Professor TESOL/TFL, Intercultural Competence Committee Chair, Collaborative in Conflict Transformation Graduate Training in Research Pillar Lead
Dr. Netta Avineri is 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.
EDUC 8470
UnderGrad Service LearningCourse Description
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 and models. You will also have the opportunity to become a short-term service-learner in a community partner organization in the Monterey Bay region, 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.
Learning Outcomes:
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
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)
Terms Taught
EDUC 8545 Current
Lang Teach for Social JusticeCourse Description
In this course we will collectively explore the role of language education in the pursuit of social justice at multiple scales (“me-cro”, micro, meso, and macro). The course focuses on cultivating knowledge, skills, and dispositions to engage in the what, how, and why of language teaching and social justice, centering the role of tensions in this work. Definitions of key concepts will be discussed (e.g., critical literacy, critical pedagogy, critical consciousness, diversity, equity, inclusion, access, power, privilege, oppression). We will examine our own positionalities and commitments in relation to language education and the contexts where we (plan to) teach. In the second half of the course, we will focus on creating tasks, activities, lessons, and units that integrate language learning with social justice aims. We will explore case studies and scenarios related to language education and social justice, analyzing these at various temporal and spatial scales. Each student will select a language/social justice topic for their final project focused on critical engagement, advocacy, and action relevant for their teaching context.
Terms Taught
EDUC 8579
Teaching Language OnlineCourse Description
The course focuses on general approaches to teaching online (as entirely online courses, hybrid/blended models, and online elements for face-to-face classes) as well as specific approaches to teaching languages online. Discussions and class activities will focus on debates around online education; relationships among SLA theories, teaching philosophies, and online teaching; and online language teaching/learning tools. Students will have the opportunity to create and deliver an online lesson, and build online language learning units that match their pedagogical & professional interests.
Terms Taught
EDUC 8660
Intro to Language Prog AdminCourse Description
This two-unit J term course addresses key issues related to language program administration (LPA). The course is predominately asynchronous, with a few synchronous sessions to be determined in consultation with students. Course topics include (but are not limited to) innovation, customer service, decision making, governance, ethics, human resources, project management, quality assurance, and strategic planning. The course will help students to recognize macro- and micro-level issues involved with LPA work and evaluate strategies for handling future situations in LPA contexts.
Terms Taught
ICCO 8512 Current
PowerIdentitiesIntercContextsCourse Description
Power & Identities in Intercultural Contexts
Power and identity are central to our understanding of cultures and intercultural interaction. In this class we will explore the role of situated and transportable identities at the individual and collective levels as well as power at the “me-cro”, micro, meso, and macro levels. In addition, we will consider topics including intersectionality, positionality, diversity, inclusion, equity, ethics, privilege, marginalization, markedness, and epistemologies and how they manifest across contexts. We will discuss ethical intercultural methods as well as how power and identity connect with and shape social justice processes and goals. Through in-class discussion, hands-on activities, discussion of case studies, interviews, and presentations, students will investigate their personal conceptions of power and identity in order to identify their professional philosophies and practices moving forward.
There are eight main Student Learning Outcomes for this course:
Conceptualize power and identity (and the relationships between them) at “me-cro”, micro, meso, and macro levels
Explore the roles of intersectionality, positionality, diversity, inclusion, equity, ethics, privilege, marginalization, markedness, and epistemologies in diverse contexts
Identify the roles of power and identity in social justice processes and goals
Examine case studies in intercultural contexts in relation to key course concepts
Practice intercultural communication skills, including active listening, perspective-taking, and audience coalescence
Use ethical intercultural methods (observation, interviews, critical discourse analysis) to explore power and identity across contexts
Articulate your professional philosophies and practices in relation to power and identity in intercultural contexts
Analyze and interpret your own experiences with power and identity through ongoing reflection (individual, group, anonymous, shared)
Terms Taught
ICCO 8535
SrvcLrng:Intl&DomstcCommPrtnrsCourse Description
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.
Learning Outcomes:
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)
Terms Taught
ICCO 8580
COVID19CrossDisciplnryPandemicCourse Description
COVID-19 Cross-Disciplinary Pandemic
The COVID-19 pandemic is an unprecedented global crisis that has unleashed a vast amount of changes in all aspects of policy, and disrupted industries, organizations, and individuals in previously unimaginable ways. Leaders are tasked with making complex decisions, and societal inequities have intensified differential consequences for individuals and groups around the world. Navigating through implications of a global challenge of this scope is best suited to interdisciplinary perspectives, approaches, and actions. In this online course, students will analyze the current situation from multiple perspectives, engage with others across disciplines, and have the opportunity to mobilize their disciplinary knowledge and skills to address this particular global challenge. MIIS faculty and students can play a pivotal role in addressing these issues through praxis, moving from theory to reflection + action. In this course, students will engage with experts from multiple disciplines to examine how COVID-19 has impacted the economy, environment, education, public health, and much more. Students will critically evaluate the roles that complexity, systemic interactions, and individual perceptions and understandings play in shaping local, regional, and global responses to the pandemic across disciplines with an eye towards social justice and change. The course will provide students with tools to engage with a range of diverse audiences, to address complex problems, and to communicate their findings professionally as preparation for their future careers in a changing world.
Terms Taught
IEMG 8605
Survey DesignCourse Description
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.
Terms Taught
LING 8510 Current
Intro to SociolinguisticsCourse Description
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.
Terms Taught
LING 8530
Structure of EnglishCourse Description
Examines the syntax and discourse of modern English for ESL and EFL teaching. Spotlights practical applications for the classroom. Prerequisite: Language Analysis
Terms Taught
LING 8598
Directed StudyCourse Description
Terms Taught
MIIS 8514
Intro to SociolinguisticsCourse Description
Intro to Sociolinguistics
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. The dates of this course are AUGUST 24 through DECEMBER 11. Registering for this course signals your interest in taking the course. You will be notified via email on August 21 whether you can officially enroll in the course. . The dates of this course are AUGUST 24 through DECEMBER 11. Registering for this course signals your interest in taking the course. You will be notified via email on August 21 whether you can officially enroll in the course.
Terms Taught
MIIS 8519
Structure of EnglishCourse Description
Structure of English
Examines the syntax and discourse of modern English for ESL and EFL teaching. Spotlights practical applications for the classroom. Prerequisite: Language Analysis (Open to Juniors and Seniors only) (Open to students who have taken Language Analysis or equivalent, you must contact Kathi Bailey from Monterey (kb@middlebury.edu) for review of MIDD course background.) The dates of this course are JANUARY 31 through MAY 20. Registering for this course signals your interest in taking the course.
Terms Taught
TRLM 8511 Current
DEI in LocalizationCourse Description
How are diversity, equity, and inclusion relevant and applicable to the localization field? How can localization practitioners integrate these and related topics into their philosophy and practice? In this core TLM course students will engage in critical reflections, case study analysis, examination of key topics in relation to their daily work and their lives as localization professionals. Topics to explore will include power, identity, positionality, linguistic imperialism, linguistic variation, linguistic hegemony, AI, and techno-racism through individual, peer, and whole class engagement.
Learning Objectives:
Students will be able to:
• Identify key DEI principles and theories
• Apply DEI principles and theories to localization case studies in a variety of intercultural and global contexts.
• Analyze the roles that intersectionality, positionality, and power play in translation and localization at various scales
• Examine how relations of class, power, race, gender and geography intersect in the market for language services (buyer side, provider side, and consumer side).
Terms Taught
TSOL 8541
Inclusive&IntercltralTeachingsCourse Description
How can we cultivate language learning environments that are inclusive of all students’ diverse backgrounds, learning preferences, and culturally-shaped ways of being? What teaching practices foster various forms of intercultural learning and critical engagement? In this fully asynchronous course, we will explore the “what”, “how” and “why” of inclusive and intercultural teaching practices through materials development/selection, activity/task design, and classroom engagement. Activities will include readings, discussions, videos, case study exploration, and reflections. Upon completion of the course, you will have the skills to select relevant approaches for working with diverse student populations and in language teaching contexts through intentional design principles, culturally-informed methods, and intercultural techniques. You will demonstrate your learning by creating a differentiated activity, an inclusive and intercultural teaching philosophy statement, and a lesson plan with relevant adaptations for diverse student populations and contexts.
Terms Taught
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.
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
Blum, Susan D., Avineri, N., and Johnson, Eric J. (June 2015). “White+Word Gap=Wrong”. http://blog.aaanet.org/2015/06/22/white-word-gap-wrong/
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.
| by Sierra Abukins
Graduate students have the chance to explore how we shift conflict from destructive to constructive and work towards new possibilities via funded fellowships to support applied research and projects.
| by Anna Santos MPA ’16
MPA graduate Anna Santos shares how the organizational storytelling skills she learned at the Middlebury Institute helped her launch a career in marketing internationally-focused nonprofit organizations.
| by Sierra Abukins
Over a two-year period, students, faculty and staff worked to shape a land acknowledgment that they hope will be the start, not the end, of a process of learning and deepening relationships with local Indigenous people and tribal nations.
