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Luis Cerezo- Ceballos Nondegree Graduate-CAS

Degrees
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
Bio
Dr. Cerezo is a professor of applied linguistics and the director of the Spanish language program at American University. He has been a consultant for institutions like the Fulbright Commission and Berlitz. His research investigates technologies for language learning, particularly video games, simulations, and hybrid and online curricula. Through quantitative and qualitative methods, Dr. Cerezo evaluates the effectiveness of different instructional methods (e.g., guided induction, metacognitive instruction, vicarious learning) for different learner profiles. In his video game Talking to Avatars, English speakers learn Spanish while interacting with pre-filmed actors, receiving different types of corrective feedback. His work has been published in leading journals such as Computer Assisted Language Learning, Language Learning & Technology, and Studies in Second Language Acquisition.

Scholarly, Creative & Professional Activities

Honors, Awards, and Fellowships

       
  • 2012 Harold N. Glassman Dissertation Award in the Social Sciences, Georgetown University.
  •    
  • 2011, Teaching with Technology Award, CTRL, American University

Selected Publications

Edited Books

  • Leow, R. P., Cerezo, L., Baralt, M. (2015). A Psycholinguistic Approach to Technology and Language LearningBerlin, Germany; Boston, MA: De Gruyter Mouton.

Journal Articles

  • Cerezo, L. (2017). Always together or alone first? Effects of type of collaborative translation on Spanish L2 development. Journal of Spanish Language Teaching, 4(2), 152–167.
  • 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.
  • 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.

Book Chapters

  • Leow, R. P., Cerezo, L., Caras, A., Cruz, G. (2019). CALL in ISLA: Promoting depth of processing of complex L2 Spanish “Para/Por” prepositions. In R. DeKeyser and G. Prieto Botana (Eds.), Doing SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicability. (pp. 155–178). Amsterdam, The Netherlands: John Benjamins.
  • 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. (2014). Interpreting. In M. Lacorte (Ed.), The Routledge handbook of Hispanic applied linguistics. (pp. 313-331). London, UK; New York, NY: Routledge.