Assistant Professor TESOL/TFL
Dr. Netta Avineri is assistant professor of TESOL/TFL. She also serves as the Institute’s Intercultural Competence Committee Chair and co-founded the Intercultural Digital Storytelling Project (sites.miis.edu/idsp). 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 four years.
- Current term ●
- Upcoming term(s) ○
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
Presents a practical overview of problems, situations and issues occurring in the management of language programs. Provides participants with an opportunity to shadow a language program administrator and later to complete an administrative internship.
Spring 2017 - MIIS, MIIS Winter/J Term only, Spring 2018 - 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?
Spring 2018 - MIIS, MIIS Workshop
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 2016 - MIIS, MIIS Workshop, Spring 2017 - MIIS, MIIS Winter/J Term only, Fall 2017 - MIIS, MIIS Workshop, 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
Introduces social science research design, descriptive and analytic procedures, basic statistics, and their application to research on language learning and teaching.
Fall 2017 - MIIS
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 2016 - MIIS, Fall 2017 - MIIS
Requires original research to be conducted by the student on issues such as language attitudes, cultural variables, language learning, or other topics from sociolinguistics and second language acquisition. Introduces a range of research methods, including exposure to various data collection and analysis procedures in both the qualitative and quantitative research traditions.
Fall 2016 - MIIS, 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 bookResearch 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.
Avineri, N. & S. Avni (2015, forthcoming). Introduction to N. Avineri & S. Avni (Eds.), Language Policy and the Reconceptualization of Religions as and in Institutions. [Special Issue]. Language Policy.
Avineri, N. & E. Johnson (2015, forthcoming). Introduction to N. Avineri & E. Johnson (Eds.). The “Language Gap”: Linguistic Anthropological Perspectives. [Forum]. Journal of Linguistic Anthropology.
Avineri, N. (2015, forthcoming). Review Article “Yiddish Language Socialization across Communities: Ideologies, Religion, and Variation”. Religion and Variation [Special Issue]. Language & Communication.
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). Book Review of L. Wright Fogle’s Second Language Socialization: Adoptive Family Talk. Journal of Linguistic Anthropology 24(1): 98-100.
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. (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”.
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. Routledge Publishers.