157-169.
Avineri, N., Hardacre, B., Londe, Z., Majidpour, M., Mason Carris, L., & So, Y., (2011). Language Assessment as a System: Best Practices, Stakeholders, Models, and Testimonials. Issues in Applied Linguistics, 18(2).
- Heritage & Endangered Languages
Avineri, N. (2018, forthcoming). The ‘Heritage Narratives’ of Yiddish Metalinguistic Community Members. In E. Falconi & K. Graber (Eds.). The Tales We Tell: Storytelling and Narrative Practice. Brill Publishers.
Benor, S.B. & N. Avineri (2018, forthcoming). Beyond Language Proficiency: Fostering Metalinguistic Communities in Jewish Educational Settings. In J. Levisohn and A. Kelman (Eds.), Beyond Jewish Identity: Rethinking Concepts and Imagining Alternatives. Academic Studies Press. [INVITED CHAPTER]
Lynch, A. & N. Avineri (under preparation). Sociolinguistic Approaches to Heritage Languages.
In S. Montrul and M. Polinsky (Eds.) The Cambridge Handbook of Heritage Languages and Linguistics. Cambridge University Press. [INVITED CHAPTER]
Avineri, N. (under preparation). Jewish Language Communities in Los Angeles. In O.E. Kagan, M.M. Carreira, and C.H. Chik (Eds.), Multilingual La La Land. Routledge Publishers. [INVITED CHAPTER]
Avineri, N. (2018). Metalinguistic Communities and Nostalgia Socialization in Historical and Contemporary Yiddish Literature. Connecting across Languages and Cultures: A Heritage Language Festschrift in Honor of Olga Kagan. Slavica Publishers. [INVITED PAPER]
Avineri, N. (2017). Contested Stance Practices in Secular Yiddish Metalinguistic Communities: Negotiating Closeness and Distance. In I. L. Bleaman & B.D Joseph (Eds). Jewish Language Variation and Contact: Fifty Years After Uriel Weinreich (1926-1967). [Special Issue]. Journal of Jewish Languages 5(2), 174-199.
Avineri, N. & Avni, S. (2017). Language Socialization in Jewish Communities. Encyclopedia of Language & Education, Volume 8 “Language Socialization”. Springer Publishing. [INVITED CHAPTER]
Avineri, N. & Verschik, A. (2017). Innovation and Tradition in Yiddish Educational Programs. In O.E. Kagan, M.M. Carreira, and C.H. Chik (Eds.), A Handbook on Heritage Language Education: From Innovation to Program Building. Routledge Publishers. [INVITED CHAPTER]
Avineri, N. (2015). Review Article “Yiddish Language Socialization across Communities: Ideologies, Religion, and Variation”. Religion and Variation [Special Issue]. Language & Communication 42, 135-140.
Avineri, N. & P.V. Kroskrity (2014). On the (Re-)Production and Representation of Endangered Language Communities: Social Boundaries and Temporal Borders. In N. Avineri & P.V. Kroskrity (Eds.) Reconceptualizing Endangered Language Communities: Crossing Borders and Constructing Boundaries. [Special Issue]. Language & Communication 38, 1-7.
Avineri, N. (2014). Yiddish Endangerment as Phenomenological Reality and Discursive Strategy: Crossing into the Past and Crossing Out the Present. In N. Avineri & P. V. Kroskrity (Eds.),
Reconceptualizing Endangered Language Communities: Crossing Borders and Constructing Boundaries. [Special Issue]. Language & Communication 38, 18-32.
Avineri, N. (2014). Yiddish: A Jewish Language in the Diaspora. In T. Wiley, J. Kreeft-Peyton, D. Christian, S.K. Moore, & N. Liu (Eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Educational Practice, and Policy. (pp. 263-271). Routledge Publishers.
Avineri, N. (2014). Book Review of L. Wright Fogle’s Second Language Socialization: Adoptive Family Talk. Journal of Linguistic Anthropology 24(1), 98-100.
- Critical Service-Learning
Avineri, N. (under preparation). Nested Interculturality in Immersion Experiences: An Exploration of Tensions and Dilemmas. In D. Martin & E. Smolcic (Eds.) Redefining Competence Through Cultural Immersion: Teacher Preparation for Linguistic and Culturally Diverse Classrooms. Palgrave Macmillan. [INVITED CHAPTER]
Avineri, N. & J.M. Perren (under review). Language Testing in Service-Learning: A Critical Approach to Socially-Situated Language-In-Use. In S-A Mirhosseini & P. DeCosta (Eds.) The Sociopolitics of English Language Testing. Bloomsbury Publishing. [INVITED CHAPTER]
Avineri, N. (2015). Nested Interculturality, Multiple Knowledges, and Situated Identities through Service-Learning in Language Education. In J.M. Perren & A.J. Wurr (Eds.) Learning the Language of Global Citizenship: Strengthening Service-Learning in TESOL. Champaign, IL: Common Ground Publishers.
- Language Education
Avineri, N., Forbes, M., Goldstein, L., MacDonald, K., Reppert, K., Rindler, B., & Teague, B. (2016). Language Program Administration Positions in TESOL/TFL Programs: Needs, Interventions, and Possibilities. PAIS Newsletter. http://newsmanager.commpartners.com/tesolpais/issues/2016-10-26/3.html
Avineri, N. & J. Martel (2015). The Evolution of a Practicum: Movement Toward a Capstone. CATESOL Journal Special Theme Issue “Revisioning the Practicum Experience in TESOL Teacher Education”. http://www.catesoljournal.org/wp-content/uploads/2015/12/CJ27.2_avineri.pdf
- Language Policy
Avineri, N. & S. Avni (2015). Introduction to N. Avineri & S. Avni (Eds.), Language Policy and the Reconceptualization of Religions as and in Institutions. [Special Issue]. Language Policy.
- Institutional Discourse
Avineri, N. (2010). The interactive organization of ‘insight’: Clinical interviews with frontotemporal dementia patients. In A. Mates, L. Mikesell, & M. Smith (Eds.), Language, interaction and frontotemporal dementia: Reverse engineering the social mind (pp. 115-138). London, UK: Equinox.