- Ph.D. (distinction), Spanish Linguistics, Georgetown University
M.S., Spanish Linguistics, Georgetown University
M.S., Computational Linguistics, Georgetown University
M.S., Machine Translation, University of Manchester
- Languages Spoken
- Spanish, English, Italian, German
- Dr. Cerezo designs, evaluates, and implements audiovisual technology for second language learning. He is the author of Talking to Avatars, a computerized tutor that allows students to learn Spanish by interacting with pre-filmed actors. His research investigates the effects of type of computerized practice and corrective feedback on language development, both as a product and process, and takes into consideration learner individual differences. Prof. Cerezo teaches courses in Spanish linguistics, translation, second language acquisition, language technology, and research methods.
Honors, Awards, and Fellowships
- 2012 Harold N. Glassman Dissertation Award in the Social Sciences, Georgetown University.
- 2011, Teaching with Technology Award, CTRL, American University
- Leow, R. P., Cerezo, L., Baralt, M. (2015). A Psycholinguistic Approach to Technology and Language Learning. Berlin, Germany; Boston, MA: De Gruyter Mouton.
- Cerezo, L., Caras, A., & Leow, R. P. (2016). Effectiveness of guided induction versus deductive instruction on the development of complex Spanish “gustar” structures: An analysis of learning outcomes and processes. Studies in Second Language Acquisition, 38, 265-291.
- Leow, R. P., & Cerezo, L. (2016). Deconstructing the “I” and “SLA” in ISLA: One curricular approach. Studies in Second Language Learning and Teaching, 6(1), 46–63.
- Cerezo, L. (2016). Type and amount of Input-based practice in CALI: The revelations of a triangulated research design. Language Learning and Technology, 20(1), 100–123. Retrieved from http://llt.msu.edu/issues/february2016/cerezo.pdf.
- Cerezo, L., Baralt, M., Suh, B. R., & Leow, R. P. (2014). Does the medium really matter in L2 development? The validity of CALL research designs. Computer Assisted Language Learning, 27(4), 294–310.
- Cerezo, L. (2015). Theoretical approaches to CALL research: Toward a psycholinguistic perspective. In R. P. Leow, L. Cerezo & M. Baralt (Eds.), A psycholinguistic approach to technology and language learning. (pp. 23-46). Berlin, Germany; Boston, MA: De Gruyter Mouton.
- Cerezo, L., Moreno, N, & Leow, R. P. (2015). Psycholinguistically motivated CALL activities. In R. P. Leow, L. Cerezo & M. Baralt (Eds.), A psycholinguistic approach to technology and language learning. (pp. 243-257). Berlin, Germany; Boston, MA: De Gruyter Mouton.
- Cerezo, L. (2014). Interpreting. In M. Lacorte (Ed.), The Routledge handbook of Hispanic applied linguistics. (pp. 313-331). London, UK; New York, NY: Routledge.
- Cerezo, L. (2012). Beyond hybrid learning: A synthesis of research on e-tutors under the lens of SLA theory. In F. Rubio & J. J. Thoms (Eds.), AAUSC Volume 2012: Hybrid language teaching and learning: Exploring theoretical, pedagogical and curricular issues. (pp. 50-66). Boston, MA: Heinle, Cengage Learning.